teaching and learning guidance - firs...

Policy adapted by W.Harris (2019) , NCB Must not be used without permission.

Teaching and Learning

Guidance

Last reviewed on: May 2019

Next review due by: May 2020


Teaching and Learning Firs Primary School

Developing and investing in reflective practitioners to deliver excellence in the classroom.

Foreword

At Firs Primary School we believe that effective classroom practice is an art form utilising key techniques to enhance and deliver outstanding lessons. Teachers at Firs Primary School will require different tools and techniques to ensure children enjoy their learning, understand what they are learning about and ultimately make expected or better progress. The job of leaders at Firs Primary School is to further develop these teaching techniques; provide guidance on new and effective strategies and further guide a teacher on how to use these techniques and strategies more effectively in the classroom - ultimately improving the culture and climate for learning within the classroom and the school. As a Rights Respecting School, the right to learning is central to our core purpose and vision.

Aims of this guidance

This guidance has been created by and agreed upon by the teaching staff and the Governing Body. At Firs Primary School we are committed to high quality teaching and learning to raise standards of achievement for all children. All teachers and governors have been consulted in developing this guidance, which summarises expectations and common working practices. It reflects on what has been agreed in terms of approach and consistency and makes explicit the best practice to which the school aspires to. Additionally it reflects the aims and objectives of the school and supports its vision.

Advice, guidance and support.

At Firs Primary School Teachers receive CPD, advice and guidance in three ways: Ideology driven - most common advice received. This is what a classroom should be like according to the expectation of our school. Research driven – from evidence based research and a ‘what works’ approach. In line with the WHMAT school improvement framework Firs Primary Teaching and Learning guidance is developed and built around an evidence based model of what works in the classroom. The research evidence drawn upon to create this guidance involves the following:

Teach Like A Champion 2.0 (Doug Lemov)

Education Inspection Framework – Ofsted overview of research (January 2019).

Barak Rosenshine paper – Principles Of Instruction (2012) (Appendix 1a – Principles of Effective Instruction)

J Hattie, ‘Visible Learning’ 2009

Booth et al – Evidence for Cognitive Science Principles that Impact Learning Chapter 13; 2017 (Appendix 1b)

Professor Katherine Weare – What Works Framework (2015).


And other theorists quoted in the Ofsted overview of research paper:

P Mortimore (1993)

D. Monk (1994)

J.Barenberg (2018)

K.Bisra (2018)

Kirschner et al (2006)

All CPD and coaching delivery will use key concepts evidence of what works well in the classroom and aligned to the needs, and context, of Firs Primary school. Data driven - not based on what should be happening, but what did happen when success was achieved in the classroom and focusing on what works well. Ultimately, this will focus on working with staff to identify how all the ideas and research is knitted together and delivered.

(Based on the work of D.Lemov 2019)

Firs Primary Teaching and Learning Growth Model - developing effective practice and reflective practitioners.

The WHMAT places improving and maintaining the highest quality of teaching at the very heart of providing a good education. Firs Primary School focuses on continuous professional development for all teachers. Recall, Relive and Reflect – process to support effectiveness practice At Firs Primary we first and foremost support staff by focusing on what works and what is working well inside the classroom. The school will prioritise working with staff to develop their practice and allow the school to be at the forefront of new and unique teaching and learning techniques. This will be achieved through delivering CPD using a growth model and primarily focusing on building on techniques that work within the classroom. We aim to develop reflective classroom practitioners using a three Rs approach: Recall - techniques used in practice. Relive - use the technique again and again. Reflect - on techniques used; did they work? How could they work better? Aim to get the small things right to make a big difference. At Firs the core focus of CPD is to always improve, to always get better and develop continuous and sustainable improvement. The quality of our teaching and learning must, and always will, remain a priority for the school and we view our teachers as our greatest asset. Therefore, our professional growth model will ensure that our teachers are able to be the very best they can be and receive quality CPD using a what works model of support. This Teaching and Learning guidance sets out the initial framework for a clear and consistent approach to the development and growth of our teachers and our expectations in terms of high standards and prioritising academic rigour.


Firs Primary Schools Teaching and Learning growth model (Appendix 2 – Growth Model

Structure and 3 Growth Model in practice) identifies the approach that we will take to

support our teachers to become the very best version of themselves:

Firs will aim to create a climate and culture that prioritises quality support and CPD for all teachers and aims to build and enhance expertise and secure continuous growth and improvement; reflecting on what works well first and foremost, ultimately building on the strengths of teachers.

