Teaching and Learning Using an Evidence Based Approach Guidance > CONTENTS
Intent • Our core beliefs 4 • We believe that great teaching is key 5 • Creating the ‘magical’ element of an excellent primary curriculum 6 Implementation • How we support Teacher Professional Development (and Teaching and Learning) 8 • How we ensure consistency in Teaching and Learning 9 • Behaviour for Learning 12 • Classroom Environments 15 • Teaching Sequence 17 • Planning 22 • Learning Objectives 24 • Success Criteria and Modelling (WAGOLLs) 25 • Guiding student practice 27 • Questioning and maximizing participation 30 • Retrieval and daily review 33 • Checking children’s understanding 34 • Feedback 35 Impact • How we evaluate the quality of teaching and learning and support improvement 38 CONTENTS 2
Teaching and Learning - INTENT 3
At Jerry Clay Academy we are committed to excellence in all that we do and recognise that this is achieved through a constant drive to improve and develop the quality of teaching and learning across the school. 1. We strive to be the best we can be and have high expectations: We have high expectations of all children both for behaviour and academic success. We also hold high expectations of our staff to deliver outstanding lessons to ensure rigorous learning and progress. 2. Great teaching is key: We know that without great teachers, nothing else matters. Teachers must have the time, professional tools and resources to do their jobs effectively. 3. Understanding a structure liberates: We believe that creativity flourishes within a structured academic environment. Good learning does not occur unless there is a safe and orderly environment both in and out of the classroom. 4. We do whatever it takes: It is our task to close achievement gaps. The faster we close these gaps, the greater the chance of academic success for our children. We do what it takes to ensure that each child makes rapid progress. 5. The ‘magical’ factor: We all work harder when we are enjoying our work. It is our responsibility to ensure that children are enjoying their lessons and intrinsically feel that each lesson is improving their chances of success. 6. We plan to ensure academic success: We plan with every child in mind; we plan every part of each lesson. Planning is the teacher’s tool to help them meet the needs of every child. Through assessment we identify the highest leverage activity for improvement. Then re-teach, practise and retest until the children secure this aspect of learning 7. Marking and assessment is the teacher’s personal communication with each of their children. Questioning drives progress: It deepens learning and uncovers misconceptions. Teachers tell less and question more. High levels of literacy and numeracy provide the foundations for academic success: We prioritise depth before breadth, so that all children secure firm foundations in English and Maths as early as possible. 8. Review, reflect then re-teach: We must provide opportunities for children to learn from their mistakes. We need to ensure that we diagnose problems and then re-teach and re-test before moving on to the next level of learning. Our core beliefs 4 > CONTENTS
We live by the motto, ‘Striving to be the best we can be’. Great teaching is key! Great teaching is what enables learners to make great progress. The greater the progress needed the greater the teaching has to be! Everything we do must support and enable great teaching and learning. We will ensure teaching is great through: • On-going professional development that is differentiated • Shared expectations about what great teaching looks like • A common language of learning about effective teaching • Creating time, space and opportunities for all staff to be reflective practitioners Improving the quality of teaching and learning is a continuous process which is jointly owned by all staff who take collective responsibility for each other’s professional development. Some of these systems are self-directed by teachers who are encouraged to reflect and adapt own practice. Others are planned through structured learning conversations, staff meetings, newsletters, coaching and organised through lesson observations which are developmental and focused on improving specific aspects of teaching. We believe that great teaching is key! 5 > CONTENTS
We believe that happy learners make greater progress. An outstanding learning environment will have teachers and other adults generating high levels of enthusiasm for participation and commitment to learning. In a ‘magical’ learning environment we believe that: • The excitement is palpable and contagious. • Praise is precise, plentiful and generous. • Praise informs others what ‘great’ looks like. • Good work is celebrated regularly. • No one is left out of the spotlight of praise. • Learners are caught doing things well. To spread the magic at Jerry Clay Academy we will: • Display learners work • Celebrate outcomes through ‘beautiful exhibitions’ of work open to our community and beyond • Give regular feedback using precise and accurate praise. • Make contact with parents to tell good news. • Publish learners’ work in newsletters. • Reward outstanding work in assemblies. • Encourage house spirit through house competitions As outlined in this guidance, we use the most effective research to ensure that this is constantly driven forward, including (but not limited to) Rosenshine’s Principles in Action, Benjamin Bloom and Doug Lemov. Creating the ‘magical’ element of an excellent primary education 6 > CONTENTS
Teaching and Learning - IMPLEMENTATION 7
As a teacher and leader at our school the following systems will enable ownership of improving teaching: • repeated reinforcement of our Jerry Clay Core Values • incremental coaching • joint planning of lessons in phase teams • peer lesson observations within school • lesson study visits to other schools with a specific focus on improving an aspect of teaching • lesson study style observations and jointly planned with named colleagues • triangulated lesson observations and learning walks with a specific focus • self-assessment using school ‘pedagogy and practice’ rubric • engagement in school led research and development projects, disseminated and shared with teams • planned professional development learning conversations with mentor or named appraiser • progress review meetings • performance management systems A Better Way To Support Teacher Professional Development 8 > CONTENTS
