Teaching & Learning
Our Vision
Our vision is to create excellent learning experiences that enable pupils to excel both socially and academically. Consistent delivery will result in high levels of attainment and progress which outperform national trends leading to better life opportunities for the young people we serve.
Lesson Phases
Our lesson model is underpinned by research and is based on Responsive Teaching.
There are different lesson phases:
Recall: This phase will be present at the start of every single lesson in order to help pupils retain key information they have learned.
Input: This phase gives quality/expert instruction to the desired aim of the lesson or model particular skills/focus of the lesson
Checkpoint: Teachers will use a range of different strategies to ascertain class understanding of the input given. Using these insights they will move those showing ‘mastery’ onto independent practice and support those who do not.
Independent Practice: Pupils will practice the skills and content from the input. There will be a combination of fluency and problem solving questions. The teacher will support students throughout this time.
Differentiation: This is a constant focus throughout the planning and delivery of lessons and a range of strategies are used to remove as many barriers to learning as possible and accelerate the progress made by pupils.
Marking & Feedback
Pupil books will have one piece of work that has been deep-marked once a half-term for non-core subjects and twice a half-term for core subjects.
Pupils will be given strengths & an actionable target which they will respond to.
Monitoring
Developmental Drop ins: Staff will have a scheduled ‘drop in development' session’ on a two week cycle which focuses on areas of strength as well as a key actionable step which is linked to ‘The Principles of Teaching’.
Feedback will focus on specific action steps for improvement.
CPD: All teaching staff attend a comprehensive, research- formed CPD program. Each cycle of CPD (5 weeks) has a key focus, for example, ‘teaching to the top’. Time is given to faculties to apply pedagogy to subject specific contexts.
Book-looks: Book looks happen once a half term to check for the quality of work, marking and feedback.
Student voice: An opportunity, once a half-term, for pupils to give feedback on teaching and learning.
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