Principles of Teaching and Learning Core Guide · and personalised development opportunities for...

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PrinciplesofTeaching

andLearning

CoreGuide


Contents

Contents Page

Introduction 3

Vision and values 4

Strategic Priorities 5

The Teacher Standards 6

Planning for Progress 9

Learning Objectives and Outcomes 10

Personalisation 14

SSIP and Personalisation 20

Literacy 22

Numeracy 29

Active Learning 32

Challenge and The Purple Zone 36

Challenge 37

The Purple Zone 38

Metacognition 42

Assessment for Learning 47

Questioning 51

SMSC 57

Introduction


Our mission is to ensure that all students, regardless of background, make exceptional rates of progress. We believe that this will allow our students to become strong individuals who can lead themselves to a position of advantage whereby any opportunity is one which is open to them. Our mission is central to everything we do as a school. We believe that it is unacceptable in modern Britain that young people who have the most challenging and complex backgrounds underachieve nationally. The promise that you have made by becoming a member of staff at Bruntcliffe Academy is that you will work tirelessly so that all students achieve. Since becoming part of The GORSE Academies Trust, Bruntcliffe Academy has gone from strength to strength. The GCSE results of 2016 show a positive Progress 8 score placing the school in the top 42% of schools in the country, having been placed in the bottom 5% of the country for the previous 3 years. This is a significant improvement in our first year of operation and makes Bruntcliffe Academy one of the most rapidly improving schools locally, regionally and nationally. This has been achieved through ensuring that standards of behaviour are high across all subject areas and around school. The academy has invested heavily in providing high quality and personalised development opportunities for all staff ensuring that teaching is at the heart of everything we do. Leaders are empowered to work with great autonomy, confidence and competence. In addition to this, all leaders work in close collaboration with colleagues from across the Trust to ensure that the very best practice is shared. As a staff body I recognise that you are a dedicated team of teachers and support colleagues, and that you all play your part to ensure students are happy, safe and successful. We also have great support, and in equal measure challenge, to achieve success from our Local Governing Body, the Chair of which is Mark Walton. This year will see the academy inspected by Ofsted and we are positive about the school being graded as a 'Good' school for the first time in its history, we also know that there are many areas where receiving an 'Outstanding' judgement is within reach. In order to achieve this we have the following priorities for this year:

• To ensure that students conduct themselves in the way we expect at Bruntcliffe Academy and that we as staff are consistent in our approach to discipline;

• To ensure that all lessons are at least good, every day; • To ensure that all students make at least expected rates of progress, including those

who are from disadvantaged backgrounds; • To ensure that more students make better than expected progress, including the most

able; • To ensure that students’ books and folders reflect exceptionally high professional

standards. Books will be marked regularly, students will be praised for what they have done well and teachers will engage with students to help them improve their work. Books will represent the learning that a student has undertaken throughout the year and will show a genuine pride in the work that they have done.

I am sure that with your continued support for each other and the desire to change and improve Bruntcliffe Academy, we will succeed in our mission to become a good or outstanding school over the course of this academic year. I wish you all the best for this exciting year ahead of us. Adam Ryder Principal


Vision and Values We have the highest standards and expectations of all students and professionals. Learning is at the heart of everything we do. All professionals will work tirelessly to ensure that all students, regardless of background, make exceptional rates of progress.

We will be ambitious for young people to be successful individuals who:

• Respect and are tolerant of others; • Take responsibility for their own actions; • Understand the value of hard work and resilience when facing challenges; • Secure the essential skills of communication, literacy, numeracy and ICT; • Develop leadership skills to prepare them for the world of work.

We believe that this will allow our students to become strong individuals who can lead themselves to a position of advantage.

To achieve this, we will ensure that as an academy we will work towards these aims:

EVERY CHILD All children can achieve in the most complex environments.

NO EXCUSES All professionals are responsible for ensuring all children reach their potential.

HIGH EXPECTATIONS Providing a high quality education is vital for a fair society that affords every child the full range of opportunities in life.

LEAD LEARNING Great schools are led by great leaders who have a focus on learning and attract, develop and retain great professionals to reach every child.