At the heart of a trustworthy observation system are clear transparent and measurable criteria for success. This defines a common language for instructional practice that enables teachers, mentors and staff to ‘grow’ common beliefs about what good teaching looks like. This has a profound effect on teachers’ practice and shapes what teachers do in the classroom. The following guidelines are designed to outline our vision and ethos in relation to teaching and learning at Jerry Clay Academy. They are aligned to our core expectations and provide a roadmap to success for all levels of teaching. We continuously review our support for teachers and revise leadership practice linked to our shared expectations. Ensuring consistency and quality in Teaching and Learning 9 > CONTENTS
Contribution to the Jerry Clay Culture Emerging Developing Highly Accomplished Embedded Excellence Relationships with others Relationships are positive or are improving. There is recognition that school improvement is dependent on building professional relationships with all members of the school community Day to day relationships are good and support school improvement. Communication is good amongst teams and professional differences are generally managed well Relationships across all groups within the class and school community are excellent and build a climate of trust. Immediate teams are clear about leadership through relationships and model expected behaviours well. Difficulties and challenges are always managed professionally Relationships with others are exemplary. Positive behaviours are modelled continuously and professionally. This has a positive impact across the school; beyond immediate teams. Leadership through relationships is embedded and champions the mantra ‘this is how we do things around here’ Quality of Planning (the learning journey) Planning meets national curriculum requirements and school policies. Some learning experiences capitalise on local context and learners’ interests Planning provides a good curriculum experience which is broad, balanced and links across subjects. Outcomes are of a good standard. Good use is made of trips, visits and the local context to provide a stimulus for learning Curriculum planning offers an excellent provision and leads to pupils reaching high standards in a range of areas. Learning journeys are planned well and are reflected in the learning environment, as well as pupils’ books. Links with the local and wider community are excellent and used well to enhance learning experiences Class planning leads to an enhanced, high quality learning experience. Planning maximises freedoms to innovate and inspire learners. Learning journeys are carefully planned and consistently include models of excellence for pupils to see and in advance of learning experiences. Links with the local and wider community are ambitious and broaden pupils experiences well beyond the school Support for teams There is a desire to belong to the team and informal support provided benefits colleagues. Planning is shared across the team and ensures all teachers are prepared for lessons Good relationships and mutual support within school teams enhances provision and quality of teaching and learning. Lesson resources and planning are shared well which leads to a consistency in practice across the team Strong and focused team support leads to improved outcomes and / or rapid improvement within teams. Planning is excellent and a climate of openness welcomes feedback and self-evaluation. High quality team work ensures team systems are embedded. Planning and professional discussion are focused on achievement and sustaining school strengths 10 > CONTENTS
Emerging Developing Highly Accomplished Embedded Excellence Modelling excellence Teaching behaviours and practice demonstrate potential and meet school expectations. Areas of excellence to share have been identified for the future Teaching demonstrates examples of innovative practice and this is being shared with other colleagues with a positive impact on learning. Some practices are being included in CPD Teaching is consistently innovative and creative. Practice is regularly shared with other colleagues. This is improving the learning of others across the staff Teaching is recognised as cutting edge, both in thinking and practice. Practices and behaviours are shaping policy in key areas and inspiring staff. There is evidence of innovation enhancing pedagogy Ability to reflect There is a wiliness to reflect on teaching practice and an improving trajectory of practice in key areas. Action points linked to teaching evaluations are followed up Teacher reflection leads to improvement in quality of teaching and increased ambition to achieve excellence. There is good evidence of self-direction of CPD and an enthusiastic response to feedback Teaching is ambitious and continuously seeking improvements. The teacher is hungry to improve and actively seeks feedback wherever possible. Engagement in research and development is improving practice and this is leading to new practices or rapid improvements in key areas Teaching flourishes because of an established climate of reflection and improvement. Reflection improves the practice of self and others and connects with the school’s leadership of teaching and learning. All staff connected with the class benefit from opportunities to reflect and share new ideas Leadership of change Change and school improvement initiatives are generally viewed positively. School expectations and policies are implemented. There is some recognition that school improvement necessitates continuous change and revision of expectations Change is viewed positively and generally embraced. There is support for change management processes and willingness to be flexible. There is strong recognition of changing educational landscape and a willingness to engage in discussion about this There is good leadership of change and a desire to continuously improve teaching and school wide practice. Teaching offers strong support for others in change management, including a willingness to trial initiatives or support policy development. This has a positive impact on outcomes for pupils In every aspect, there is strong recognition that our work focuses on improving outcomes for children in our locality. Change is embraced and challenged professionally. There is a desire to support other schools in change management and a recognition that continuous improvement benefits the children across our school and also those in other schools 11 > CONTENTS
