Teaching & Learning

Everything we plan for regarding teaching and learning at Hollyfield is built upon our Go Bigger foundations.

Guide

Students must respect and care for their Chromebook and get ready for every lesson in the same way. Lessons begin with students navigating to the lesson content on Google Classroom. Learning objectives are a key part of that content and must be read by students. Students must get into the routine of looking up the meanings of unfamiliar words in the lesson objectives and anywhere else they find them. Rule reminders about behaviour and appropriate use of the Chromebooks during lessons will be issued by teachers.

Ongoing Assessment for Learning

The devices offer an opportunity for teachers to enhance ongoing assessment for learning. Services such as Kahoot, Quizizz, Quizlet and custom made Google Forms offer highly interactive formats that will be used to gather a sense of what the students have learned in the lesson. Checks will be concise, incorporating only a few questions. Key vocabulary from the lesson content will be referred to in questions and answers. Teachers will respond to the answers to clarify learning where appropriate. They will identify and discreetly intervene with students as appropriate. The information will be used to better teachers' understanding of which students require further ongoing support and those that can be stretched further.

Build Knowledge

Curriculum resources will be organised and uploaded to Google Classroom and wider services, in full, to subject, year group masterclasses on Google Classroom. Lesson resources will be uploaded for students to access in the relevant Google Classroom class they are in, prior to the lesson. With access to the Internet, students can now carry out research to help them build their knowledge. The processes of finding, interpreting, repurposing and referencing sources will be modelled frequently.

Instruct with Clarity

Unless the school's SENCO has directed otherwise, all students must continue to hand write their work in their exercise books. Students must only access content relevant to the lesson. The school’s behaviour policy and monitoring software will be used to support students in achieving these expectations. Individual and/or whole class access to online resources can and will be set up prior to the lesson. Teachers will always present and role model with Google Chrome as this is what the students will use.

Guide Through Modelling

Teachers will demonstrate how to use search words and phrases in a given context using the subject, topic or subtopic name. Interpreting search result ‘snippets’ and pages and how to repurpose information and correctly reference sources in exercise books will be modelled. Students will be shown how to access the lesson resources including how to use Google Classroom to navigate lesson resources and use subject specific websites that offer content in unfamiliar formats. Teachers will consciously and systematically sustain an overlearning approach to modelling using online content with students.

Guide Through Scaffolding

Teachers will ensure the lesson activities being completed in exercise books are structured by providing a list of logically sequenced headings and subheadings for students to write their work under. Where appropriate, teachers will provide a structured document template for students with additional needs who are approved to use their Chromebook to produce their work. Templates will be divided into sections with clear headings and subheadings, information, questions and spaces for answers. Approved SEND students can type their work directly into the template.

Engage Minds

Over time, with the ongoing development of digital literacy, students will become more independent in their ability to find answers to questions and complete activities. There is an opportunity for teachers to make more effective use of audio and video based content. Where supporting information is available in this format, teachers will ensure it is accessible by clearly labelled links, embedded within the digital lesson content in the subject year group masterclasses on Google Classroom.

Review & Adapt

Teachers and curriculum leaders will ensure they observe, reflect and evaluate the students’ digital learning experiences and contribute to a departmental digital curriculum review process. Departments will continually review the effectiveness of the content and structure of their digital curriculum. Curriculum leaders will collaboratively develop and improve the content based on the review process.

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