Teaching and Learning Priorities 2022/3
OSA LEARNING CONTEXT FORM - For learning walks and personal planning
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The Senior leadership Team and HOFs identified four key aspects which need to be consistency applied in every classroom.
Priority 1 - Planning challenge and support for all
Exceptional progress for all can only be achieved in a culture of high expectations for all.
Students should demonstrate:
The core principle is that lessons must always be pitched to challenge the highest attainers in a class and differentiation happens in one direction, downwards in order to enable all learners to access the challenge of the lesson.
Priority 2 - High Quality BOOKWORK with Effective Feedback
Teachers need to insist on high quality bookwork. Students should have a pride in presentation and effort. New work should be clearly indicated and working should be labelled and annotated as required. Expectations for presentation need to be made explicit at all times and outstanding presentation needs to be modelled at all times.
Student should capture the story of learning in their books. Books should show continuity and progression.
Teachers need to mark, plan, teach - the cycle of effective lesson planning and delivery
Marking and feedback needs to be useful, support student progress and recognise effort and success as well as identify any underperformance. It needs to be consistent with faculty expectations.
Priority 3 - Behaviour for Learning
It is essential that school rules and procedures are understood and implemented consistently as this is the framework for the culture for students to thrive.
Relationships are key and they need to positive and purposeful. There needs to be an emphasis on expecting impeccable behaviour and praising and recognising this. The classroom needs to be a place where all members of the school community are treated with respect and dignity.
It is a requirement that all students are expected to engage and commit to their learning. It is not acceptable to have compliant students. Every classroom should reflect the school’s standard of high expectations for all and active participation.
Provision for individuals (including those eligible for the pupil premium and SEN as well as HPA) must be specific and measurable. Planning should focus on the issue, the strategies to be implement and the checks necessary to ensure the desired outcome.
Priority 4 - Questioning
Questioning should be used to provide students with the chance to think and process information as well as for checking understanding. Questioning is not effective if it is being used to engage students.
It is important that the classroom is a safe environment. Wrong answers and misconceptions should be welcomed and valued.
Principles of high quality questioning:
Priority 1 - Planning challenge and support for all
Exceptional progress for all can only be achieved in a culture of high expectations for all.
Students should demonstrate:
- Flair and creativity
- Resilience and grit
- A good work ethic
- Listening skills
- Good organisation
- Passion and enthusiasm
- Curiosity and the interest to delve deeper
- Independence and intrinsic motivation
The core principle is that lessons must always be pitched to challenge the highest attainers in a class and differentiation happens in one direction, downwards in order to enable all learners to access the challenge of the lesson.
Priority 2 - High Quality BOOKWORK with Effective Feedback
Teachers need to insist on high quality bookwork. Students should have a pride in presentation and effort. New work should be clearly indicated and working should be labelled and annotated as required. Expectations for presentation need to be made explicit at all times and outstanding presentation needs to be modelled at all times.
Student should capture the story of learning in their books. Books should show continuity and progression.
Teachers need to mark, plan, teach - the cycle of effective lesson planning and delivery
Marking and feedback needs to be useful, support student progress and recognise effort and success as well as identify any underperformance. It needs to be consistent with faculty expectations.
Priority 3 - Behaviour for Learning
It is essential that school rules and procedures are understood and implemented consistently as this is the framework for the culture for students to thrive.
Relationships are key and they need to positive and purposeful. There needs to be an emphasis on expecting impeccable behaviour and praising and recognising this. The classroom needs to be a place where all members of the school community are treated with respect and dignity.
It is a requirement that all students are expected to engage and commit to their learning. It is not acceptable to have compliant students. Every classroom should reflect the school’s standard of high expectations for all and active participation.
Provision for individuals (including those eligible for the pupil premium and SEN as well as HPA) must be specific and measurable. Planning should focus on the issue, the strategies to be implement and the checks necessary to ensure the desired outcome.
Priority 4 - Questioning
Questioning should be used to provide students with the chance to think and process information as well as for checking understanding. Questioning is not effective if it is being used to engage students.
It is important that the classroom is a safe environment. Wrong answers and misconceptions should be welcomed and valued.
Principles of high quality questioning:
- There should be a focus on high order questions. Recall questions are generally ineffective beyond a starting point to engage students.
- New learning only happens if questions make the students think. Make sure that questions are planned and there is time to think.
- ‘No hands up’. All students must expect to contribute.
- Develop ideas by passing the question or a response to another students.
- Misconceptions must be explored and explained in a new or different way. Using exemplars to model answers and using another student’s response can be helpful.
- Questioning must inform the lesson delivery and development. The decision to move on is based on student responses to questioning; this must involve all students.
Stretch and Challenge Ideas |
Peer and Self Assessment Guide |
the_bloom-buster.ppt |
Sources include http://www.lovelearningideas.com/ideas-resources
https://mikegershon.com/resources/
https://mikegershon.com/resources/