Behaviour for Learning Checklist Focus Question Action Points Does class have clear routines that are set in stone? • meeting and greeting / saying goodbye at end of day (both teacher and children) • lining up (spacing and order) • entering & leaving classroom / holding doors open • movement around school (e.g. use of passes / noise level expectations / greeting visitors) • calling to carpet / stopping to listen / working in collaboration / turn taking • expectations for pupil talk displayed (e.g. what makes a good talk partner) • transitions between lessons • giving out resources / storage of resources Does learning environment communicate high expectations? • rules and values clearly displayed and referred to • all areas of classroom clearly defined and labelled • table resources stored neatly using table trays • pupil books organised, accessible & stored in specific areas • teacher resources organised and stored neatly • adult modelling of expectations of the highest standard Do adults model quality relationships? • always using positive body language and tone when communicating • always use praise and noticing good behaviour • catching children being good and commenting on this • sharing successes of children with other staff / children / families • expressing empathy / emotions linked to values during significant learning experiences • regularly referencing values during learning time • modelling how to learn as well as teaching curriculum content (e.g. taking turns, sharing resources / talking partners) • using other adults to model relationships during learning tasks 12 > CONTENTS
Behaviour for Learning Checklist Focus Question Action Points Do we know our children’s personalities and interests? • names of children, likes and dislikes, know something special about them (e.g. birthdays, occasions, family composition) • asks genuine questions to understand children as individuals (seeks to understand) • always follows up on children’s requests / questions / comments with sincerity (e.g. after lessons or during break times) • praises significant achievements in a range of areas, (not just literacy and numeracy) • spends time with children outside of classroom (e.g. lunch hall / playground) Are we investing in relationships? • regular communication with families in a range of contexts inc. celebrating successes in class • visible around the school before and after school for parents to contact • uses circle time, snack times, informal times to model relationships and references values • plans success criteria which include social skills as well as curriculum content • notices unusual or out of character behaviour and always follows up with family or staff Does curriculum and learning time meet pupils individual needs? • teachers audit class profile of skills and needs before deciding on topic choices • children involved in co-constructing what they are learning and given choices about applying learning • learning environment encourages research with opps to share findings • learning questions used to frame topics and encourage research • all lessons contain using and applying skills opportunities • children provided with real opportunities to link learning to their world • subject allocation for non-core subjects ensures the arts, PE, PSHE and languages is taught and valued • timetables are flexible for specific pupils when needed • provision is made for specific pupils to extend learning by following interests 13 > CONTENTS
Behaviour for Learning Checklist Focus Question Action Points Do we build growth mindset/ ownership of learning? • uses language of effort, determination and resilience and encourages children to peer assess learning and model this with class • uses mixed ability groupings and assign roles to children in leading learning • links rewards to effort • gives written feedback which is specific, helpful and focused on next steps • children are encouraged to value mistakes as new learning • lessons always build in learning time for children to evaluate learning Are expectations of the highest standard? • children are shown models of excellent outcomes from beginning of topic (not the end) • expectations posters are visible and referred to in learning by both children and staff • learning environment provides models of excellence for pupils to refer to in every lesson • mid term planning includes time for re-drafting and editing • children are taught collaboration skills to jointly edit, critique and peer review learning • adults use visualisers / display to celebrate excellent learning • learning topics plan for excellent outcomes in a variety of forms inc. performance, art, debate, written outcomes 14 > CONTENTS
Creating beautiful environments which encapsulate the highest standards Classroom environments both support and enrich the learning of all children. As well as being vibrant and welcoming, the classroom environment is a learning resource, the second teacher, a way of engaging children and building the class community. It can create a sense of ownership and be used to support and promote learning as well as celebrating children’s work. With careful thought and planning, an effective classroom environment is used as an interactive resource supporting teaching, learning and assessment. At Jerry Clay Academy we believe that a well organised and stimulating environment has a direct impact on the quality of teaching and learning, and therefore supports raising standards. It enables pupils to develop independence as learners, building on good EYFS practice. • Objectives, success criteria and key questions are displayed and referred to in lessons. (These are not only important for children but also enable adults learning with children to be clear about teacher expectations). • Prompts, ideas and good examples that are generated during lessons are displayed and referred to, to support future learning. • Key questions are displayed and used to trigger prior knowledge. Curriculum displays include statements and questions to highlight key learning points. • Key words and technical vocabulary are displayed and discussed for a variety of curriculum areas. Please note that any collections of words or phrases are displayed and updated regularly to ensure vocabulary links to an appropriate learning context. 15 > CONTENTS
