Hurst Knoll St James’ · At Hurst Knoll St James, we are focused on putting our pupils at the...
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Hurst Knoll St James’
CE Primary School
Teaching and Learning
Policy
Autumn Term 2017
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Hurst Knoll St James’ CE Primary School
Inspiring Faith and Learning for Life
Teaching and Learning Policy
And he gave the apostles, the prophets, the evangelists, the shepherds
and teachers,
to equip the saints for
the work of ministry, for building up the body of Christ, until we all attain to the unity of the faith and of the
knowledge of the Son of God, to mature manhood,
to the measure of the stature of the fullness of Christ, so
that we may no longer be children, tossed to and fro by the waves and carried about by every wind of
doctrine, by human cunning, by craftiness in deceitful schemes. Rather, speaking the truth in love, we are to
grow up in every way into him who is the head, into Christ, from whom the whole body, joined and held
together by every joint with which it is equipped, when each part is working properly, makes the body grow
so that it builds itself up in love.
Ephesians 4:11-16
Aims and Purposes
At Hurst Knoll St James, we are focused on putting our pupils at the centre of their own learning and place
greater emphasis on nurturing skills and attitudes to learning, inside and outside the classroom, academic
and social. We promote the HKSJ Way, PERFIC – 6 areas that we believe, develop the whole child in
preparation for secondary education and beyond.
1. Positivity – positive attitudes and support towards each other
2. Expectation – high expectations for children now and in the future
3. 7 R’s – developing social and academic skills and values for life
I. Respect
II. Resilience
III. Reasoning
IV. Resourcefulness
V. Reciprocity
VI. Responsibility
VII. Reflectiveness
4. Faith – respecting and embracing each other’s background, faith and culture
5. Inspiration – building confidence, self-esteem and encouraging aspiration
6. Creativity – engaging in learning and engaging in a creative curriculum
Continued and sustained improvement is dependent upon improving the quality of teaching and learning
that is taking place on a daily basis.
Across our school the expectation is that all pupils are provided with high quality learning experiences that
lead to consistently high levels of pupil achievement.
By adopting a whole school approach to teaching and learning across our school we aim:
to provide consistency of teaching and learning across our school
to provide a creative and engaging curriculum
to enable teachers to teach as effectively as possible
to enable pupils to learn as efficiently as possible
to develop independent thinkers and articulate speaker
to give pupils the skills to self assess and reflect
to learn from each other; through working together, peer assessment, the adoption of a
collaborative, enquiry based approach to teaching and learning - where good practice is shared
to provide an inclusive education for all pupils
This whole school approach will ultimately give pupils:
the skills they require to become effective lifelong learners
the values they require to become respectful 21st
century citizens
This policy outlines the elements which are key to raising standards in teaching and learning and the broad
structure for lessons, based on best practice and research linked to how we best learn. However it is
important to remember that through this model teachers should still bring their own creativity and
imagination to the classroom.
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Key Elements
Clear Learning Objectives
Learning Objectives (LO) are shared orally and displayed in child friendly language
Pupils write the LO in their book from Year 2 onwards (unless specific pupil needs) or have it stuck in
their book (Early Years and Year 1).
The context of the lesson should reflect the LO
When marking pupil’s work the main focus is on meeting the LO
Clear Marking Ladder (Success Criteria)
All pupils are clear about how they will achieve the LO. Teachers and pupils should use and model
good examples to develop marking ladders.
Marking Ladders (ML) are displayed for the pupils to follow during the lesson or drawn up with the
pupils as steps to success
Planning includes ML for each LO and C Focus
Pupils use the ML to assess their own work or their partners work. Teachers highlight ML when
marking to show what has been achieved
Pupils are reminded of the ML during the lesson – often pupil’s work is used to illustrate the ML in
action
Clear Differentiation and Challenge
All pupils are challenged appropriately and planning shows clear differentiation (C1, C2, C3, C4)
To encourage Inclusion, LO should be the same for all pupils but may be slightly adapted along with
the use of materials/resources to ensure access for all
Most lessons should include C1,2,3,4 focus and demonstrate expectations for challenge
There is a mix of:
o Mastery Tasks that can be mastered by all learners in a short period of time regardless of
prior learning or ability and;
o Greater Depth Tasks that stretch the more able, develop the skills required for academic
success, and the world of work. These create deep learning - real understanding and should
include reasoning elements to ensure pupils are given an opportunity to justify and explain
their learning
Active Pupil Engagement
Pupils are actively engaged throughout all parts of the lesson through questioning, oracy and
collaborative learning structures. Teachers take into account pupil’s concentration span and ensure
pupils are not sitting passively for long periods
Use of Blooms Taxonomy to support high level questioning, higher order thinking and to support
‘task’ difficulty. Teachers should use HKSJ HOTS and HOQS booklets for maths, GPS, RCU to support
them in planning and delivery
Opportunities to think/pair/share and discussions with a talk partner are regular features of lessons
(see below)
Use of Cooperative and Collaborative Structures to Enhance Learning
Our own HKSJ progressive programme of structures (age appropriate) are an integral part of learning across
the school – a set of cooperative/collaborative learning techniques and instructional methods in which pupils
work in small, mixed ability or ability learning teams.
Planning includes collaborative learning structures and can support (but not replace) differentiation
Our teaching and learning sequence for oracy supports our collaborative learning
Before collaborative learning can be implemented positive teamwork behaviours need to be explicitly
taught and reinforced
Pupils need to be secure with the structure for their year group before moving on
Use of Blooms Taxonomy to Support High Level Questioning and Higher Order Thinking
Planning includes Blooms Taxonomy to highlight level of questioning throughout a unit or topic of work.
