Knowledge 

Use of retrieval practice of topics taught using a combination of short-term and longer-term memory (lesson visuals, and ‘Do Now’ activities etc.)

Reducing cognitive overload when introducing new topics by chunking information down, modelling new concepts (‘I Do / We Do / You Do’ etc.) and using regular low-stakes assessment to check new learning.

Developing subject knowledge of teachers regularly through CPD.

 

Students are given starter activities on a lesson-by-lesson basis that incorporate retrieval practise and demonstrate the sequence of learning within the curriculum. Lesson visuals are also incorporated so students are aware of short-term and long-term retrieval practise throughout the lesson. The scheme of work is designed to incorporate knowledge checks enabling students to develop the neural pathways between long-term memory and working memory.

 

Explanation and Practice 

Teacher-led explanations are clear and concise.

Information is provided in a student-friendly way that is accessible by all.

Information is chunked when necessary.

Guided and independent practice is embedded within lessons using clear success criteria.

 

Teacher’s use low-stakes assessment to identify knowledge gaps and misconceptions. Student-profiles are incorporated into schemes of work to ensure that information is delivered to students in an accessible manner. When working independently students receive clear and concise success criteria that encourage success whilst also stretching and challenging them as individuals to achieve their relevant targets.

 

 

Modelling and Scaffolding 

New concepts, tasks, and knowledge are modelled first with differentiated scaffoldings provided where required to help build students’ confidence.

A variety of models (worked examples, live modelling etc.) are shared with students to enhance their understanding.

Scaffolding is withdrawn when teachers have assessed that students are ready.

 

Teachers follow the I Do / We Do/ You Do model strategy to help deliver new knowledge.  Teachers use numerous methods WAGOLL to demonstrate how to construct written work. Teachers also model practical skills to students so they can carry out their own experiments accurately and safely.

Classroom resources, such as key-term books, are given to students to help them identify and use key-terms across topics. Teachers use their marking and assessment to scale down the scaffolding provided so that students can close knowledge gaps.

 

 

Questioning 

Targeted questions are used to gain live feedback from students in the lesson.

A variety of questioning methods are used (cold calling, show-me boards etc.)

Questioning is used to allow students to deepen their understanding through subject-specific terminology and academic dialogue.

 

Teachers use assessment to plan for differentiated questioning and a primary approach of hands-down questions to ensure pupil engagement with appropriate stretching and challenging. teachers encourage students to build on their own, and each other’s, ideas to help deepen understanding and develop healthy relationships and communication skills.

 

Teachers will also use live marking to incorporate questions into students’ written work, so they are encouraged to deepen their knowledge and understanding on a continuous basis.

 

Feedback 

Feedback includes a combination of live questioning within the classroom and more deeply marked pieces of work.

Feedback is personalised (Pink for Think, live marking etc.) to allow students to progress with their individual learning.

Feedback is given in a positive, encouraging, and constructive way (WWW – what went well, and EBI – even better if)

Students are actively encouraged to engage with feedback (DIRT, Purple for Progress etc.) to address learning gaps.

 

Students are given feedback in a constructive manner that gives them opportunities to edit and amend their work thus developing their resilience and attention to detail. Students are actively encouraged to reflect on their own work and use model answers to facilitate this. Teachers will reference pupil targets through lessons, incorporating it into verbal feedback, to ensure students remain cognitively aware of their progression steps.

 

Behaviour and Relationships 

Teachers create environments in which all students feel safe.

Positive and professional relationships are established though clear roles, routines, expectations, and boundaries.

Routines and behaviours are rehearsed and positively modelled by staff.

Differentiated behaviour management strategies are applied to help challenge and correct student behaviour.

 

Teachers promote a safe and inclusive working environment. Students are encouraged to support each other and develop a positive attitude towards their work and improvement. Teachers aim to build students confidence working independently during experiments and consequently improving their attitude and outcomes in their written work.