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Teaching Matters: a framework for alignment
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Culture of Excellence
Culture of Excellence
Classroom Organisation
Establish clear routines and structures in the classroom
Organise classroom layout to support learning
Plan and prepare appropriate resources
Behaviour for Learning
Incorporate the teaching of learning behaviours into daily practice
Recognise and praise positive learning behaviours
Hold consistently high expectations of behaviour for learning
Communicate high expectations effectively
Environment for Learning
Design an environment to immerse children in the curriculum
Incorporate live learning within the environment
Encourage interactions with the environment to support learning
Present learning outcomes to celebrate achievements
Expectations
Collaborate to drive forwards a collective responsibility
Recognise and understand the shared expectations of the school
Share and apply the vision for expectations relentlessly
Follow up when expectations are not upheld
Relationships
Communicate authentically
Embed mutual respect at all levels
Collaborate to reach a shared goal
Reading and Research
Adaptive Teaching
Adaptive Teaching
Flexible Grouping
Promote a growth mindset classroom culture and learning behaviours such as
Effectively assess children's prior knowledge and understanding to organise
Circulate the room to provide support and guidance to children
Use groupings to provide targeted support to children through adult deploym
Carefully monitor the impact of groupings on engagement, motivation and pro
Deployment of Adults
Clearly define roles, expectations and responsibilities of all adults
Ensure a culture of collaboration and effective communication between adult
Provide ongoing feedback and support to all adults to develop practice
Establish consistent routines and procedures particularly around assessment
Regularly evaluate and adjust adult support to best meet the needs of all c
Inclusive Practice
Engage with a range of resources and assistive technology
Develop a range of teaching strategies to motivate and inspire all learners
Use the assess, plan, do, review cycle (ADPR) to plan for individual needs
Ensure triangulation of targets and recommendations from SEND documentation
Consider children's interests and voice in curriculum planning
Ensure a culture of collaboration and effective communication between adult
Collaborate with external agencies to best utilise advice and strategies
Recognise that children's needs may change over time, adjusting and adaptin
Questioning
Plan questions purposefully and progressively for each part of the lesson
Use a variety of question types suited to the point of the lesson in order
Target individuals and groups through appropriately pitched questions
Use a variety of strategies in order to elicit children's responses and par
Provide constructive feedback on children's responses
Regularly reflect on questioning techniques and evaluate their effectivenes
Scaffolding
Assess prior knowledge, skills and understanding in order to choose the app
Effectively model and break down skills, strategies or thought processes fo
Provide direct instruction and deliberate practice opportunities utilising
Tailor approaches to scaffolding to meet the individual needs of learners
Gradually release scaffolds as children gain confidence and competence to p
Regularly reflect on the effectiveness of scaffolding and evaluate children
Reading and Research
Assessment Informed Practice
Assessment Informed Practice
Feedback and Marking
Create opportunities to carefully review and analyse learning
Identify areas of strength and areas to develop
Provide children with individualised, precise feedback using the feedback t
Prompt children to reflect on the feedback provided
Summative Assessment
Plan for regular summative assessment opportunities
Facilitate assessments in a way that means all children can be successful a
Analyse assessment results and identify common patterns and recurring misco
Adapt planning and provision in response to the gaps analysis
Develop a targeted action plan to address the identified gaps
Learning Intentions and Success Criteria
Set clear learning intentions
Develop explicit, procedural steps to success which define the process of t
Communicate the learning intentions and steps to success to children using
Explain how the current learning connects to what they already know and how
Continuously refer back to the learning intentions and steps to success
Create opportunities for self assessment and peer assessment
Formative Assessment
Facilitate active participation of all children
Use a variety of techniques and prompts to elicit children's responses
Monitor and evaluate children's progress and understanding
Provide timely, constructive and motivating feedback
Adapt provision and teaching strategies
Addressing Misconceptions
Develop subject knowledge in order to spot common learner misconceptions an
Plan with misconceptions in mind
Reteach concepts differently when needed, varying scaffolds and resources a
Reading and Research
Curriculum
Curriculum
Development of Character
Develop cultural capital through exposure to enriching experiences
Invest in the creation of a climate where child voice flourishes
Cultivate positive attitudes across the fabric of learning through a values
Support children in developing an understanding of equality and the protec
Raise and maintain high aspirations of character development through the us
Teaching Sequence
Activate prior knowledge in order to connect a sequence of learning
Check for misconceptions to ensure that progress is consistent
Develop conceptual understanding before moving on to procedural fluency, re
Plan and share precise learning intentions with success criteria that suppo
Model a process and metacognition explicitly and skilfully
Secure Subject Knowledge
Use subject knowledge to identify and re-conceptualise children's misconcep
Plan for children to acquire and use substantive and disciplinary knowledge
Plan opportunities for children to become critical thinkers in the subject
Develop a deep understanding of curriculum knowledge
Use the National Curriculum as a foundation to plan inspiring content
Retention and Recall
Identify gaps and misconceptions in learning to ensure that previously taug
Refer to prior learning throughout the lesson to strengthen working memory
Refer to the supporting curriculum documentation including knowledge organi
Use formative assessment and regular low-stakes quizzing to ensure children
Plan for and apply varied strategies to recall and retain knowledge to ensu
Reading
Establish phonetical understanding
Build firm foundations through effective early reading provision
Explicitly teach reading skills and strategies
Develop vocabulary and oracy within reading
Promote a love of reading
Modelling and Instruction
Modelling and Instruction
Active Engagement
Foster an atmosphere of inclusivity and respect, ensuring all learners acti
Provide clear instructions, models and guidelines for independent and colla
Stimulate critical thinking and encourage children to think deeply, incorpo
Regularly assess and provide feedback to gauge understanding, level of invo
Deliberate Practice: We do
Plan and design specific activities for high impact
Provide clear instructions and expectations for success
Circulate and support learners to progressively develop a skill with approp
Use assessment for learning tools to check for understanding throughout
Direct Instruction: I do
Know the intended outcome in advance and share a range of models
Plan carefully using the curriculum, the KPIs and knowledge of children's s
Break down each element of the learning into relevant components
Clearly describe the process of the learning as it is demonstrated
Monitor children's understanding, using models of excellence to refer to
Provide opportunities to connect concepts
Independent Practice: You do
Plan and prepare independent practice activities that align with the learni
Scaffold the independent practice by gradually increasing the level of diff
Monitor and assess children's progress and outcomes, providing feedback, ad
Provide opportunities for self-assessment and reflection
Oracy
Plan for the development of the four different strands of oracy
Facilitate guided practice
Model and develop language application
Create opportunities for application across the curriculum
Reading and Research
Resources and downloads
Exemplification Material
Reading and Research
Teaching Matters: a framework for alignment
Exemplification Material
Collaboration
matters
Excellence
in everything
Community
first
Equity
for everyone Continuous
growth
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