NO ISLANDS As part of The GORSE Academies Trust, a large number of excellent schools working together, we will work in deep rooted and meaningful partnership so that sustainable improvements are secure.


Strategic Priorities 2017-2018 The quality of work in books

Students take pride in their work, producing their best piece of work.

Students ensure all work is produced to a high standard and work evidences progress over time.

All written work is clearly legible and easy to comprehend.

Books clearly demonstrate consistently high quality marking and constructive feedback that impacts significant and sustained gains in students’ learning.

The accuracy of written communication

High quality and consistent marking of spelling, punctuation and grammar leads to students making rapid and sustained development in securing accuracy within literacy.

Effective and aspirational modelling prepares students for high quality extended writing.

Students are confident in applying subject specific vocabulary.

Personalisation—Strategic Seating and Interaction Plans

All learning is expertly personalised based upon an in-depth knowledge and understanding of students needs and abilities.

Key groups are rigorously targeted to ensure they secure learning leading to better than expected progress.

Detailed and effective personalisation strategies are evident on the SSIP, in lessons and over time in exercise books.

Challenge and the Purple Zone

The Purple Zone takes place every lesson and is the most challenging part of the lesson for all, leading to the mastery of skills, knowledge and understanding.

Purple Zone activities are personalised to meet students’ needs.

Curriculum Mapping

All curriculum areas will have the curriculum mapped out on a weekly basis, for all year groups by September 2018.

These maps will include regular assessment opportunities, including iterative testing, which will be underpinned by TGAT work carried out on assessment rubric.

Iterative Testing

Regular iterative testing features regularly in lessons to ensure that students retain information and can recall facts taught previously, either in current or previous years.

By September 2018 iterative testing will be directly linked to the Purple Zone.


The Teacher Standards Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

A teacher must:

1 Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are

expected of pupils.

2 Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build

on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts

on teaching • encourage pupils to take a responsible and conscientious attitude to their own work

and study.

3 Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

• demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject .

4 Plan and teach well-structured lessons

• impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the

knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant

subject area(s) • demonstrate knowledge and understanding of how pupils learn and how this impacts

on teaching • encourage pupils to take a responsible and conscientious attitude to their own work

and study.


The Teacher Standards

5 Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

• make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage

pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

8 Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when

to draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-

being.


The Teacher Standards

“Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge. Keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.”

(DfE, 2012, p7)

“The new standards define the minimum level of practice expected of trainees and teachers from the point of being awarded QTS.”

(DfE, 2012, p2)

For further reading and research in this are please reference;

Blatchford, R. 2015. The Teachers’ Standards in the Classroom. London: Sage publications.

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Planning for Progress

Step 1: Learning objectives and Outcomes

Learning objectives and outcomes form the foundations of every lesson. They are the focus of the lesson, what progress is measured against and ultimately what your students are going to learn. Therefore, it is important they are progressive, accessible and provide challenge for all.

Step 2: Learning Activity

An engaging activity or activities should be planned to develop the skills and knowledge outlined in the learning objectives and outcomes. This includes a ‘Brain in Gear’ or starter activity which reinforces past learning or signposts future learning.

Personalisation: Activities must be personalised to the needs of students to support and challenge all.

Step 3: Application of learning

A period of applying learning should take place in the lesson. For example, this could include responding to an exam question. It should be a piece of independent, silent work to enable reflection. This will often be The Purple Zone.

Personalisation: Personalised support for extended writing needs to be in place, for example paragraph topics.

Step 4: Plenary

A plenary should capture and assess the learning from the lesson as well as signpost future learning. This could include a self or peer assessment and target setting activity.

Questioning: tiered, targeted questioning is always a feature of an outstanding lesson, such as ‘What progress have you made today?’, ‘What do you need to do in order to improve further?’ A

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Learning Objectives and Outcomes

A learning objective is based upon the knowledge and skills that students will be learning and developing within the lesson to deepen their understanding. Learning outcomes are broad goals that describe what the learners are supposed to know or be able to do by the end of the lesson and may be based upon:

• the needs of the learner • what the learner should know about a particular subject derived from the assessment

criteria.