They can help pupils to reflect on information and commit it to memory
Teachers should use HKSJ HOTS and HOQS booklets for maths, GPS, RCU to support them in planning
and delivery
High level questions are planned to support the development of higher order thinking skills, encourage
discussion and stimulate new ideas
High level questioning supports more effective learning and more enjoyable teaching, than explanation
alone
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Use of Technology to Enhance Learning
Technology is used as a learning tool to aid learning e.g. at the start and end of a lesson
Technology is used to enhance learning where ever possible e.g. use of tablets (photos, videoing)
laptops, computers, programming devices etc
Highly visible across the classroom
Wi-Fi across the school grounds allows for the use of technology both inside and outside the school
building
Clear Feedback
Our Marking, Feedback and Presentation Policy is embedded in everyday practice and is used to
inform teaching and learning
All pupils are clear about how they need to improve
Marking is linked to the LO and identifies next steps
Pupils are given time to address issues raised in marking and engage in dialogue with the teacher if
appropriate – reflection or fix it time.
NB Where appropriate reference should be made to the following three questions during the lesson to
enhance the pupil’s understanding of the purpose of the learning and the ‘big picture’ (see Lesson Structure
Phase 1 point 3) as well as referring/linking to the reflection journals at the end of the day
1. Why am I doing this task?
2. How is this task helping me to learn?
3. Where is it leading to?
Learning is enhanced through the use of:
I. Consistent classroom management signals;
Clear management signals are designed to minimise the time spent on behaviour
management and maximise the time spent on learning. All staff must consistently follow the
same signal
The attention signal (a raised hand) is non-verbal and used to stop the class and get
everyone’s attention for something purposeful. It should not be used just as a tool to quieten
down the class. The expectation is that all pupils will stop what they are doing, remain quiet,
pay attention and look at the speaker to listen to a purposeful and meaningful instruction.
II. Effective use of additional adults;
Additional adults are clearly directed to support learning
Teaching assistants are fully engaged with pupils on the carpet and tables during lesson
times. They are not sat passively with a pupil or group of pupils during a lesson introduction
or plenary. THEY ARE NOT PHOTOCOPYING, SHARPENING PENCILS OR STICKING WORK IN
BOOKS DURING LEARNING TIME
They are clear about who they are supporting and why
Planning is shared in advance with teaching assistants
They sit next to the pupils they are working with, engaging with the pupils, explaining the
task or using other resources
They are involved in assessing pupil’s understanding, recording observations and feeding
assessments to the teacher
Discussions take place during lunchtimes between teacher and TA to identify pupils who need
‘hotspot’ intervention during the afternoon session to help them catch up or to support with
pre learning for a task the next day.
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Standard Lesson Structure
All lessons in our school should follow a basic structure made up of four parts.
Phase One: fix it/reflect/challenge further, set the scene, place learning in a wider context, link to prior
learning; review previous lesson; provide the ‘big picture’, share learning objectives.
Phase Two: pupils receive new information; instruction/exposition
Phase Three: pupils make sense of information; processing; understanding
Phase Four: reflect and review information and plan next steps
Precise interpretation of the four phase structure will inevitably be very different in different situations. Age,
ability, timing of the lesson, subject area and the particular focus for the lesson will all have a significant
impact.
Teachers may well scroll through the phases more than once during the lesson. For example, after a short
period of exposition, pupils may be engaged in an activity designed to help them make sense of new
material.
This may be followed by another period of exposition and an appropriate exercise (mini
plenaries) The phases are not always sequential. Review, for example, is not confined to the end of the
lessons.
Good teachers review through the entire lesson and know that success criteria are only successful when
repeated and referred to throughout the lesson.
Teaching and learning is not the same thing. Encountering information is not the same as understanding it.
While the stages are inextricably linked, they are separate processes. This must be reflected in the lesson.
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Phase One – Overview
Although this is relatively short in duration it includes a number of key features.
The emphasis on this phase is on;
1. Creating an appropriate working atmosphere
Pupils will not learn if they are not in an appropriate state to learn. We use a range of metacognition
strategies to establish a climate conducive to learning including:
Creating a classroom environment that is stimulating, reassuring and organised,
Being fully prepared for lessons,
Ensuring resources are prepared and on tables in advance of lessons,
Other adults to sensitively engage with a pupil who are not ‘ready to learn’.
Greeting pupils with a smile!
2. Linking the lesson to prior learning
Linking the lesson to prior knowledge e.g. reviewing previous lesson;
Start the lesson with; a ‘fix it’ activity to correct errors or misconceptions, reflection or
further challenge to move learning forward or assess level of understanding.
Think about the three most important things you learnt in the last lesson – now tell
your partner.
In two minutes, I am going to ask you what you learnt last lesson. You may talk to your
partner if you wish.
Today’s lesson is about the water cycle. Jot down on your whiteboards what you
already know. Work in pairs.
3. Providing an overview
The brain is more likely to absorb details when it can place them within a wider context - providing
the big picture first. Maths and English Zones in all classes and a topic learning journey to enable
pupils to see the ‘bigger picture’ as well as the three questions to support (see Key Elements). Pupils
add their own questions and answers to the learning map and are encouraged to carry out their own
independent research at home through weekly homework tasks.
4. Sharing learning objectives with pupils
Students must know exactly what they are going to learn and what is expected of them by the
end of the lesson. For learning objectives to be shared effectively, teachers must:
Move away from saying ‘Today we are doing’… and
instead say ‘By the end of today’s lesson you will all
know/be able to/understand…’.