An Effective Working Wall Indicate on a display board the starting point and learning outcome for the lesson being taught with the journey between the two points. Pupils should be involved in the entire process of the working wall, from its conception through to the details of how it is managed. Work should be put up or removed in consultation with the children who should be helping to determine which examples best exemplify the current learning objectives • Added to over a series of lessons - shows the process and journey - use arrows to show this or learning line to support • A place where anyone can make a contribution - e.g. speech bubbles/misconceptions • Confidence building - Constantly used and referred to - key information clear • A place for planning/structure of children’s work • A storehouse of information and ideas - vocabulary, guidance, images, diagrams/ A place for planning / structure of children’s work / a teaching aid reinforcing teaching points • Frequently changed to be current - remove once children do not need to refer to them/have learnt this concept > CONTENTS 16
At Jerry Clay, our Teaching and Learning practice is informed by the most effective research. Our planning and lesson sequence are underpinned by Rosenshine’s ‘Principles of Instruction’, Lemov’s ‘Teach like a Champion’ and the formative assessment research of John Hattie, Carol Dweck and Kate Jones. Rosenshine’s Principles are 10 research based principles of instructions linked to the classroom. These principles come from 3 sources: (a) research and cognitive science (b) research and master teachers (c) research on cognitive supports. Here they have been set against a selection of techniques from Lemov’s Teach like a champion, which the author Doug Lemov describes as “a set of field notes from the observations of the work of masters” Teaching and Learning Sequence 1 Daily review Daily review is an important component of instruction. It helps cement the connection between learning material, automatic recall of words, concepts and procedures, freeze working memory for problem solving and creativity. Technique 20 - Do now Use a short warm up activity that pupils can complete without instruction or direction from you to start the class every day. This lets the learning start even before you start teaching. Technique 5 - Show me Flip the classroom dynamic in which the teacher gleans data from a passive group of pupils. Have pupils actively show evidence of understanding. Technique 46 - Strong start Design and establish an effective routine for pupils to enter the class and begin class. Once routine becomes habit, load on working memory is reduced. Technique 26 - Exit ticket End each class with an explicit assessment of your objective that you can use to evaluate your (and your pupils) success. 17 > CONTENTS
4 Provide models Pupils need cognitive support to help them to learn how to solve problems. Modelling, worked examples and teacher thinking out loud help clarify the specific steps involved and reduce the load on working memory. Technique 39 - Show call Create a strong incentive to complete writing with quality and thoughtfulness by publicly showcasing and revising pupil writing regardless of who volunteers to share. Technique 38 - The art of the sentence Ask pupils to synthesize a complex idea in a single well-crafted sentence. The discipline of having to make one sentence do all the work pushes students to use new syntactical forms. Technique 22 - Board = Paper Model and shape how pupils should take notes in order to capture the information your present. Technique 15 - Without apology Embrace- rather than apologise for- rigorous content, academic challenge, and the hard work necessary to scholarship. 2 New material and small steps Our working memory is small, only handling a few pieces of information at once. Avoid overload. Take time to present new material in small steps and proceed only when the first steps are mastered. Technique 21 - Name the steps Break down complex tasks into simple steps that form a path for pupil mastery. Give pupils the benefit of your intuition into the material to build knowledge systematically. Technique 57 - What to do (EX) Use specific concrete sequential and observable explanations to tell the students what to do as opposed to not what to do. Apply these rules when scripting how to unravel ideas. Technique 16 - Begin with the end Progress from unit planning to lesson planning. Define the objective, decide how you assess it and then choose appropriate lesson activities. Technique 25 - At Bats Because succeeding once or twice at a skill won’t bring mastery, give your students lots of practice at mastering knowledge and skills. 3 Ask questions The most successful teachers spend more than half the class time lecturing, demonstrating and asking questions. Questions allow the teacher to determine how well the material is learned and how then to proceed with next steps. Technique 33 - Cold call Create a positive culture where you can call on pupils regardless of whether they have raised their hands and pupils are ready to offer what they know. Technique 11- No opt out Turn “I don’t know” into a success by helping pupils who won’t try or can’t succeed. Practice getting it right (and being accountable for trying). Technique 32 - Wait time Allow students time to think before answering, if they aren’t productive with that time then narrate them towards being more productive. Technique 36 - Pepper Use pepper as a fast pace vocal review to build energy and actively engage your class. 18 > CONTENTS