Learning objectives and outcomes must be challenging and aspirational for all students. Learning objectives and outcomes form the foundations of every lesson. They are the focus of the lesson, what progress is measured against and ultimately what your students are going to learn. Therefore, it is important they are designed to be progressive, accessible and provide challenge for all. Below are some useful examples of stems that can be used to frame quality objectives and differentiated outcomes. These are categorised using Bloom’s Taxonomy.

Knowledge

Describe Define Name Distinguish Identify Find State List Tell Locate

Application Calculate Examine Classify Illustrate Decide Use

Synthesis Construct Hypothesise Create Imagine Design Plan

Comprehension Compare Interpret Contrast Outline Discuss Predict Explain

Analysis Analyse Categorise Distinguish Explain Extrapolate Investigate

Evaluation Assess Evaluate Rank Recommend Judge Reflect Justify Validate


Challenging learning objectives and outcomes are used throughout the lesson to drive learning.

As a result of the consistent use of the learning objectives and outcomes slide in all lessons, all students:

• Can demonstrate an in-depth understanding of the purpose of the lesson within the learning sequence and can link with previous learning;

• Know exactly what they are expected to learn (relating to challenging learning outcomes);

• Can demonstrate this and know what they need to do to make further progress.


Learning Objectives and Outcomes Assessment Rubric

Assessment criteria must be used to inform learning objectives and outcomes. This can be found within the GCSE assessment criteria, which now forms the basis of all assessment. They must be progressive, inclusive and challenging.

The Non–Negotiable Slide

The learning objectives and outcomes slide must feature in every lesson and should be referred to throughout learning. The learning objectives and outcomes slide must be displayed at key points during the lesson.

Sharing Exceptional Practice

The learning objective is focused upon the topic of learning.

The learning outcomes are challenging and progress.

The terms good, great and even better are used to demonstrate the level of challenge.



Support the development of literacy skills by asking students

to read the learning objectives and outcomes out loud.



Personalisation

‘The needs of the one outweigh the needs of the many’

Personalisation including Strategic Seating and Interaction Plans (SSIP)

As a result of expert personalisation, all students can access learning and the vast majority of students make excellent progress.

A detailed SSIP articulates effective personalisation strategies over time which are evidenced in every lesson.

There are two critical questions to answer when planning to personalise learning:

1. How do you ensure that all students are fully engaged in meaningful learning that develops their skills and knowledge at the pace which is suitable for them? This could be throughout a lesson or over a series of lessons.

2. How well do you know your students? Do you know the way(s) that enable(s) them to learn most effectively?

Content Process Product

Outcome

The work produced by the students

reflects the different abilities in the class

as shown on the lesson objective and

outcome slide.

Task

Each student or group of students work on a slightly

different task tailored to their

individual ability or needs.

Resources

All pupils work on the same task but

with different resources to

support them.

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Challenge

All students need to be challenged throughout the lesson to rapidly develop skills and knowledge. It is essential that this is included throughout the lesson in every

learning opportunity.


Personalisation In order for all students to make expected progress and the vast majority to make better than expected progress, it is important to personalise learning for groups of students as well as individual needs and abilities.

Who do we personalise learning for?

To identify students who require further personalisation of learning we need to take a number of factors into consideration:

Data - are all students making good or better than expected progress? If the answer to this question is no, we need to personalise learning to ensure all students are making at least expected progress and the vast majority are making better than expected progress.

Groups of learners

• SEND - This group of students may require very specific personalisation such as different coloured paper. All of this information can be found on the desktop, in the SEND folder. It is crucial that all students can access learning but are also challenged.

• Disadvantaged students - Nationally Pupil Premium students underperform compared to their non-pupil premium counterparts. Personalisation strategies should be developed to ’close the gap’ ensuring Pupil Premium students make better than expected progress.

• Students with high prior attainment (KS2 110 or 5c+) – During lessons these students must be challenged to complete the most difficult work. Personalisation strategies need to identify what the most able need to do in order to move forward and achieve higher grades, utilising departmental ‘Securing 7’ and ‘Nailing 9’ resources.

• Boys with middle prior attainment (KS2 100 or 4c+) - This group of students underperform compared to their female counterparts at Bruntcliffe Academy. Personalisation must ensure middle attaining boys are engaged, and develop sophisticated literacy skills in order to make better than expected progress.