Make learning objectives specific to the lesson. e.g.
Use Blooms Taxonomy to identify the ‘level’ of
learning
Use child friendly language – there is little point in
sharing learning objectives if pupils don’t understand
what you mean.
Refer to them at the start of the lesson and during the
lesson.
5. Triggering the brain
The brain will tend to notice things if has been primed to look for them. Beginning a lesson by
saying; ‘Today when I am reading I want you to listen out for some really powerful adjectives that
you can use in your own writing later on.’ or ‘For homework, I am going to be asking you to write
down the functions of the different parts of a plant – you will find out what they are in today’s
lesson’
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Phase Two – Receiving New Information
The emphasis in this phase is on:
1. Providing students with new information or skills.
This is the teaching phase. Although we want all pupils to understand the information as they
encounter it, the emphasis during phase two is on providing the new information.
New information is delivered in many ways:
Exposition
Audio/visual aids – e.g. video clips
Books, Diagrams, pictures etc
ICT – CD roms, Internet
Demonstration
Modelling, reviewing, editing, redrafting/recalculating – effective strategies to provide
opportunities to observe the teacher’s thought processes, engaging pupils in imitation
of particular behaviours that encourage learning.
The quality of the input during this phase will have a big bearing upon the extent to which pupils understand
information. While high quality information, questioning and discussion does not guarantee understanding,
it does make it significantly more likely. We use a number of techniques across our school to ensure that the
quality of input in phase two is kept high.
1.1 Periods of concentration are short
Pupils have limited concentration spans. A widely used rule is that concentration spans will be about two
minutes in excess of a chronological age. Periods of ‘listening to the teacher’ are therefore kept short and
punctuated by regular breaks or activities. In general terms, significantly more learning will take place when
new information is transferred and explained in three bursts of ten minutes than in one thirty minute
session.
1.2 More than one ‘beginning’ is created
Pupils tend to remember more from the beginning of an experience. When teaching and learning is chunked
into 10-15 minute slots, a number of ‘beginnings’ are created in the lesson. Make the new start obvious. Use
phrases such as, ‘Now we are moving on to …’ or ‘The next activity we are going to be doing …’. ‘I want you
to move back to the carpet for the next part of our lesson.’
1.3 The input phase needs to be punctuated with questions
Although phase two is principally about teaching and delivering new information, it should be punctuated by
regular questioning.
Ask regular closed questions during the input. This will keep pupils alert and provide instant feedback as to
whether they have heard correctly and have understood – although at a shallow level. Asking too many open
questions during an explanation can easily take a lesson off on inappropriate tangents. It also allows an
individual to take the lesson off in a direction that causes other students to lose their train of thought.
Ask open questions before and/or after an input. These should be planned using Blooms Taxonomy to pitch
at the appropriate level either for the ability of the pupils or the stage of learning within the unit or topic.
(see appendix 2 Bloom Taxonomy and Task Design) Posing an open question at the start of an explanation
will prime the brain to notice detail and begin to form an answer, even at a subconscious level, during the
input. Asking an open question at the end of an input takes the learning into phase three and is designed to
develop and assess deeper understanding.
1.4 The input phase is punctuated with activity (model whatever you want the pupils to do)
Punctuate the input of new information (phase two) with activities designed to help pupils make sense of it
(phase three). This kind of integrated, alternating pattern of ‘phase two, phase three, phase two, phase
three’ can often be more effective than an extended period of explanation.
For example, a teacher might be modelling how to write complex sentences. She might ask the pupils to
work with a partner to write one together on a mini whiteboard before continuing with further instruction.
1.5 New information is presented in several different ways (VAK)
The fact that people prefer to receive information in different ways demands that
information is transmitted in more than one way during phase two. A verbal explanation
may well be clear, concise and of high quality. However, two thirds of the class may be
working outside of their preferred style or have English as an additional language and
struggle to grasp what is being said. We aim to make learning multi-sensory so that
pupils have opportunities to learn from seeing, hearing and doing.
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Phase Three – Processing the Information
The emphasis in Phase Three is on:
1 Developing, Demonstrating and Assessing understanding
This is the key phase
The extent to which pupils will understand information depends on three factors.
1.1 Quality of interactions
It is adults who help pupils make sense of information. The frequency and nature of interactions between
teacher and pupils is highly significant. We develop understanding by:
Using Blooms Taxonomy to support open ended
questioning. (see appendix 2 Bloom Taxonomy and
Task Design)
Providing wait time pupils need time to think through
their answers before replying.
Providing thinking time by giving an advance warning,
such as ‘In two minutes I am going to ask you…. ‘
Allowing pupils to explore and articulate their thinking
by giving them time to discuss their responses in
Collaborative learning pairs or groups. Pupils then
respond with ‘We think that…’.
Ensuring pupils fully understand the question by asking
them to say it back or rephrase it.
Extending and deepening understanding by asking
follow up questions such as ‘What made you think that?’
Providing an approach, curriculum and teaching that
supports mastery for all and greater depth to stretch
the more able within a subject, topic or unit (see
appendix 1 – Mastery and Greater Depth)
Asking pupils to identify three possible answers and
then select the best one (so they don’t always give you
the first answer that pops into their head).
Scaffolding thinking and answering – for example: ‘In 2
minutes I am going to ask you X, but before I do, I’d like
you to think about (or talk about) A. Now I’d like you to
think about B. Now can you respond to my original
question.’