7 Obtain high success rate Obtaining a high success rate at each stage of delivery will build solid foundations and avoid entrenching misconceptions. Moving on too quickly will reduce effectiveness and affect those pupils reaching clarity more recently. Technique 10 - Own and track Have students correct or revise their own work, fostering an environment of accountability for the correct answer. Technique 12 - Right is right When you respond to answers in class, hold out for answers that are all the way right or all the way to your standards of rigor. Technique 6 - Affirmative checking Insert specific points into your lesson when students must get confirmation that there work is correct. Productive or sufficiently rigorous before moving onto the next stage. Technique 15 - Without apology Embrace rather than apologise for rigorous content, academic challenge and the hard work necessary to scholarship. Aim high with expectations and challenge and build support. 5 Guide pupil practice Pupils need more time to rephrase elaborate and summarise new material. Successful teachers build in time for this as it supports greater understanding as well as more successful retention in long term memory. Technique 37- Everybody writes Prepare your pupils to engage rigorously by giving them a chance to reflect in writing before you ask them to discuss. Technique 43 - Turn and talk Encourage pupils to better formulate their thoughts by including short contained pair discussions but make sure to design them for maximum efficiency and accountability. Technique 42 - Habits of discussion Make your discussions more productive and enjoyable by normalizing a set of ground rules or habits that allow discussion to be more efficiently cohesive and connected. Technique 8 - Culture of error Create an environment where your pupils feel safe, making and discussing mistakes so you can spend less time hunting for errors and more time fixing them. 6 Check student understanding More CFU, means more processing, greater long term retention and better teacher understanding in terms of gaps. Very effective teachers avoid seeking nods from pupils and use targeted questioning to find misconception. Technique 1- Reject self report Replace functionally rhetorical questions with more objective forms of impromptu assessment in order to raise pupil accountability and teacher understanding of learning. Technique 2 - Targeted questioning Ask a quick series of carefully chosen, openended question directed at a strategic sample of the class and executed in a short time period. Technique 7 - Plan for error Increase the likelihood that you will recognize and respond to errors by planning for common mistakes in advance. Technique 4 - Tracking. Not watching. Be intentional about how you scan your classroom. Decide specifically what you are looking for and remain disciplined about it in the face of distractions. 19 > CONTENTS
10 Daily, weekly and monthly review The effort involved in recalled recently learned material embeds it in long term memory to develop extensive and available background knowledge. The more this happens the easier it is to connect new material. Technique 20 – Do now Use a short term warm up activity that pupils can complete without instruction or direction from you to start class everyday, this lets the learning start even before you start teaching. Technique 13 - Stretch it When reviewing pupil understanding, improve academic rigor by rewarding right answers with harder questions. Technique 6 - Affirmative checking Insert specific points into your lesson when pupils must get confirmation that their work is correct, productive or sufficiently rigorous before moving onto the next stage. Technique 16 - Begin with the end Progress from unit planning to lesson planning, define the objective, decide how you’ll assess it and then choose appropriate lesson activities. 9 Independent practice Rigourously monitored practice or over learning secures success and competence which will automise recall and reduce load on working memory. Facts, concepts and discriminations will be clear for subsequent learning. Technique 37- Everybody writes Prepare your pupils to engage rigorously by giving them a chance to reflect in writing before you ask them to discuss. Technique 43 - Turn and talk Encourage pupils to better formulate their thoughts by including short contained paired discussions but make sure to design them for maximum efficiency and accountability. Technique 41- Front the writing Arrange lessons so that writing comes earlier in the process to ensure that pupils think rigorously in writing and have the opportunity to work independently prior to feedback. Technique 40 - Build stamina Gradually increase writing time to develop in your pupils the habit of writing productively and the ability to do it for sustained periods of time. 8 Scaffolds for difficult tasks Scaffolds are temporary supports to assist learning. They can include modelling, teacher thinking aloud, cue cards and check lists. Scaffolds are part of a cognitive apprenticeship leading to competence and independence. Technique 35- Break it down When a student makes an error provide just enough help to allow them to solve as much of the original problem as they can. Technique 57- What to do (AC) Use specific concrete sequential and observable supports to show students what to do, identifying how to model and explain effectively in order to scaffold hard academic tasks. Technique 21- Name the steps Break down complex tasks into simple steps that form a path for student mastery. Technique 9 – Excavate error Dig into errors, studying them efficiently and effectively to better understand where students struggle and how you can best address those points. 20 > CONTENTS
The teaching sequence Our intent • Theme • Driver e.g. History/Geography • Outcome Context and hook to learning Implementation • Hook • Immersion • Precision teaching Ensuring retention of information/facts • Remembering prior knowledge at the beginning of every lesson • Mini retrievals • Retrieval test at the end of every unit Jerry Clay Academy—Our Curriculum Reading Reflection Learner Traits / Well-being The seven learner traits of a JCA pupil are; perseverance, carer, inquirer, risktaker, teamwork, communicator and thinker. These are paramount and run through the core of everything at Jerry Clay Academy. They are central in our aim to promote the development of secure, happy, well-adjusted individuals who are equipped for lifelong learning. Leadership Leadership is an important aspect at the core of our curriculum. Individual subjects are driven not only by staff subject leaders, but by Junior Leaders too. Pupil voice is important to how we continue to shape our curriculum. We believe that developing leadership in our children enables them to develop confidence, strength of voice and prepares them for their future education and life. Purpose We believe a curriculum with purpose is key to obtaining the best