Providing quality CPD and coaching is a priority of securing effective teaching and ensuring staff are at the forefront of new teaching and learning techniques. We will encourage staff to support one another and develop to ensure children at Firs receive the highest quality teaching and learning.

Firs Primary School expects staff to be reflective of their own practice and seek professional CPD to support leaders in delivering and embedding new teaching techniques and strategies.

Firs Primary encourages a culture in which teachers take responsibility for improving their own practice through appropriate professional development.

Firs professional growth model expects teachers to reflect on their own practice and identify key areas for growth and development (Appendix 5).

The school is committed to helping teachers focus on their key strengths prior to areas of weakness.

Sustainable professional growth will focus on improving outcomes for all children and develop their understanding and learning. Sustainable improvement includes opportunities to observe internal and external practice; this is something the school is committed to supporting. Firs encourages staff to experiment in their teaching and use new techniques to enhance learning. In line with Performance Management (see WHMAT Guidance) the school requires teachers to:

ensure their skills, knowledge and techniques are up to date and that teachers reflect on any new practice.

take responsibility for improving and developing their own practice. keep up to date with new and tried methods of how children learn. have up to date and relevant subject knowledge. assess the delivery of the curriculum to ensure ALL children achieve and do not fall

behind.


Firs Foundations of effective teaching practice.

Achieving excellence within the classroom. The school uses a research based evidence approach to ensure all teaching CPD and new techniques are evidence based and driven by a what works model. Using the book Teach Like A Champion (Lemov) and other evidence based theory (Rosenshine – Principles of Instruction) Firs Primary School have adopted and adapted four clear foundations to further develop and build on teaching and learning practice - Firs Foundations of effective practice. (Appendix 4 – Summary of key teaching techniques to develop learning) :

Foundation 1 - Checking For Understanding (CFU) At Firs Primary School we will embed a common language of ‘they learnt it’ rather than ‘I taught it’ and ‘I am learning …’ rather than ‘I am doing…’ to prioritise learning. We encourage staff not to assume understanding but confirm it (assure don’t assume). There are two ways in which staff at Firs will develop CFU at Firs Primary School. Firstly, information gathering - using summative and formative methods of assessment to gather data and inform teaching practice; allowing the teacher to be responsive to the needs of a class, individual child or group of children. Secondly, effectively using assessment information and developing a culture of learning from our mistakes. The schools marking and feedback guidance fully supports live marking in the classroom to further encourage a teacher to scan rather than watch their classroom; picking up on misconceptions and redirecting learning as required.

Foundation 2 - Academic Ethos At Firs Primary School we encourage staff to create and deliver lessons to achieve the maximum level of academic rigour. We aim to create an ethos in which children are challenged to think, perform, and grow to a level that they were not at previously. This involves teachers setting high expectations, planning for success, creating a lesson structure and ensuring pace (time on task) is a key driver. Staff at Firs Primary School are expected to create environments in which the maximal level of academic rigour is expected, practiced and valued by all children.


Foundation 3 - Teaching and Learning Ratios; thinking and participation Teachers at Firs are encouraged to ensure children complete as much of the cognitive thinking as they can through; questioning, writing and discussion. Teaching and Learning ratios will be broken down into two different methods of delivery. Thinking Ratio (how rigorous is the work?) and Participation Ratio (how many children are actively engaged and participating?) are two important factors teachers at Firs will seek to master to ensure academic rigour within the classroom. Children cannot achieve academic rigour unless they learn lots of content knowledge themselves. Thinking Ratio refers to the level of engagement, depth and quality of learning taking place in our classrooms. Participation Ratio refers to children being actively engaged in their learning and not merely passengers in a lesson. Time on task is a driving factor in achieving academic rigour in our classrooms and ensuring children are thinking and participating at a maximal level.

Foundation 4 - A Culture and Climate for Learning

Developing a positive learning culture and climate in the classroom will only improve academic outcomes and achievement at Firs Primary School. There are two main drivers in establishing a positive learning climate and culture at Firs. Firstly; the main purpose of the classroom is to promote academic learning. Secondly; the culture and expectations are positive, engaging, joyful, caring and productive. Lemov (2019) identifies five clear principles that should ensure a positive climate and culture for learning in which Firs will embed in Teaching and Learning daily practice:

Discipline- the process of teaching children the right and successful ways to do things. Children at Firs Primary are expected to follow the school charter and be Ready, Respectful and Safe at all times.