1.2 Talking and Interaction
At our school we believe that talking and interaction are central to
learning. All lessons include planned and unplanned opportunities to
‘talk’, discuss open ended questions, extend thinking, deepen learning
and master. We use the Collaborative Learning Structures in all that we
do as well as a range of Assessment for Learning (AfL) strategies. (see
appendix 3 – Collaborative Learning Structures and appendix 4 –
Teaching and Learning Sequence for Oracy)
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Phase Four – Review
The emphasis in this phase is on:
1 Reviewing what has been learned and Reflecting on how and why it has been learned.
Review is a key to memory and certainly not confined to the end of the lesson. Good teachers weave review
throughout the entire lesson and are constantly referring students back to the success criteria of the lesson,
and reinforcing prior learning. Reviewing material is a highly significant part of the learning process, not
least because large amounts of information can be forgotten very quickly.
1.1 Pupils are actively involved
When teachers summarise what has been learned, the effect on pupils’ memories is relatively
insignificant. However, when the pupils themselves identify what they have learned as the lesson or school
day draws to a close, their memories will be given a significant boost (self assessment face and reflection
journals).
Always refer back to the Learning Objectives and/or Marking Ladder (Success Criteria).
1.2 Use Reflection Journals at the end of the school day to encourage pupils to reflect on what they
have learned and what has helped them to learn.
Reflection journals allow pupils the opportunity to use notebooks to write about and reflect on their own
thoughts on the learning that has taken place that day. The act of reflecting on thoughts, ideas, feelings, and
their own learning encourages the development of metacognitive skills by helping pupils self-evaluate and
sort what they know from what they don't know. The reflective process helps support the teacher lesson
evaluation and puts the emphasis of learning on the pupil. Reflective journals encourage pupils to develop
their own personal values, going beyond summary conclusions such as "I didn't learn anything." Pupils
consider what they personally think and feel, drawing their own conclusions instead of just parroting what
the teacher thinks.
These journals allow the more able pupils to develop the skill identifying questions and problems as they
reflect on what they already know, what they want and need to know, and how they will proceed to increase
their understanding. Less able pupils will develop the habits of mind that are the underlying strategies of the
learning process. The journals allow the teacher the opportunity to use as an assessment tool and give them
additional insight into how the pupils value their own learning and progress.
The reflection process is modelled both written and verbally, (especially with younger pupils) by thinking
aloud, debating what and what not to write. This shows pupils how to transfer their thinking into writing.
Pupils take from 5-15 minutes to write reflective entries in their journals at the end of each school day.
Pupils are encouraged to reread and revise previous entries as well as any they have just written. This helps
pupils appreciate their own learning and the process they have gone through to arrive at an understanding
of concepts and knowledge. Because the journals are not formally assessed, pupils are free to experiment
Self Assessment
‘At the end of every lesson’
I self assess my work at the end of each
lesson.
I found this tricky and
would like some more help
please!
I’m not sure about this, I
think I might need a bit
more time.
I’m happy with how this
went and I’m ready to
move on!
I mark my own work
using a red pencil.
I mark my friends work using a blue pencil.
Reflection Journals
‘At the end of the day’
I think about what I have learnt throughout
the day and share my thoughts in my
reflection journal and with my friends &
teacher.
This helps deepen my understanding and
makes me think about my learning.
During lessons I think…..
1. Why am I doing this task?
2. How is this task helping me to learn?
3. Where is this leading to?
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without fear of outside evaluation. It allows pupils to express ideas in new forms and contexts as well as
encourage them to extend, defend, debate, and question their own ideas.
Although they are not formally assessed pupils are still given feedback from the class teacher or teaching
assistant and are used for discussion with peers. Reflections with high-level comments and good, clarifying
questions, allows pupils to explore and develop a more sophisticated ability to think critically and
reflectively. This leads to eventual improvement in each pupil’s ability to articulate thoughts and questions
across all classroom writing and dialogue. The practice of self-reflection encourages pupils to accept
responsibility for their own growth in learning.
The most important aspect of reflective journal writing is to
encourage students to begin to think about their own thinking.
Journal prompts and questions should not be superficial but should
encourage students to explore their thoughts in depth. The HKSJ
Reflection Model (Appendix 5) has been developed and reviewed
with staff to ensure it is effective and appropriate to school
expectations. The model has four stages:
Experience – Facts – What learning have I done today?
Reflection – Feelings – How do I feel my learning went today?
Evaluation – Findings – Why was I successful or unsuccessful
with my learning?
Next Steps – Futures – What will I need to do to improve or
develop?
And refer back to the ‘key element’ questions to recap learning and
to support pupils in understanding the bigger picture:
1. Why am I doing this task?
2. How is this task helping me to learn?
3. Where is it leading to?
LEARNING OBJECTIVE
Teaching and Learning Activities
Designed to provide pupils with opportunities
to meet the learning objective
The Assessment Task/Activity
Match the learning objective
Success Criteria
(Marking Ladder)
Directly related to the
learning objective
Self/Peer
Assessment
In light of the learning
objective and marking
ladder
Feedback
Based on the learning
objective and marking
ladder
Teacher
Questioning
Always keep the learning
objective in focus
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Tiered Challenge Learning (TCL)
In addition to the standard lesson structure we use the Tiered Challenge Learning approach to Maths, English
and Cornerstones.
The aims of the TCL are to:
Provide an appropriate level of challenge for all pupils in order to accelerate progress.
Provide opportunities for pupils to consolidate and extend their learning, and apply their skills at
mastery level.
Engage and motivate pupils with their own learning through appropriate challenges.
Develop independence and resilience in pupils by encouraging them to take responsibility for their
own learning through appropriate choices.