possible outcomes through the curriculum. The purpose is one of the main drivers in a subject and has the potential to motivate, enthuse and inspire our children even more. We believe that a purposeful curriculum motivates, inspires and embeds rich knowledge into our children’s working memories. Community / Experiences We are passionate about including the whole community in our curriculum. This does not just involve the local community but nationally and internationally. It is important to us to develop cultural capital, respect and appreciation of the world around them. Environment Using the environment to it’s potential support, extends and challenges the development of our curriculum. We are passionate about using the indoors and outdoors to enhance learning opportunities and make the best possible use of promoting learning around school. Children are inspired by our environment , it exudes our expectations and encourages children to take pride in everything they do. Theme Weeks Theme Weeks inspire our children and allow for an in-depth focus on specific subject and a key component of it. Children thrive during subject weeks and always have a purpose and an outcome to achieve by the end of the week. Purposeful Project The purposeful projects in a theme gives added purpose that children are inspired by. It ensures that children have a clear aim , clear learning intentions and have goals to achieve before getting to the desired outcome. Process The process is incredibly important to help to get to the desired outcome and is planned out very clearly through long and medium term plans. We ensure that every subject area is clearly mapped out to ensure coverage which is age appropriate, challenging and offers children to explore the subject in-depth. By sharing the process with everyone involved, there is a clear aim and every task is meaningful. Reading, Relevance, Reflection, Responsive We believe that these aspects should happen throughout all of these strands above. We strongly believe that Reading is at the absolute heart of our curriculum. Whether it be reactive to current affairs or to children’s interests, adapting our curriculum is key to maintaining interest , ensure knowledge is embedded & reacting to what is happening in the world around us, whilst maintaining subject coverage. Community / Experiences Teaching Curriculum Subject Areas Learner Traits Leadership Responsive Relevance Well-Being 21 > CONTENTS
We plan to ensure academic success. We believe that when teachers develop highly-structured lessons with clear and specific aims, which are delivered through specifically designed activities, they are able to drive the best performance. Planning is essential for this to be executed at the highest level. We believe that planning enables us to meet the needs of every learner. Great planning also supports behaviour for learning as every minute of each lesson is planned. This planning will predict areas in which it is most likely that learners will have misconceptions. At Jerry Clay, we have long term planning for each year group. These are used in addition to the knowledge organisers for each subject to ensure learning is sequential and builds upon prior knowledge. Plans are new each year & match to cohort needs. Opportunities for greater depth and mastery are planned. Medium term plans continue over a term to enable teachers to look ahead to see overall possible outcomes and are linked in to carefully planned out sequences of learning. These are adaptable so that teachers are able to be proactive and reactive. Medium term plans outcomes throughout the unit of work; giving learning a purpose. Short term planning is done weekly and daily as teachers react to their children’s needs and understanding. Focus groups are planned for each day (these are adaptable, where needed). Planning should be detailed enough but not descriptive. It should map learning clearly through the week. Planning Example of weekly planning: 22 > CONTENTS
When planning, teachers should: • Start with the end. What is the final learning goal (FLG)? • What will the student need to know and be able to do in order to have successfully achieved the final learning goal? • What will the specific objectives be for each unit? • How will the material be sequenced? • How will these skills and their acquisition be sequenced? • What progressive levels of understanding will the pupils be able to demonstrate for these objectives? • How can teaching assistants best be used as part of the lesson? Teachers will be clear on what children need to know before the lesson to enable them to build upon their knowledge. This will support pupils to know more and remember more. They ensure that children will be appropriately challenged and adapt as necessary. Planning 23 > CONTENTS
Each lesson has a clear learning objective and this relates to the previous and next day ensuring that each lesson builds on learning and supports the learner to progress: • Learning objectives are precise and ambitious • Learning objectives should be CLEAR -use language that makes sense to the pupils • Focus on what is to be learned and not what is to be covered • Learning objectives are translated into clear success criteria statements (Gold, Silver & Bronze) so that children have a clear reference point for self-assessment • Have the end in sight ‘so that’ will be used in every objective Learning Objectives 2 New material and small steps Our working memory is small, only handling a few pieces of information at once. Avoid overload. Take time to present new material in small steps and proceed only when the first steps are mastered. 24 > CONTENTS
At Jerry Clay, we use success criteria and WMG to explicitly break new learning down into small steps and to demonstrate what children are working towards. Teachers should pre-plan these as part of the planning process, but children should be involved in the process during the lesson. Children may also create their own success criteria, where this is appropriate. This may be to help them understand the steps to success or may be used as part of retrieval. Our working walls display examples of these so that: • children can access WMG and know what they are learning towards • high expectations are clear- to show what success looks like • there is a shared understanding of judgement criteria • children know what it looks like – successful model • identifies key features, aims and reminders of current learning, so children can see where they are and next steps • it provides a reference to success for pupils • when pupils encounter problems – they can self check and improve • this is easily accessible by all - use dual-coding and diagrams, where appropriate Use of Success Criteria and Modelling - ‘What Makes Good’ 4 Provide models Pupils need cognitive support to help them to learn how to solve problems. Modelling, worked examples and teacher thinking out loud help clarify the specific steps involved and reduce the load on working memory. 25 > CONTENTS
