Teaching and Learning Policy

Vision and Purpose

At The Independent School of Jakarta (hereafter ISJ or the school), high-quality teaching and learning are the most powerful drivers of pupil achievement, wellbeing, and long-term success. ISJ's international context, diverse community, and commitment to academic excellence require teaching that is purposeful, inclusive, research-informed, and ambitious for every pupil.

This policy sets out a shared framework for teaching and learning at ISJ. It reflects the school's mission to develop curious, knowledgeable, and compassionate learners who are confident, resilient, and equipped to thrive in a rapidly changing world. It draws upon evidence-based practice, cognitive science, and the professional expertise of staff, while aligning with ISJ's values, curriculum pathways, and international outlook.

Aims

Through a consistent whole-school approach to teaching and learning, ISJ aims to:

• Ensure consistently high-quality teaching across all phases and subjects
• Create safe, inclusive, and intellectually stimulating learning environments
• Secure deep understanding through carefully sequenced knowledge and skill development
• Support pupils in building strong long-term memory through retrieval and application
• Develop pupils as articulate, reflective, and independent learners
• Foster curiosity, creativity, resilience, and a love of learning
• Value diversity and promote respect for different cultures, perspectives, and identities
• Enable all pupils to make strong progress, including those with additional learning needs

Principles Underpinning Teaching and Learning at ISJ

Teaching and learning at ISJ is underpinned by the following core principles:

• Learning builds on prior knowledge and experience
• New learning is introduced in small, carefully sequenced steps
• High expectations are held for all pupils
• Clear explanations, modelling, and guided practice support success
• Oracy and academic language are explicitly developed across the curriculum
• Pupils are actively engaged and cognitively challenged
• Feedback is timely, purposeful, and supports improvement
• Assessment informs teaching and next steps

Lesson Design and Structure

While recognising the professional judgement of teachers and the needs of different subjects and age groups, lessons at ISJ typically reflect four interrelated phases. These phases may overlap and be revisited within a single lesson.

Phase 1 – Review and Connect

Teachers:

• Activate prior knowledge through retrieval practice
• Revisit key concepts, vocabulary, or skills from previous learning
• Place new learning within a wider conceptual or real-world context
• Share clear learning intentions in pupil-friendly language

Retrieval strategies may include questioning, low-stakes quizzes, partner discussion, mini whiteboards, or brief written recall, as well as other evidence-based strategies.

Phase 2 – Teach and Model New Learning

Teachers:

• Present new content in small, manageable steps
• Use clear explanations and explicit modelling
• Introduce and reinforce key vocabulary and disciplinary language
• Ask purposeful questions to check understanding and uncover misconceptions
• Provide opportunities for rehearsal through talk, demonstration, or short tasks

High-quality modelling is a central feature of this phase, enabling pupils to understand both the what and the how of learning.

Phase 3 – Guided and Independent Practice

Pupils:

• Practise new knowledge or skills with appropriate levels of support
• Apply learning through carefully designed tasks
• Receive feedback during learning that supports accuracy and confidence

Teachers:

• Scaffold learning through prompts, resources, worked examples, or questioning
• Gradually remove support as pupils become more secure
• Use assessment for learning to adapt teaching in real time

Practice is designed to consolidate learning and build fluency, enabling pupils to apply their understanding independently and in new contexts.

Phase 4 – Review, Reflect, and Extend

Teachers and pupils:

• Review what has been learned and how it connects to prior knowledge
• Identify successes and areas for improvement
• Reflect on strategies used and learning behaviours demonstrated
• Use outcomes to inform future teaching and learning

Reflection may be verbal, written, or practical and is not confined to the end of lessons.

Curriculum and Planning

At ISJ:

• Planning is purposeful, coherent, and aligned with curriculum expectations
• Learning is carefully sequenced to support progression over time
• Lessons are designed around clear learning intentions and success criteria
• Teachers adapt planning to meet the needs of their pupils while maintaining high expectations

Curriculum pathways at ISJ reflect international best practice and prepare pupils for future study and global citizenship.

Inclusion and Support

ISJ is committed to inclusive practice. All pupils are entitled to access high-quality learning, regardless of background or need.

Teachers:

• Adapt teaching through scaffolding, questioning, and resource design
• Maintain ambitious learning goals for all pupils
• Work collaboratively with learning support staff and specialists
• Use assessment to identify and address barriers to learning

Support is targeted, purposeful, and designed to enable independence over time.

Oracy and Language Development

Spoken language is fundamental to learning. Across ISJ:

• Pupils are encouraged to articulate ideas clearly and confidently
• Teachers model high-quality academic language
• Structured talk supports reasoning, explanation, and collaboration
• Subject-specific vocabulary is explicitly taught and revisited

Feedback and Assessment

Feedback at ISJ:

• Is focused on learning intentions and success criteria
• Helps pupils understand what they have done well and how to improve
• Is timely and manageable for staff
• Includes opportunities for pupils to reflect and respond

Assessment is used to support learning, not just measure it, and informs planning and intervention.

Learning Environments

Learning environments at ISJ are:

• Safe, calm, and respectful
• Well-organised and purposeful
• Designed to support independence and high expectations
• Reflective of current learning and pupil work

Classrooms and shared spaces promote pride, belonging, and a culture of learning.

Behaviour and Learning Culture

Positive behaviour underpins effective learning. At ISJ:

• Expectations are clear, consistent, and applied fairly
• Relationships are built on mutual respect and trust
• Pupils are supported to take responsibility for their learning and behaviour
• Teaching time is protected and valued

Professional Learning and Reflection

ISJ is a learning community. Staff:

• Engage in ongoing professional development
• Reflect on practice using evidence and research
• Share expertise and collaborate across teams
• Use enquiry to improve teaching and learning