Learning Objectives
Each lesson for maths and English has an overarching objective LO:…. Which is focused on year
group expectation
This is followed by C1/C2/C3/C4 Focus:….. which ensures appropriate challenge for pupils in class
To develop challenge, investigatory skills and reasoning opportunities for pupils, discovery &
application questions should be used throughout the learning cycle, e.g. as a; daily learning
question in different subjects, an extension question, weekly learning question
Structure
The teacher will plan for three differentiated challenges and two differentiated anchor tasks.
o Challenges – Require direct teaching input from the teacher prior to completing the
challenge.
o Anchor tasks – Independent tasks which require no input and are linked to the previous days
learning for consolidation where possible. The pitch and length of these tasks have to be
planned carefully, not too easy that the pupil will complete it too quick, but not too difficult
that the pupil requires further support.
o Extension Activities – Pupils should have daily opportunities to access extension activities to
challenge their learning and thinking at a mastery/greater depth level if they have completed
their challenge task. Pupils should be able to access these independently and know which
activity is appropriate to their learning
NB
There should be the element of ‘choice’ for pupils, allowing them to independently choose the right
challenge appropriate to their level of understanding. However teacher guidance may be required for
some pupils who have difficulty selecting the appropriate challenge.
At the start of the lesson all pupils to have reflection/fix it time for no more than 5 minutes
All pupils to engage in a mental maths activity on whiteboards for no more than 5 minutes
Teacher to introduce and give a brief description of the three challenges. This gives the pupils an
opportunity to think about which challenge they think is appropriate for them. (This is a quick part of
the lesson and teachers shouldn’t spend too much time talking through the challenges)
o The teacher asks the pupils to select their challenge and write the number on their whiteboard
(This is a quick way for the teacher to assess across the class if pupils have chosen
appropriate challenges)
o If the teacher thinks a pupil has chosen an incorrect challenge, they discuss with the pupil the
reasons they have chosen it and guide them to an appropriate challenge
At this point, two groups go off to start their anchor tasks and one group will stay with the teacher
for direct input on their challenge
o Anchor task one is linked to challenge one, anchor task two is linked to challenge two etc (the
level of work is linked).
o During the anchor tasks the TA will circulate the room to support or move
learning on where necessary
o Have a set of ‘back up’ tasks which the pupils can complete independently, if
occasionally they finish the anchor task.
For example, grid timetables or calculations
The teacher will teach the first challenge group for approximately ten minutes. This group will then
go to their tables and independently complete their challenge.
The teacher calls the next challenge group to the carpet and gives the input for the next challenge.
Whilst this group is quickly settling on the carpet, the teacher will give them a quick whiteboard task
as she quickly circulates the tables to assess if all pupils are on track.
This process is repeated until all pupils have received their direct teaching input for their challenge.
X 3 6
4
5
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Pupils may occasionally change challenges part way through the lesson if a) the challenge is too hard
or b) if they are exceeding the challenge, this must be through discussion with the teacher.
On some occasions it may be required to plan for additional challenges for particularly high achieving
pupils. Assessments and teacher judgement will be used to identify where this is appropriate.
Organisation
Challenges and anchor tasks are taught through the smart board to provide focus and structure to
the lesson. Provides clear outline for the content and the order of which the challenges are being
taught.
Challenges and anchor tasks can be planned and outlined at the beginning of the week and evaluated
after each lesson. Some challenges and anchor tasks will be re used throughout the week and some
may need adapting depending on the success and effectiveness of them. For example, challenge two
on day one may be suitable to be challenge one on day two etc. Therefore to reduce workload as new
challenges and anchor tasks won’t always be required each day.
The order in which the teacher gives their input will alter daily so it isn’t always the same challenge
getting the first input etc.
An example timetable
Challenge = C Anchor = A
Teacher
Input 1
Table Activity
1
(Always anchor
tasks)
Teacher Input
2
Table Activity
2
Teacher
Input 3
Table Activity 3
(Always
challenges)
Monday C1 A2 & A3 C2 C1 & A3 C3 C1 & C2
Tuesday C3 A1 & A2 C1 C3 & A2 C2 C1 & C3
Wednesday C2 A1 & A3 C3 C2 & A1 C1 C2 & C3
Thursday C1 A2 & A3 C2 C1 & A3 C3 C1 & C2
Friday C3 A1 & A2 C1 C3 & A2 C2 C1 & C3
It is important to plan and time the anchor task appropriately e.g., the challenge group who has their
input second will need approximately a task for about ten minutes, whereas the groups that don’t get
the input until the third slot will need a task for approximately twenty minutes.
There will only ever be two anchor tasks as by the third teacher input then the other two challenges
would have had their input and be on to their challenge work.
Role of the adults in the classroom
It is vital that there is effective communication between the teacher and the teaching assistant,
before, during and after the lesson.
All adults should be constantly assessing the pupils and ensuring they are on task or if they require
support or to be challenged further to deepen their understanding.
Pre/Post Hotspots to support ALL pupils including Greater Depth
By all adults taking responsibility for the learning of the pupils during the lesson provides
opportunities for either the teacher or the teaching assistant to identify those pupils which may
require additional intervention in the afternoon session.
The afternoon intervention session may be used as a boost to support and consolidate on the
mornings learning or it may be used to accelerate progress (opportunities for mastery and greater
depth) if, during the morning session it was identified that a particular group could extend their
learning further. The afternoon session may also be used as a pre-learning opportunity prior to the
lesson the following day if the teacher feels that this may be beneficial.