We ensure that WMG/success criteria are understood by children by: • Introducing at start of unit • Discussing, referring to in lessons and expanding with children • Consistently referring back to, referencing throughout the learning process • Placing them in child friendly speak and modelling • Using pictures, symbols, photographs • Developing a consistent format • Model learning using them • Using as in-lesson assessment tool • Ensure vocabulary is accurate and understood • Collaborative checklist and SC e.g. model then ask children to tell you the steps as you note these down, children create own success criteria in their own words. 26 > CONTENTS
5 Guide pupil practice Pupils need more time to rephrase elaborate and summarise new material. Successful teachers build in time for this as it supports greater understanding as well as more successful retention in long term memory. Guiding student practice 27 > CONTENTS
Rosenshine tells us that children must undergo a form of ‘cognitive apprenticeship’ whereby they learn cognitive strategies from a master teacher who MODELS, COACHES & SUPPORTS the children. Teachers will ensure that modelling and scaffolding are precise and effective at showing what good looks like whilst allowing children sufficient space to adapt and learn from this. This might look like: • Teachers (and teaching assistants) will work with an identified focus group (or group of children). • Teachers may choose to identify groups of children who may start work independently before others. • Some children may need pre-teaching or additional guiding within the lesson. • Exemplars – examples produced by previous children • Strategic thinking, e.g. modelling of labels to show children that they can do this • Writing frames Anticipate errors & misconceptions – model these within a session explicitly with the children – (learning should encourage risk – taking and therefore we celebrate ‘marvellous mistakes’ Scaffold for difficult tasks 8 Scaffolds for difficult tasks Scaffolds are temporary supports to assist learning. They can include modelling, teacher thinking aloud, cue cards and check lists. Scaffolds are part of a cognitive apprenticeship leading to competence and independence. 28 > CONTENTS
Modelling excellence: multiple models to scaffold learning Give pupils opportunities to adapt modelling flexibly so not to restrict learning. Provide oppor-tunities to apply and extend. Ensure adult modelling focuses on concepts that pupils can adapt/ build upon. Plan how modelling will capture learning journey and expected outcomes. Use pupils’ models of excellence and refer to these continuously. Planning identifies modelling opportunities and intended outcomes before teaching sequences are introduced. Link modelling to learning objectives and model the steps to success. Be clear ,in advance, which as-pects of learning modelling will Capture, from the beginning of learning journey, language and vocabulary pupils will use in final outcomes. 29 > CONTENTS
Every lesson at Jerry Clay Academy is characterised by skillful questioning at every stage of the lesson. Teacher use questioning as a formative assessment tool to find out what children know and what gaps they might have. Questions will be carefully pre – planned. Every lesson should involve a number of strategies to engage children in dialogue, collaboration and thinking. Questioning should optimize whole class participation. At Jerry Clay, we do this through the use of: • cold-calling • talking partners • mini – whiteboards • open and closed questioning (see next page for example of question types) We aim to create a culture of ‘No opt out’ (Lemov, Teach like a champion). We create a climate that means we take risks. Teach our children that we cannot simply say ‘I don’t know’. When children make errors ensure you go back to them to say the right answer. Say it again, better It is normal for first answers to be half hearted. A second opportunity to respond allows them to finesse their answer & add depth. E.G. ‘Thanks, that’s great. Now let’s say it again better. Try again but make sure you add in x and link y. Children then immediately give an improved response. Questioning 3 Ask questions The most successful teachers spend more than half the class time lecturing, demonstrating and asking questions. Questions allow the teacher to determine how well the material is learned and how then to proceed with next steps. 30 > CONTENTS
Strategy/approach Process Gains and benefits Thinking Time: Consciously waiting for a pupil or class to think through an answer (before you break the silence) e.g. 15-30secs Relationships are positive or are improving. There is recognition that school improvement is dependent on building professional relationships with all members of the school community Prompts depth of thought and increases levels of challenge. Ensures all pupils have a view or opinion to share before an answer is sought. Basketball questioning: Move questions and discussions between pupils Teacher establishes movement of ideas and responses around the class. Builds on other pupils’ ideas and comments. Accepts ‘half- formed’ ideas. NB not ‘ping-pong’ Engages more pupils. Stops teacher being focus for all questioning. Develops connected thinking and development of ideas. Conscripts and Volunteers: Using a planned mix of ‘conscripts’ and ‘volunteers’ Teacher selects answers from those who volunteer an answer and an equal amount of those who do not. Enhances engagement and challenge for all. Phone a friend: Removes stress to enable those who cannot answer to participate Those who cannot answer are allowed to nominate a fellow pupil to suggest an answer on their behalf, but they still have to provide their own answer, perhaps building on this. Encourages whole-class listening and participation. Removes stress and builds self-esteem. Hot-seating: A pupil is placed in the ‘hot-seat’ to take several questions from the class and teacher. Encourages listening for detail and provides challenge Mantle of the expert: A wears the cloak of the expert to answer questions from the class. Builds self-esteem through opportunity to share detailed knowledge. Preview: Previewing questions in advance Questions are shared/displayed before being asked, or the start of the lesson. Signals the big concepts and learning of the lesson Pair rehearsal: of an answer or a question Pairs of pupils are able to discuss and agree responses to questions together. Encourages interaction, engagement and depth Eavesdropping: Deploying specific targeted questions Listen in to group discussions and target specific questions to groups and individuals. Facilitates informed differentiation. 