• Students with low prior attainment (KS2 below 100 or below 4c) - These students may need further support to access the curriculum, and for learning, in order to accelerate their progress and prepare them for the rigour of GCSE study.

• Attendance - Students whose attendance falls under the school target of 96%. • Students who have been identified through marking as having misconceptions.

How can you support Emily?

How can you ensure that Emily extends her answers?

How can you ensure she is more confident?

How can you ensure Deangelo makes progress throughout the lesson?

How can you challenge Deangelo?


Personalisation

This strategy can be used so that students

have time to think about the task and to

exchange ideas. They could make notes

during this part of the lesson on their mini-whiteboard. This will help them to verbally plan their response to the question or task, thereby ensuring a

higher quality response.


Personalisation Modelling - WAGOLL

PEEL Planning

The point, evidence, explain, link

structure works well as a common

structure in most curriculum areas.

This can be used for students to develop explanations whilst linking back to the

question to consolidate their

response.


There are examples of PEEL paragraphs in the literacy planner pages.

Personalisation

Compare life in Japan to life in the UK

Tip - Use the sentence starters to help you

The first feature about Japan is… ______________________________________________________________________

This is different / the same as England as… ______________________________________________________________________Secondly, in Japan… ______________________________________________________________________

This is different/ the same as England as… ______________________________________________________________________

Compare life in Japan to life in the UK

Tip - Use the paragraph topics to help you

Paragraph 1 Describe one thing about life in Japan________________________________________________________________.

Paragraph 2 Explain how life in England is the same____________________________ __________________________________. Paragraph 3 Describe another feature of life in Japan____________________________ ___________________________________.

Paragraph 4 Explain how it is different in England_______________________________________________________________

Conclusion.

By applying these structures to a worksheet personalisation is discreet and can be targeted to the literacy needs of the learner. The examples above were part of a larger A3 worksheet which was personalised with small subtle changes throughout the worksheet.


SSIP and Personalisation SSIPs must be seen as an integral part of every teachers planning, assessment and reflection.

Non-Negotiables of Strategic Seating and Interaction Plans

Each SSIP must be created using ClassCharts featuring pupil photographs and the key/legend for information.

Data and classifications to be included:

• KS2 attainment (Higher/Middle/Lower prior attainment). • Start of year grade, for Year 8 onwards (this is taken from the last Assessment Point

(AP) of the previous year). • Current AP data (after AP1 data has been entered). • Current effort grades/attitude to learning (after AP1 data has been entered). • Target Grade. • PP students. • SEND.

The seating plan must be annotated by the class teacher identifying learning characteristics, misconceptions and barriers to learning along with strategies of how to overcome these. SSIPs will be re-printed following each assessment point so that the most current assessment data is available.

Comments on the back can be useful for some students with complex needs and are recommended.

Side 1 of SSIP Side one should have the room layout marked clearly and photographs of all students in the group. This section should also clearly show the student data.

Around the border of the page there should be annotations of current personalisation strategies which are being used to accelerate progress.

These annotations can be hand written or typed. It is important that this is seen as a working document and should be changed and adapted after each assessment point.

Side 2 of SSIP

Side two could include key information and barriers to learning. This could include personal circumstances of the students, for example, although all information must be relevant to learning.

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Literacy

High quality and consistent marking of spelling, punctuation and grammar leads to students making rapid and sustained development in securing accuracy within literacy.

Effective and aspirational modelling prepares students for high quality extended writing.

As a result of effective support and personalisation students produce high quality work.

Students are confident in applying subject specific vocabulary and self-checking is embedded.

There are opportunities for students to read in every lesson in order to become confident readers.

Plan activities into lessons to use the literacy mat and encourage self-checking.


Literacy

The Student Planner

The student planner has been designed to support the development and mastery of literacy. Within the planner there are a number of pages which can support students in their learning. As a personalisation strategy you could direct specific students to specific pages within the lesson or as part of their home learning.

2017 -2018

The Conjunctions Box

Conjunctions are useful in helping students to structure their writing so it leads to explanation. There are a range of conjunctions which are categorised in the literacy section of the planner. These could be used by students who require further support in structuring their explanations.