It may be appropriate for the teacher and the teaching assistant to mark pupils work during the
lesson if they are working with a particular individual or group of pupils. (Refer back to guidance on
written and verbal feedback in the marking policy).
It may be appropriate to regroup with some pupils who had their input in the first or second session
to assess their learning through the use of a mini plenary. Further extension through questioning or
application of skills could be appropriate at this point.
Hotspot stickers are used in pupil books to identify the intervention and a record is completed by the
adult to show the impact and outcomes of the intervention. This is regularly monitored by the
Inclusion Lead.
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Broad and Balanced Curriculum
Following OFSTED 2017, HKSJ’s curriculum has been adapted with the core and foundation subjects now
interwoven to ensure a broad and balanced curriculum. Cornerstones and English have been combined to
provide opportunities for pupils to master their learning and apply their skills across the curriculum.
TCL is taught across all subjects to ensure challenge is appropriate to learning and there are opportunities
for mastery and greater depth. Collaborative learning and outdoor learning enhance the curriculum further
through opportunities for spoken language and independent learning.
Classroom Environments
The surroundings in which pupils learn can greatly influence their academic performance and well-being in
our schools. The better the school looks the more it inspires the people inside it. A well cared for classroom
and school, can make pupils feel that what they achieve and how they themselves are perceived is important.
Across our school we aim to ensure that all classrooms, group learning areas and whole school areas, are
spaces that everyone can use to learn and be proud of.
Details of what is expected in all classrooms can be found in our Classroom Display and Organisation
Policy and Staff Handbook.
In our school we believe that classrooms should be bright, well organised learning spaces.
Pupils need to know how to access resources and respect the classroom environment. Different teachers
have different likes/dislikes about how to organise their classrooms. However, to ensure a sense of security
and consistency across the schools, the display policy non negotiables need to be taken on board in all
classes.
In addition to the non negotiables:
Classrooms are tidy, labelled and organised. Pupils take responsibility for ensuring their classroom is
a pleasant and safe place to learn.
Pupils are taught to respect equipment and resources.
Basic equipment (pens/pencils/rulers etc) is out on tables at all times – pupils do not have to waste
time getting rulers/pencils from trays etc.
Target cards should be in maths and English books and visible at all times. Pupils should be aware of
what their targets are for the half term
All trays are clearly labelled – word processed/not hand written.
Displays in the classroom are a learning resource – they are not just a reflection of previous learning.
There are ‘zones’ for reading, writing, GPS, maths and science as well as learning journey, Spanish
display (KS2) and a worship and reflection area. There are variations of these in Early Years.
Displays outside the classroom are a celebration of work and all pupils should be celebrated with the
‘best’ that they can produce. There is a theme every half term across the school and these displays
are changed half termly.
Marking and Feedback
Across our school, we think of marking in terms of feedback about a child’s work. This feedback may take a
number of forms - oral, written, formal and informal – and may be given on a group basis as well as an
individual one. The nature of marking influences and encourages the child and gives her/him the confidence
to take another learning step.
Details of what is expected in all classrooms and books can be found in our Marking, Feedback and
Presentation Policy.
In brief:
Green pen is used to mark books and comment on ‘what worked well’ and what could be done next
to make it even better, or a question to take learning further and challenge. Feedback identifies ‘How
will this improve their learning?’
Purple pen is used by the pupils to respond to the action point at the start of each lesson, ‘The
Purple Pen of Progress’. Reflection and Fix it time will last no longer than 10 minutes. There is an
expectation, as class teacher/teaching assistant, to revisit the action point to ensure the pupil has
responded. This is be indicated by C
Pupils are praised for their efforts and achievements using praise stickers or comments and house
points if appropriate
Adults mark as much as possible with pupils alongside them.
Books are used as learning journals where mistakes are used as discussion points and editing and
redrafting is a familiar process. Dialogue with the child
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Where pupils have self/peer assessed, teachers indicate if they agree with the self/peer assessment
Marking and feedback follows the marking code
Pupils’ Self and Peer Assessment
All assessment is used to inform future groupings, planning and activities. Pupils are taught how to self and
peer assess before being given opportunities to undertake these assessments in lessons. The use of Self (red
coloured pencil) and Peer Assessment (blue coloured pencil) is evident in all books weekly.
Pupil Books
All learning is evidenced and referenced in pupil exercise books to show the learning journey and progress
that has taken place, through:
Cornerstones (topic and English)
English/GPS
Maths
Arithmetic
Science
RE/Collective Worship
Reflection Journals
The evidence can be in the form of photographs with supporting statements from the pupils or adults, brief
explanation of activities that have not involved any written recording, assessment tasks, photocopies of
collaborative learning tasks etc.
Revised and Adopted by the Governing Body Autumn 2017
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Appendix 1 – Mastery and Greater Depth
What do we mean by mastery?
The essential idea behind mastery is that all pupils need a deep understanding of the subject/topic/unit
they are learning so that:
future learning is built on solid foundations which do not need to be re-taught;
there is no need for separate catch-up programmes due to some pupils falling behind;
pupils who, under other teaching approaches, can often fall a long way behind, are better able to
keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is
raised.
There are generally four ways in which the term mastery is being used in the current debate about raising
standards:
1. A mastery approach: a set of principles and beliefs. This includes a belief that all pupils are capable
of understanding and ‘doing’, given sufficient time. With good teaching, appropriate resources, effort
and a ‘can do’ attitude all pupils can achieve in and enjoy learning.