5Ws: Modeling simple exploratory questions to gather information Teacher models the use of Who, What, Where, When and Why to set out a simple information gathering response based on the information provided. Encourages students to rehearse enquiry and comprehension, can extend into reasoning and hypothesis. Creates an inquisitive disposition and a thinking/selfreflective approach to learning. 31 > CONTENTS
Strategy/approach Process Gains and benefits High Challenge: Phrasing questions carefully to concentrate on Bloom’s Taxonomy higher challenge areas Questions must be pre-planned, as very difficult to invent during a lesson. Focus questions to address analysis, synthesis, evaluation and creativity, based on Bloom’s Taxonomy. Provides high challenge thinking, requiring more careful thought, perhaps collaborative thinking and certainly longer more detailed answers. For Able, Gifted and Talented. Staging or sequencing: questions with increasing levels of challenge Increasing the level of challenge with each question, moving from low to higher-order questioning Helps pupils to recognise the range of possible responses and to select appropriately. Big questions: The setting of a substantial and thought provoking question Big questions cannot be easily answered by students when the question is posed. They are often set at the beginning of the lesson and can only be answered by the end of the lesson, using all of the thinking based on all of the contributions to the lesson. These questions develop deeper and more profound thinking. Big Questions are often moral issues or speculative questions such as, Where are we from? How big is the universe? What is the meaning of life? They require extended answers and usually rely on collaborative thinking and a personal interpretation of the information provided. Focus questioning: This will help students to answer bigger questions When students struggle to answer bigger or more complex questioning, the teacher can model or lead the thinking by asking Focus questions to lead the student through the steps of the thinking. Develops confidence and the sequencing of small steps in thinking and response. Allows students to reveal the stages in their thinking. Fat questions: Seeking a minimum answer Pupils are not allowed to answer a question using less than e.g. 15 words or using a particular word or phrase. They must give an extended answer or make a complete sentence/phrase. Develops speaking and reasoning skills, the correct use of critical and technical language . Skinny questions A traditional approach to Q&A asking everyday questions with a fixed or specific answer In its simplest form, students can answer yes or no to a skinny question, or give a number or knowledge based response. Challenge level is low in skinny questions that do not seek and extended answer or reasons for the answer. Mostly knowledge and comprehension based. Does not develop thinking or reasoning. Signal questions: Providing signals to pupils about the kind of answer that would best fit the question being asked. Teacher responds to pupils attempt to answer, by signaling and guiding the answers. The essence of purposeful questioning, moving pupils from existing knowledge or experience (often unsorted or unordered knowledge) to organized understanding, where patterns and meaning have been established. Seek a partial answer: In the context of asking difficult whole class questions, deliberately ask a pupil who will provide only a partly formed answer, to promote collective engagement. Excellent for building understanding from pupil-based language. Can be used to lead into ‘Basketball questioning’. Develops self-esteem. 32 > CONTENTS
Teachers should include daily review of previous learning in lessons. This could be from the previous lesson, previous week or year (teacher discretion). Research tells us that when regular retrieval is used before continuing the subject, this helps remind students of what they learned and develops a concrete base for their learning. Thus in turn, supporting students to know more and remember more. Teachers will use a variety of retrieval techniques for daily review and to check understanding (see below). Retrieval and understanding 1 Daily review Daily review is an important component of instruction. It helps cement the connection between learning material, automatic recall of words, concepts and procedures, freeze working memory for problem solving and creativity. 33 > CONTENTS
Teachers will use a variety of formative and summative assessment to check children’s understanding. These include: • Questioning (see question types) • Learn Its and Prior Knowledge quizzes • Concept cartoons • Low – stakes quizzes • End of term assessments • Talk like an expert • Essay writing • Outcomes from previous and current lesson(s) As outlined in the guidance, teachers should anticipate any mistakes and model these as part of whole class teaching. Where misconceptions have arisen, teachers will address these with the class (or group of children that have this). These mistakes /misconceptions will also inform future planning and teaching. Checking children’s understanding 6 Check student understanding More CFU, means more processing, greater long term retention and better teacher understanding in terms of gaps. Very effective teachers avoid seeking nods from pupils and use targeted questioning to find misconception. 34 > CONTENTS
RkJQdWJsaXNoZXIy ODA2Njk=