Management- effective classrooms require effective management systems. Teachers at Firs primary are encouraged to reinforce expectations to further embed positive attitudes to learning.

Control- strong control in the classroom at Firs relates to the power of affective/effective language and the ability to develop strong relationships. At Firs Primary we prioritise in ensuring children feel that they belong and connect to the classroom and school.

Influence- at Firs Primary we want our children to believe in what they are doing during lessons. The class teacher will be responsible for influencing children to ‘believe’ and not just ‘behave’ during lessons. We expect all staff to instil a love of learning in every child.

Engagement- children’s minds will only be engaged during lessons in which teachers allow children to have plenty to do and plenty to get involved in. Teachers at Firs will engage children though important, interesting and challenging work.


Firs Primary levels of support, roles and responsibilities.

At Firs Primary School growth, support and guidance are offered in three distinct ways; the level of support required will be reflective of the level of need required for each individual member of staff:

Coaching Support

Informal Support

Formal Support

All new and existing staff will have a clear understanding of the Teaching and Learning culture and climate that exists within the school based on Firs Foundation of Effective Teaching and Learning. The school believes that to eradicate attainment/progress variations and ensure a consistent approach to teaching pedagogy, all existing and new staff must have a clear understanding of the concept and foundations of our practice. All staff will carry out termly self-audits of their own practice and, alongside their designated SLT member of staff, reflect and plan for next steps progression. (Appendix 5 – Self Audit Checklist – reflecting and planning) **Please refer to the WHMAT Performance Appraisal policy and Capabilities policy for further reference to informal and formal support.

Firs growth model to develop Teaching and Learning practice – support in practice.

At Firs Primary School new and existing staff will be continuously supported through a robust growth model to ensure they are fully supported, regardless of their level of teaching and need. The following is a summary of the focus and support regarding Teaching and Learning development:

Termly observations will allow school leaders to understand the required focus of CPD for each term. This will be broken down into individual need and whole school commonalities to address through coaching practice.

Use of an incremental coaching approach to developing techniques and strategies.

Each fortnight designated SLT will work with assigned class teachers to review and reflect on books and progress regarding Teaching and Learning techniques.

All staff will have the opportunity each half term to be involved in lesson studies to share practice, reflect on practice and develop practice.

Weekly SLT personal T&L growth meetings – allow for feedback regarding coaching and

professional dialogue in reference to Teach Like a Champion (Doug Lemov).

CPD tailored to identified needs of the whole school regarding T&L each Wednesday

afterschool.

SLT fortnightly ‘on the spot’ coaching with staff focusing on specific development points. Coaching points added to SMoodle for data analysis and identification of next steps.


Monitoring Teaching and Learning practice.

At Firs Primary School we aim to support staff and further develop practice through a rigours monitoring approach aligned to the growth model above. We monitor Teaching and Learning through:

Planning; monitored fortnightly by relevant SLT, Deputy Head Teacher and Head Teacher.

Feedback; given to a teacher during live lesson coaching or through.

Feedback; provided after informal or formal observations.

AHTs and Middle Leaders responsible for understanding and monitoring whether planning is completed to a high standard.

Issues with planning are addressed using the following hierarchy: o Assistant Head teachers o Deputy Head o Head Teacher

Teaching and Learning audits are carried out at least once per term. During the audit detailed lesson observations, book and lesson plan scrutiny will be carried out.

Lesson observations are carried out in pairs. The standard of teaching and learning is determined by triangulating lesson observations, book scrutiny findings and pupil progress data.

Once observed, colleagues will receive spoken feedback, preferably on the same day, and within 48 hours have access to feedback via the ‘Smoodle’ VLE system. This will outline strengths and areas for development. Lessons are not graded. Colleagues can use this feedback as part of their performance management evidence, along with other forms of evidence.

During lesson observations teaching and learning will be judged against the national teaching standards. Evidence of the development of literacy and numeracy will also be observed.

Lesson studies take place to support Teaching for Learning. This allows teachers to share and discuss their lessons and takes into account children’s views of their learning and how they are taught.

Teachers reflect and build on their ability to engage children through excellent lesson design and to improve teaching for learning (Appendix 5).