2. A mastery curriculum: one set of concepts and big ideas for all. All pupils need access to these
concepts and ideas and to the rich connections between them. There is no such thing as ‘special
needs subjects or ‘gifted and talented subjects’. Key ideas and building blocks are important for
everyone.
3. Teaching for mastery: a set of pedagogic practices that keep the class working together on the
same topic, whilst at the same time addressing the need for all pupils to master the curriculum and
for some to gain greater depth of proficiency and understanding. Challenge is provided by going
deeper rather than accelerating into new content. Teaching is focused, rigorous and thorough, to
ensure that learning is sufficiently embedded and sustainable over time. Long term gaps in learning
are prevented through speedy teacher intervention. More time is spent on teaching topics to allow for
the development of depth and sufficient practice to embed learning. Carefully crafted lesson design
provides a scaffolded, conceptual journey through the subject, engaging pupils in reasoning and the
development of thinking.
4. Achieving mastery of particular topics. Mastery is not just being able to memorise key facts and
procedures and answer test questions accurately and quickly. It involves knowing ‘why’ as well as
knowing ‘that’ and knowing ‘how’. It means being able to use one’s knowledge appropriately, flexibly
and creatively and to apply it in new and unfamiliar situations.
Mastery and the learning journey
Mastery is not a fixed state but a continuum. At each stage of learning, pupils should acquire and
demonstrate sufficient grasp of the learning relevant to their year group, so that their learning is sustainable
over time and can be built upon in subsequent years. This requires development of depth through looking at
concepts in detail using a variety of representations and contexts and committing key facts, such as number
bonds and times tables, to memory. Mastery of facts, procedures and concepts needs time: time to explore
the concept in detail and time to allow for sufficient practice to develop fluency.
Practice is most effective when it is intelligent practice, i.e. where the teacher is advised to avoid mechanical
repetition and to create an appropriate path for practising the thinking process with increasing creativity.
Mastery and mastery with greater depth
Integral to mastery of the curriculum is the development of deep rather than superficial conceptual
understanding. ‘The research for the review of the National Curriculum showed that it should focus on
“fewer things in greater depth”, in secure learning which persists, rather than relentless, over-rapid
progression.’ It is inevitable that some pupils will grasp concepts more rapidly than others and will need to
be stimulated and challenged to ensure continued progression. However, research indicates that these pupils
benefit more from enrichment and deepening of content, rather than acceleration into new content.
Acceleration is likely to promote superficial understanding, rather than the true depth and rigour of
knowledge that is a foundation for higher learning.
The terms mastery and mastery with greater depth are used to acknowledge that all pupils require depth
in their learning, but some pupils will go deeper still in their learning and understanding. Mastery of the
curriculum requires that all pupils:
use concepts, facts and procedures appropriately, flexibly and fluently;
recall key facts with speed and accuracy and use them to work out unknown facts;
have sufficient depth of knowledge and understanding to reason and explain learning concepts and
procedures and use them to solve a variety of problems.
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A useful checklist for what to look out for when assessing a pupil’s understanding might be:
A pupil really understands a concept, idea or technique if he or she can:
describe it in his or her own words;
represent it in a variety of ways (e.g. using concrete materials, pictures and symbols)
explain it to someone else; make up his or her own examples (and non-examples) of it;
see connections between it and other facts or ideas;
recognise it in new situations and contexts;
make use of it in various ways, including in new situations.
Developing mastery with greater depth is characterised by pupils’ ability to:
solve problems of greater complexity (i.e. where the approach is not immediately obvious),
demonstrating creativity and imagination;
independently explore and investigate contexts and structures, communicate results clearly and
systematically explain and generalise the learning.
National curriculum assessments
National assessment at the end of Key Stages 1 and 2 aims to assess pupils’ mastery of both the content of
the curriculum and the depth of their understanding and application. This is exemplified through the content
and cognitive domains of the test frameworks. The content domain exemplifies the minimum content pupils
are required to evidence in order to show mastery of the curriculum. The cognitive domain aims to measure
the complexity of application and depth of pupils’ understanding.
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Appendix 2 Bloom’s Taxonomy and Task Design
To support phase 2 and 3 of the standard lesson structure Blooms Taxonomy should be used. This
supports and develops pupils higher order thinking and works in conjunction with collaborative
learning.
Evaluation
(judge, critically appraise)
a) strengths and weaknesses
(SWOT)
b) advantages and disadvantages
c) give arguments for and against
d) fitness for purpose
e) value for money & value for
effort
f) compare and contrast
g) consider evidence:
completeness, bias etc
Categorise
deduce
Knowledge
state
recall
A mix of mastery and greater depth tasks is
required
Mastery so that lower ability pupils can succeed
Greater Depth to stretch the more able, and to
ensure deep understanding for all students
Set a mix of these tasks for Q&A; introductions,
collaborative learning tasks, independent tasks,
plenaries etc
Evaluation
(judge, critically appraise)
strengths and weaknesses
advantages and disadvantages
give arguments for and against
fitness for purpose
value for money & value for effort
compare and contrast
consider evidence, bias etc
Synthesis
(create, design, invent)
solve a problem
write an essay, report, criticism ...
design a leaflet, poster,
presentation etc.
give constructive suggestions for
improvement in a given situation
design a policy or strategy or
device
do a survey (e.g. with a
questionnaire etc.)
Analysis
(consider the parts separately)
analyse a situation, experiment, case
study etc and describe what is
happening.
classify
compare
give reasons,
give causes and effects
categorise
deduce
Mastery Tasks
e.g.
Name the main parts of a plant.
