Teaching and Learning
Subject curriculum mapping provides an overview of what content is delivered in each half term, carefully sequenced towards ambitious end goals in each year. This allows us to make sure subject content builds on prior knowledge and enhances retrieval. The map also allows subject specialists to work together and collaborate with delivery and compare subject content to statutory requirements such as the National Curriculum. They also ensure coverage of the 2020 Relationship and Sex Education (RSE) requirements.
Scaffolded/modelling - Effective modelling and scaffolding of learning is intrinsically linked to learners progressing from novices to competent and independent learners. The EEF Metacognition report concluded that modelling is more effective when teachers and learners are engaged in the task being modelled and the model creation – the model is created in front of learner’s eyes. Effective modelling should enable learners to reflect on the processes of task completion and then gradually remove the modelling scaffolding, thus developing independent and highly metacognitive learners.
Rosenshine Principles - The key principles of instructional teaching require teachers and learners to review prior learning, ask questions to gauge understanding, scaffold or model new learning and experience both guided and independent practice. These fundamental metacognitive processes are integral in building a secure long-term understanding in each subject.
AFL – low stakes - High frequency low stakes assessments help learner's learning at a given time. This information helps teachers to consider how learning could be moved forward in subsequent lessons.