Members of the leadership team may drop in to observe lessons and the progress the pupils are making at any point in the school day.

Guidelines on giving feedback It is recognised that the professional discussion with teachers around their work in the classroom is one to be valued and therefore we commit to careful preparation of this conversation recognising that the outcome of the conversation will be an awareness and commitment to improve an aspect of teaching and/or share some excellent practice. The Academy’s ethos of mutual respect must be exercised in this context. It is unadvisable to give immediate feedback after the lesson: all parties need time to reflect. The conversation should take place the same day if possible, or the very next day. It must be done within 48


hours, unless there are exceptional circumstances, and carried out in an appropriate environment. It is advisable to encourage the observee to reflect and articulate both strengths and development points themselves in what must be a constructive process. Colleagues will receive printed or electronic copies of the feedback recorded on the ‘Smoodle’ VLE for their own reflection, development and performance management evidence. Lesson observation outcomes Sometimes, lessons do not go as well as hoped. In this instance, colleagues can request or be offered another observation. The focus of observation at Firs Primary School is to develop better practice through a growth model. The principles of teaching and learning outlined in this guidance encourage colleagues to design lessons with a view to being innovative and engaging. Observers will highlight areas of practice which are particular areas of strength and areas of development to help the individual in their own reflection and in their setting and reviewing of performance management objectives. It will also form part of the data set in which whole Academy strengths, examples of better practice and areas of development are identified for strategic planning. Therefore, when lessons which are observed do not go as planned, it is fully understood that this can happen in any lesson. The aim of this monitoring system is to focus on the day-to-day teaching and learning in the School and not to have a culture of ‘high stakes’ observations. Work scrutiny These take place during fortnightly coaching reviews and again at approximately once per half term as a whole school focus and opportunity to share practice. Furthermore, all WHMAT Primary Schools meet once per term to further standardise books through external moderations. Data analysis Data captures are calendared each half term and happen throughout the year. Pupil Progress Meetings between SLT and class teachers take place to discuss data analysis produced by the class teacher. These discussions (as well as those on the work scrutiny) may give rise to a focus for the next review or work scrutiny. These discussions are recorded on the VLE and scrutinised by SLT. This process allows the school to triangulate Teaching and Learning and data outcomes. Assessment, Recording and Reporting Regular assessments are made of children’s work in order to establish the level of attainment and to inform future planning. Formative assessment is used to guide the progress of individual children. It involves identifying each child’s progress in each area of the curriculum, determining what each child has learned and what therefore should be the next stage in their learning.


Summative assessment

Carried out at the end of each National Curriculum Key Stage (i.e. in Years 2 and 6), through the use of SATs and teacher assessment each term. All other year groups will participate in termly summative assessments; QLA will be carried out to inform future planning. Phonics - tested in Year 1 and re-tested where necessary in Year 2. Initial assessment is used in Reception/Early Years within six weeks of starting school and Foundation Stage Profiles are maintained. Suitable tasks for assessment at Firs include:

group discussions

short tests in which pupils write answers (quizzes)

specific assignments for individual pupils

discussions in which children are encouraged to appraise their own work and progress

SATs

Feedback to pupils about their own progress is achieved through discussion and the marking of work. Effective marking helps children understand how to improve and comments aim to be positive and constructive; is often done while a task is being carried out through discussion between child and teacher. All results from assessments are analysed and used to inform future planning. Cross phase continuity

pre-school liaison meetings

cross-phase liaison meetings

in-school liaison meetings between staff

liaison meetings between Year 6 teachers and those from prospective secondary schools

visits to secondary schools by Year 6 pupils

transfer of pupil records of progress and summative assessment results


Resources

Classroom and central resources are the responsibility of classroom teachers and subject leaders who ensure that:

there is a range of appropriate, accessible and labelled resources available for which pupils can select materials suitable to the task in hand

all children know where classroom resources are kept and the rules about their access and use

children are encouraged to act independently in choosing, collecting and returning resources where appropriate

the library is a valued resource and used appropriately

children work together to establish an attractive, welcoming and well organised environment engendering respect, care and value for all resources

Student focus groups These conversations are about the overall learning experience of children within the school or a specific subject area, including homework. Questions will not be geared towards finding out information about individual teachers. If children wish to comment on individuals, then they should be asked to communicate this in private and not in a whole group situation. If a child communicates a complaint or safeguarding concern, they should be dealt with in accordance with those policies. Sharing best practice

The sharing of best practice within the Academy and the WHMAT is a crucial part of our ethos.