Copy and label a diagram of a plant
Characteristics:
They are easy. 100% of pupils can get them 100% right!
they are not dependent on prior learning
They can be attained in a short time, perhaps minutes
Greater Depth Tasks
e.g.
Evaluate the importance of the Industrial Revolution on the
development of Ashton.
Report on the changes to the town in that period
Characteristics:
they are difficult
they are highly dependent on prior learning
development is slow and requires considerable effort
they create transferable learning of important thinking
skills
they are more interesting, even to low ability students
they are vocationally and academically relevant
they create deep learning
Application
(doing after being shown how)
apply
use
Comprehension
explain
interpret
classify
reorganise
define
describe
Easy
calculate
punctuate
Hard
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Appendix 3 – Collaborative Learning Structures
To support phase 2 and 3 of the standard lesson structure our collaborative learning structures should be used. The following structures have been
sequenced to support and enhance learning and keep pupils focused and on task.
Important Notes Nursery Reception & Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 There are no
restrictions to
using any
strategy in any
year – but there
needs to be
planned
continuity and
progression; and
a responsibility
for year groups
to introduce and
develop key
elements to the
highest level.
Ideas need to be
integrated within
any SEN/EAL and
other provision
as appropriate so
there is a sense
of a ‘community
of practice’
across the
school.
Talk Partners
Individual Think Time
Bullet Point Thinking
Rally Robin
Round Robin
Timed Pair Share
(totally verbal)
Thought Showers
Popcorn
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Popcorn
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Popcorn
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play - 2s to 4s
Mini-presentations
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play - 2s to 4s
Mini-presentations
Listening Triangles
Conscience Alley
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play - 2s to 4s
Mini-presentations
Listening Triangles
Conscience Alley
Snowballing
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play - 2s to 4s
Mini-presentations
Listening Triangles
Snowballing
Jigsawing
Talk Partners
Individual Think Time
Bullet Point Thinking
(with writing)
Rally Robin
Round Robin
Timed Pair Share
Thought Showers
Jot Thoughts
Stand up, Hand up,
Pair up
Envoying
Rainbow Groups
Hot Seating
Role Play - 2s to 4s
Mini-presentations
Listening Triangles
Snowballing
Jigsawing
Magpieing
Blue = New Structure Underlined = Core for Embedding
Sit properly. Take turns. Listen to peers/teachers.
Make contributions to discussions. In family groups, tell friends what
they did.
Speaking & Listening games
Modelling language types. Modelling "whole speech sentence(s)". (EAL
practices will integrate)
Collaborate in pairs. Collaborate in 2s to 4s to share findings with others.
Understand the concept of “A/B” talk and feedback. Know and use
response strategies of: hands up, think think/talk.
Listen and evaluate, rather than waiting to talk. Know that to listen they
need to put all their equipment down and face the speaker.
Read own text to peers and adults.
Paired talk, A/B 1/2 Discussion in 2s to 4s.
Triads
Swap texts to read their partners’.
Collaborative discussions and presenting work
to their own groups.
Following and giving instructions.
Self review of own work.
Regular use of envoying approaches and styles
hotseating, jigsawing,)
Take part in group presentations to the class.
Working towards becoming “experts”
Self review of own work & review of peers’
work.
Collaborate as pairs, 4s and triads to
plan/do/review.
Collaborate as a group to on extended tasks
within cycle of plan/do/review.
Take turns to lead discussions within groups.
Regular use of ”experts” and presenting to
other groups.
Recognise and use ideas on learning styles and
social dynamics.
Present work and ideas confidently as reviews
or plenaries using a range of techniques with
visual aids and ICT.
Organise discussions and reviews to include all
parties and manage summaries.
Envoying.
Development of Questioning (including Blooms Taxonomy)
Progressive development of writing process and talk for writing strategies
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Appendix 4 – Teaching and Learning Sequence for Oracy
ORACY (SPEAKING, LISTENING), INTERACTIVE GROUPWORK
and into WRITING
Our non-negotiable teaching and learning sequences for oracy (spoken language), reading and
writing development across the curriculum. This is at the core of Collaborative Learning.
Mainly used in starters, mini-plenary or plenary sessions.
Introduction – stimulus – key question(s)
↓
Individual Think Time (ITT)
↓
Paired Talk (have a chat)
↓
Structured Talk (A/B pairs, triads …)
(THINKING AND ORAL REHEARSAL)
↓
Sequence variations
↓
Recording talk into initial writing
↓
Envoying and reading personal/group writing
↓
Linked into next phase/lesson/module as appropriate
↓
Integrated as appropriate with Visual, Auditory and Kinaesthetic Learning
Learning Styles
Assessment for Learning
Scaffolding writing across a module/theme/topic …
Essential core processes into “Read, Write, Inc”; Talk for Writing and similar strategies
To be applied from English out across the full curriculum for maximal impact!
Four main elements in development of process with pupils
i) Modelling of approach to students and persevering so they become familiar
ii) Linking starters into/from plenaries to build flows of learning
iii) Focus on key vocabulary/ideas/concepts and building complex sentences
iv) Reading writing to peers (vitally important for developing thinking, talk, reading &
writing)
Staff – whole school – must commit to these processes – this is NOT an optional extra!!
You can only ever write what you can think and say
A/B BPT and talk into writing
Envoy Record Take back & read
A/B record key words Envoy and share/add 2/4s to create larger list Vocab. for topic developed
A/B prepare VAK of idea Envoy and share VAK Take back to new VAK
ITT Rally Robin BPT Recording Envoy
Grouped in 4s ITT Jot thoughts Numbered heads ITT (rehearsal) Reporting
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Appendix 5 – Reflection Model
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