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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