Monitoring is geared towards the celebration of success and where there is good practice, it

should be shared. There are numerous ways colleagues can contribute to this: staff briefings

and meetings/training sessions; leading small group sessions; sharing their work with a

colleague in need of support in an area of their strength; contributing their ideas which are

then shared/presented by another; meeting colleagues in small groups within the Academy.


Roles and Responsibilities

Leaders will ensure staff, children, parents and Governors are aware of the aims for Teaching and Learning at Firs Primary School and that these are consistently applied in order to: • Promote high quality teaching and learning across the school – ensure the Firs Foundations to effective teaching practice is understood and embedded in lessons. • Raise standards by ensuring consistency and continuity of Teaching and Learning; • Ensure all children are included, motivated and engaged by their learning; • Promote high quality learning experiences that focus on the development of skills, knowledge and understanding; • Promote the idea of lifelong learning for all members of the School community: children, parents, staff and Governors. Teaching Staff To support the aims of this guidance through: • Promoting positive relationships between all members of the School community including; children and children, children and staff, children and their parents and staff and parents; • Providing a secure, stimulating environment where all children are supported in responding to the challenges involved in moving towards their full potential; • Providing a broad, balanced and engaging curriculum which is appropriately differentiated, and responsive, according to the needs of the children; • Addressing issues of entitlement to ensure equality of opportunity for all children; • Rewarding children for all the good things they do both in School and in the wider community; • Promoting a positive self-image whereby children are encouraged towards a sense of responsibility for themselves and others; • Providing the skills which encourage children to become confident, independent learners. Teaching Assistants To support the aims of this guidance through: •To support the teaching; either through direct delivery or by enabling access for identified children; •Supporting a small group within the classroom; •Delivering intervention groups; •Carrying out assessments; •Preparing resources.


Children

To support the aims of the guidance through:

• Promoting positive relationships between all members of the School community including; children and children, children and staff, children and their parents and staff and parents; • Attending school regularly with a positive attitude, eagerness to learn and to behave in a way that allows themselves and others to learn; • Working well independently and collaboratively; remembering what they have learnt and having the confidence to apply skills and knowledge in new contexts; • Persevering with their learning and knowing that when they find it difficult they can ask for help; • Taking pride in their work, always trying their best and aiming to get better all the time.

Parents

To support the aims of this guidance through:

• Promoting positive relationships between all members of the School community including; children and children, children and staff, children and their parents and staff and parents; • To be understanding and supportive of our aims regarding Teaching and Learning; • To attend and contribute to parents evenings; • To support their children with their homework activities including reading and helping their children improve skills in memory needed for learning through practising a concept, memorising a text or knowing the multiplication tables; • To praise their children for the good things that they do in school; • To communicate and work with the school whenever their child needs further social or emotional support or to develop their child’s skills and understanding. Governors

To support the aims of this guidance through: • Promoting positive relationships between the Governing Body and all other members of the School community including; children, their parents and staff; • To appoint a designated link governor who will meet with the Head Teacher and Deputy Head Teacher at least once a year to find out about;

- the school’s systems for planning work, supporting staff and monitoring progress;

- the allocation, use and appropriateness of resources;

- how the standards of achievement are changing over time.

- visit School and talk to children about their learning experiences;

- promote and support the positive involvement of parents within the school;

- attend training and other related events;

- report to the governing body with recommendations, if appropriate, annually;

- work with Senior Leaders to review the School’s Teaching and Learning Guidance annually.


Subject/Middle Leaders To support the aims of this guidance through:

taking the lead in guidance development and the production of schemes of work designed to ensure progression and continuity in their subject throughout the school;

supporting colleagues in their development and implementation of the scheme of work, and in assessment and record-keeping activities;

monitoring progress in their subjects and advising the Head Teacher on action needed; taking responsibility for the purchase and organisation of central resources for their subjects;

using release time to support colleagues;

keeping up-to-date through reading and attending relevant courses. Monitoring and Review The Head Teacher and Deputy Head Teacher will monitor the effectiveness of this guidance throughout the academic year. The Head Teacher and assigned Link Governor will report to the governing body on the effectiveness of the guidance annually and, if necessary, makes recommendations for further improvements.


