LAR Curriculum Implementation - Excellence Rubric

Establishing Excellence Rubric

The 6 Strands of Teaching

Sutton Trust Research - The 6 Strands of Teaching

There are six fundamental components that contribute to pupils making exceptional progress, as defined by Sutton Trust research in 2014. These components underpin every element of our daily practice and are consistently embedded in everything we do.

All six components play an equivalent role in developing teaching practices that accelerate pupil progress and are outlined in the ‘Establishing Excellence Rubric’ (see below). Each strand links to various aspects of the Teachers’ Standards as outlined by the DfE, and outlines the success criteria and a common language for observing and providing formative feedback to support professional development at Leigh Academy Rainham. Platinum practitioners will consistently demonstrate all of these attributes as part of their typical teaching habits which ultimately leads to their pupils making exceptional progress over time. All staff are expected to refer to these criteria to align their practice with our minimum expectations and master their own teaching craft.

Establishing Excellence Rubric

The Establishing Excellence Rubric is used to support observation and feedback as part of our coaching model, enabling staff to openly discuss where the strengths and areas for development in their practice in line with the 6 Strands of Teaching.

LAR Establishing Excellence Rubric.pdf

Effective implementation of curriculum requires teachers to deliver sequences of learning that consider all the elements of pedagogy. Therefore teachers must master the six strands of teaching so that:

Classroom Management is established and highly effective so there are no barriers to learning
Technological Pedagogical Content Knowledge (traditionally just PCK) is expertly used to plan and deliver lessons that will both challenge pupils and scaffold learning, with highly appropriate use of technology.
Quality of Instruction enables clear explanations, modelling of excellence, questioning of pupils’ understanding and provides feedback with clarity.
Climate for Learning provides one of challenge, driving forward momentum in learning.
Teacher Beliefs are centred around the concept that there is no ceiling to what a pupil can achieve and that planning meets the needs of all individuals with appropriate scaffolding and challenge.
Professional Behaviours are maintained at all times by following Academy policies ensures pupils receive a consistent diet of teaching and modelling throughout their learning experiences at our Academy.

Page updated

Report abuse