- All lessons will begin with a brief, daily review of prior knowledge. This will be planned and scaffolded to support pupils to recall, know and remember.
- All lessons will use part of the daily review to practice subject specific vocabulary and introduce any new vocabulary to be learned.
- All lessons will then identify the new piece of learning to be learned and how this links to their prior knowledge. This includes when a new topic is introduced as the progression grids ensure that all learning is linked to prior knowledge from previous years.
- All new learning will be introduced in small steps to support children to learn well and will have a clear learning objective that is written in child speak.
- Teachers will use models to support children to learn new information.
- Teachers will then plan opportunities for all pupils to have a period of supported practice where new learning opportunities are repeated with adult involvement.
- Once an 80% success rate has been achieved teachers will then move children towards practicing learning independently using scaffolding appropriate to the subject such as concrete materials, models and images, sentence starters, writing frames.
- Teachers will use scaffolding to support learners to move towards greater independence.
- Children will then have the opportunity to practice their new learning independently.
- Across each phase of teaching, teachers will use questioning to elicit feedback from all students to expose misconceptions.
- Where misconceptions are seen, teachers will address these to ensure the correct learning takes place, it is preferable that this will be in the moment but could be followed up the next day.
- The period of time taken for supported practice into independent practice will vary from subject to subject and may not happen within one lesson but a series of lessons.
- Over the course of a series of lesson teachers will continue to review and recap learning to ensure that children are making the links in learning to their prior knowledge, teachers may use quizzes, word lotteries and questioning to do this.
- Over the course of a term, teachers will revisit and recall previous learning from that term after the children have had a period of forgetting. This will support teachers to elicit what children have really learned from previous work, and what gaps in learning need to be planned for in moving forward.
- Teachers will use a range of tools to support pupils to know more and remember more. These include:
– Knowledge organisers – for pre-teaching, home learning, available as prompts on tables, and blank for assessing knowledge gathered by the end of the series of lessons.
– Learning walls/washing lines – that display and build the vocabulary, facts and models/WAGOLLs to support and scaffold pupils learning
– Vocabulary Flashcards
- Leaders will use the school’s monitoring plan to capture whether the quality of implementation is strong and effective. They will do this through visiting lessons and conducting learning walks and drop ins.