Appendix 1a Principles of Effective Instruction


Appendix 1b – Evidence for Cognitive Science Principles.


Appendix 2 Growth Model Structure


Appendix 3 Growth Model in Practice – 6 week steps.

1. Share common vision - Firs Foundations

2. Firs Teaching and Learning Self audit - relating to Firs Foundations

3. Share outcomes with designated SLT member during professional growth

meeting.

4. Agree 6 week focus on teaching techniques moving forward for professional

development and growth

5. Professional growth meeting with designated SLT coach Using Teach Like A

Champion as tried and tested teaching techniques to reflect on own practice and

develop new techniques to implement in the classroom.

6. Implement agreed new techniques consistently in the classroom. Reflect on

practice and effectiveness share outcomes with SLT on a fortnightly basis during

professional growth meeting.

7. Designated SLT to support books and progress on a fortnightly basis and relay

outcomes during professional growth meetings.

8. SLT to meet weekly during teaching and learning meetings to discuss progress

and participate in professional dialogue.

9. Review of 6 week period.

10. Complete self-audit for next steps.


Appendix 4 Firs Foundations of Effective Practice - Summary of key teaching techniques

and reference to Teach Like A Champion Techniques

Foundation 1 - Checking For Understanding (CFU)

At Firs Primary School we will embed a common language of ‘they learnt it’ rather than ‘I taught it’ and ‘I am learning …’ rather than ‘I am doing…’ to prioritise learning. We encourage staff not to assume understanding but confirm it (assure don’t assume).

There are two ways in which staff at Firs will develop CFU at Firs Primary School. Firstly, information gathering - using summative and formative methods of assessment to

gather data and inform teaching practice; allowing the teacher to be responsive to the needs of a class, individual child or group of children.

Secondly, effectively using assessment information and developing a culture of learning from our mistakes.

The schools marking and feedback policy fully supports live marking in the classroom to further encourage a teacher to scan rather than watch their classroom; picking up on

misconceptions and redirecting learning as required.

Teaching Standards and descriptors linked to Foundation 1

- Demonstrate good subject and curriculum knowledge.

- Make accurate and productive use of assessment information.

- Assessment For Learning.

- High Quality Marking and Feedback.

- Adapt teaching to respond to the strengths and needs of all pupils.

Technique Reference Number Technique Descriptor

T3 Effectively gather assessment information on children’s progress.

T2

Use assessment information to be responsive to the need of the child or children.

T4 Track children - use questioning to assess progress and understanding.

T1 Effectively use assessment information to act upon misconceptions.

T1 Plan for errors and common mistakes.

T3

Celebrate error - create an environment in which children feel safe to make mistakes.

T1

Use of affirmative checking of understanding and learning before moving on.

T5

Encourage children to actively show evidence of their learning and understanding.

T6 Encourage children to revise and review their own work.

T2, T5, T6

Retrieval Practice - use daily review in helping to resurface prior learning from the previous lesson.

T2, T5, T7

Retrieval Practice - use weekly and monthly reviews to support longer-term retrieval practice.

*Use Teach Like A Champion for technique reference number.


Foundation 2 - Academic Ethos

At Firs Primary School we encourage staff to create and deliver lessons to achieve the maximum level of academic rigour. We aim to create an ethos in which children are challenged to think, perform, and grow to a level that they were not at previously.

This involves teachers setting high expectations, planning for success, creating a lesson structure and ensuring pace (time on task) is a key driver.

Staff at Firs Primary School are expected to create environments in which the maximal level of academic rigour is expected, practiced and valued by all children.


- Plan and teach well-structured lessons.

- Quality of Work.

- Objectives and Outcomes.

- Teaching Strategies and activities.


Set high expectations

T11 Support children to get it right even when they get it wrong.

T12 Challenge children to dig deep for the right answers.

T13 Use harder questions as the reward for correct answers.

T14

Create a format where children can communicate their understanding; support children with additional needs to communicate effectively (SLCN).

T15 Embrace and model academic challenge and ensure children do so.

Planning for success

T16

Start at the end; define the objective, how it will be assessed and how children will get there.

T17

Learning Objectives; ensure these are manageable, measurable and understood by ALL.

T18 Cognitive Load Theory – delivering new learning in small chunks.

T19

Stage the lesson; what will children be learning about during each stage of the lesson - not doing about.

T19 Dual Coding – present information verbally and visually.

