Our Approach to Teaching and Learning

Principles of the Teaching, Learning and Assessment Cycle  

 

In our lessons:

  • The context of the learning within our curriculum is made clear.

  • We set clear learning objectives.

  • We interleave and build in retrieval skills throughout our lessons.

  • We actively teach language skills and promote the acquisition of a rich vocabulary.

  • High quality teacher explanation, modelling and questioning supports the development of expert knowledge.

  • We use formative and summative assessment strategies to further develop understanding and to reduce forgetting.

  • We teach social behaviours, and refer to aspiration, respect and engaging in learning.

 Setting the context

  • The lesson aims are shared and explicitly linked to previous and future learning.

  • Expert language is introduced.

  • A logical sequence to the lesson is evident.

  • TSAS ARE expectations are followed at all times or re-taught when not automatic.

 Teacher presentation (I do)

  • The material is well presented, and is well chosen to match the learning aims.

  • Explanations of knowledge, skill and/or the task are well detailed through teacher modelling.

  • Attention is called to the main ideas, with these being repeated and emphasized.

  • Questioning and class discussion is used to develop knowledge and gauge understanding.

  • Misconceptions are identified and explicit, detailed and constructive feedback is provided.

  • Teaching is adapted in response to identified areas of misunderstanding.

Learning activities (Moving from We do to You do)

  • The chosen learning tasks, including extended writing tasks, are effective in meeting the stated lesson aims and curriculum content.

  • Learning tasks are active in nature (they involve making decisions- learners think about and apply their learning).

  • Teacher explanation and modelling of the task or activity is fully understood by the learners, or is repeated as appropriate.

  • Misconceptions are identified and explicit, detailed and constructive feedback is provided.

  • Teaching is adapted in response to identified areas of misunderstanding.

  • If paired or group work is used then it is well structured, with learners given explicit guidance on how to complete the task.

Assessment

The word assessment comes from the Latin root ‘assidere’ meaning ‘to sit beside’ and that is what we are striving for in our assessment and through our teaching, learning and assessment cycle.

The modelling shows students what a “good one looks like” the scaffold has given students the steps to success.  Feedback is the catalyst for improvement.

Assessed work can be self-assessed or peer assessed.  Sometimes the teacher will give feedback through whole class feedback.  There will also be frequent knowledge tests to ensure that the students know the core information and revisit that knowledge so that they don’t forget.

For more information about assessment at Thorpe St Andrew School – See the assessment procedure document.

Assessment Procedure