Lesson structure

T20 T22 T23

Maximise time on task – transitions during the lesson are smooth and planned for.

T21

Sequencing, Concepts and Modelling – new learning is introduced in small steps, models for new learning are provided and scaffolds for new learning are used to support children.

T24

Move strategically around the room during the lesson to check on learning and understanding.


T25

Providing children with lots of practice to master a skill; allow them to relive, reflect and recall.

T26

Exit ticket – end the lesson with an assessment of your LO and evaluate the success of children.

Pacing

T27 Establish and maintain a productive pace during lessons.

T28

Ensure children understand when they are transitioning from one part of the lesson to the next.

T29

Manage and vary ways in which children communicate their understanding during the lesson; alter the pace.

T30 T31

Manage and measure time effectively to ensure time on task is maximised; every minute counts!

*Use Teach Like A Champion for technique reference number.


Foundation 3 - Teaching and Learning Ratios; thinking and participation (80:20)

Teachers at Firs are encouraged to ensure children complete as much of the cognitive thinking as they can through; questioning, writing and discussion. Teaching and Learning

ratios will be broken down into two different methods of delivery. Thinking Ratio (how rigorous is the work?) refers to the level of engagement, depth and

quality of learning taking place in our classrooms. Participation Ratio (how many children are actively engaged and participating?) refers to

children being actively engaged in their learning and not merely passengers in a lesson.


- Response to teacher.

- Attitudes and desires.

- Promote good progress and outcomes made by pupils.


Ratio and questioning

T32 Allow children enough time to think.

T33

Call on children to answer whether they have expressed an understanding or not.

T34 Sometimes use class unison to answer questions.

T35

Facilitate and support errors until the answer is correct – do not give the answer.

T36

Effective use of product questions (calling for a single response) and process questions (calling for a deeper explanation).

Ratio and writing

T37 Allow children to reflect in writing before discussion.

T38

Encourage children to simplify their answers in one sentence or one paragraph.

T39 Create incentives to showcase high quality writing during lessons.

T40

Effectively build stamina and develop the ability to write for long periods of time.

T41

Sometimes arrange lessons so that writing sometimes comes earlier and therefore builds stamina.

Ratio and discussion

T42

Create and embed ground rules so that discussion is efficiently cohesive and connected.

T43

Use pair and group discussions effectively; design ground rules for efficiency and accountability.

T44 Facilitate discussion with children rather than always leading it.

T42 T43 T44 Elaboration Practice – describing something to someone else in detail. *Use Teach Like A Champion for technique reference number.


Foundation 4 - A Culture and Climate for Learning

Developing a positive learning culture and climate in the classroom will only improve academic outcomes and achievement at Firs Primary School. There are two main drivers in establishing a positive learning climate and culture at Firs. Firstly; the main purpose of the

classroom is to promote academic learning. Secondly; the culture and expectations are positive, engaging, joyful, caring and productive.

Lemov (2019) identifies five clear principles that should ensure a positive climate and culture for learning in which Firs will embed in Teaching and Learning daily practice;

Discipline, Management, Control, Influence and Engagement.


- Engagement and Behaviour.

- Manage behaviour effectively to ensure a good and safe learning environment.

- Set high expectations which inspire, motivate and challenge pupils.


Systems and routines

T45 Meet and greet your children at the beginning of the lesson.

T46 Create and embed effective transitions into and from the class.

T47 Baseline behaviours for learning; how to learn in this classroom.

T48

Develop and embed efficiency when carrying out basic procedures (handing out books, resources or equipment) – ensure time on task is maximised.

T48 T49 T50

Model practice and hold high expectations.

High Behavioural expectations

T51 Use silent cues to get attention.

T52 Use Ready, Respectful, Safe to establish and reinforce expectations.

T53

Maximise time on task by using effective methods to get the attention of a child or class (1-2-3 eyes on me, 1-2 eyes on you).

T54 Create an environment of purpose and respect.

T55 T56 T57

Use of restorative practice to address underperformance or children not complying with Firs expected behaviour.

Building character and trust

T58 Use a positive tone to deliver constructive feedback.

T59 Differentiate between praise and acknowledgement.

T60 Create an environment where children belong and connect.

T61 Model expectations through your own practice and emotions.

T62 Celebrate learning at all times. *Use Teach Like A Champion for technique reference number.


Appendix 5 Self-reflection audit and heat map.

F1 Checking For Understanding - key teaching techniques:1 Clear

Strength

2 Meets the statement

consistently

3 Sometimes

meets the

statement

4 Development

required

Effectively gather assessment information on children’s progress.

Use assessment information to be responsive to the need of the child or children.

Track children - use questioning to assess progress and understanding.

Effectively use assessment information to act upon misconceptions.

Plan for errors and common mistakes.

Celebrate error - create an environment in which children feel safe to make mistakes.

Use of affirmative checking of understanding and learning before moving on.

Encourage children to actively show evidence of their learning and understanding.

Encourage children to revise and review their own work.

Retrieval Practice - use daily review in helping to resurface prior learning from the previous lesson.

Retrieval Practice - use weekly and monthly reviews to support longer-term retrieval practice.

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Most common total

F2 Academic Ethos - key teaching techniques:1 Clear

Strength


consistently

3 Sometimes

meets the

statement

4 Development

required

Set high expectations

Support children to get it right even when they get it wrong.

Challenge children to dig deep for the right answers.

Use harder questions as the reward for correct answers.

Create a format where children can communicate their understanding; support children with additional needs to communicate effectively (SLCN).

Embrace and model academic challenge and ensure children do so.Planning for success

Start at the end; define the objective, how it will be assessed and how children will get there.

Learning Objectives; ensure these are manageable, measurable and understood by ALL.

Cognitive Load Theory – delivering new learning in small chunks.

Stage the lesson; what will children be learning about during each stage of the lesson - not doing about.

Dual Coding – present information verbally and visually.Lesson structure

Maximise time on task – transitions during the lesson are smooth and planned for.

Sequencing, Concepts and Modelling – new learning is introduced in small steps, models for new learning are provided and scaffolds for new learning are used to support children.

Move strategically around the room during the lesson to check on learning and understanding.

Providing children with lots of practice to master a skill; allow them to relive, reflect and recall.

Exit ticket – end the lesson with an assessment of your LO and evaluate the success of children.Pacing

Establish and maintain a productive pace during lessons.

Ensure children understand when they are transitioning from one part of the lesson to the next.

Manage and vary ways in which children communicate their understanding during the lesson; alter the pace.

Manage and measure time effectively to ensure time on task is maximised; every minute counts!Totals 0 0 0 0


F3 Ratio - key teaching techniques:1 Clear

Strength


consistently

3 Sometimes

meets the

statement

4 Development

required

Ratio and questioning

Allow children enough time to think.

Call on children to answer whether they have expressed an understanding or not.

Sometimes use class unison to answer questions.

Facilitate and support errors until the answer is correct – do not give the answer.

Effective use of product questions (calling for a single response) and process questions (calling for a deeper explanation).

Ratio and writing

Allow children to reflect in writing before discussion.

Encourage children to simplify their answers in one sentence or one paragraph.

Create incentives to showcase high quality writing during lessons.

Effectively build stamina and develop the ability to write for long periods of time.

Sometimes arrange lessons so that writing sometimes comes earlier and therefore builds stamina.Ratio and discussion

Create and embed ground rules so that discussion is efficiently cohesive and connected.

Use pair and group discussions effectively; design ground rules for efficiency and accountability.

Facilitate discussion with children rather than always leading it.

Elaboration Practice – describing something to someone else in detail.

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F4 Climate and Culture for learning (discipline, management, control, influence, engagement) - key teaching techniques:1 Clear

Strength


consistently

3 Sometimes

meets the

statement

4 Development

required

Systems and routines

Meet and greet your children at the beginning of the lesson.

Create and embed effective transitions into and from the class.

Baseline behaviours for learning; how to learn in this classroom.

Develop and embed efficiency when carrying out basic procedures (handing out books, resources or equipment) – ensure time on task is maximised.

Model practice and hold high expectations.High Behavioural expectations

Use silent cues to get attention.

Use Ready, Respectful, Safe to establish and reinforce expectations.

Maximise time on task by using effective methods to get the attention of a child or class (1-2-3 eyes on me, 1-2 eyes on you).

Create an environment of purpose and respect.

Use of restorative practice to address underperformance or children not complying with Firs expected behaviour. Building character and trust

Use a positive tone to deliver constructive feedback.

Differentiate between praise and acknowledgement.

Create an environment where children belong and connect.

Model expectations through your own practice and emotions.

Celebrate learning at all times.

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