Subject Specific Pages

Each curriculum area has specific pages to support literacy and numeracy in the planner. You could direct students to particular sections of the planner or pages. For example, in RE the structure to the right would help them in a 6 mark exam response.


Literacy

Assessment, marking and feedback During periods of teacher marking and feedback it is imperative any errors or inaccuracies within literacy are identified. This should take place using the orange highlighter with the key, such as SP. for a spelling error identified through marking. During reflection or Green for Growth time students should correct each of the identifiederrors.

The idea of CHAPS checks is to embed CHAPS into all aspects of the curriculum. The more that students are exposed to CHAPS the more effective it will be.

Use the planner pages so that students can record repetitive spelling errors. This will create a personalised spelling wall for them to check their understanding of the word.


Literacy

Extended writing

There must be frequent and varied opportunities for extended writing across the curriculum. To achieve high standards of extended writing, demonstrating progress and developing sophisticated literacy skills, students must be prepared for, and supported, throughout periods of extended writing.

There are many ways in which we can prepare students for extended writing such as the planning tool to the right. However it is also important to personalise extended writing for students.

Good reading…

Ensure there is an opportunity for students to demonstrate reading in every lesson.

Great reading…

Plan activities following a period of silent reading to check understanding. This could be comprehension questions or highlighting and categorising key facts for example.

Even better reading…

Plan a series of reading homework placed throughout the year and direct students to further reading to support their learning. For example, this could be a newspaper article or research journal. Students could provide a 30 second presentation following this homework.

Reading

There should be opportunities to read in every lesson, whether that be the learning objectives and outcomes, tasks, texts or witness accounts, for example. We should insist upon students reading aloud to model and reinforce the accuracy and fluency of reading for all.


Literacy Students can use the discussion stems to respond through speaking and listening to a high standard.

Professionals were asked for their top tips on securing and facilitating exceptional discussion.

Top Tip 1: Time Scales

The use of strict time scales focuses students to ensure they complete the discussion task within the time scale given. Students can also be given thinking, or preparation time, before they begin the discussion to increase the quality of responses.

Top Tip 2: Success criteria

Give students very clear success criteria, this means you can ensure the discussion is focused around a given context, and all students remain on task. It is also a great way of personalising for students if the success criteria is tiered using the learning outcomes for direction.

Ensure that students always respond to teacher and peer questioning and

discussion in full sentences.

Top Tip 3: Roles

Students can be given roles to focus their contributions to discussion such as the fact finder, opposite opinion, positive points and so on. This means they are clearly responsible for one perspective of the task. This can also lead to personalising the discussion responses for individual student needs and abilities.


Literacy

Top Tip 4: Speakers

Students can be given an item such as a lollipop stick and they can only talk when holding the lollipop stick. This helps to structure speaking and listening to ensure that students are not talking over each other or that one person is not dominating the conversation. This can also help personalisation as you can tell students when to swap speakers and you can adjust the speaking time accordingly.

Top Tip 5: Recording

Students can be asked to produce, or complete, a document whilst having their discussion; this ensures that all students can be held to account for the information they record. They could do this in an informal way using mini -whiteboards. Alternatively this could be completed following the discussion, ensuring they focus and absorb information from the discussion.



Numeracy

This Scrabble example from History could be used in any subject.

Opportunitiestodevelopskillsinnumeracyaretakenandimproveunderstandingandprogressovertime.

“TheGorseAcademiesTrustiscommittedtoraisingthestandardofnumeracyamongstouryoungpeople.Ouraimistoensurethatallstudentscaneffectivelyapplymathematicsacrossthecurriculum,thusequippingthemwiththeskillsrequiredtosucceedinhighereducation,employmentandlife-longlearning.”

TGATNumeracypolicy

There is a numeracy page for each subject in the student planners to support Mathematics across the Curriculum.


Numeracy

Plotting graphs using information requires students to think deeply about the information whilst applying numeracy skills, as shown in the English example.



Active Learning

There are planned periods of the lesson where students are actively learning and fully engaged in developing skills, knowledge and understanding.

Students are motivated and empowered to work independently or in groups.

There is a highly productive learning environment and students are committed to their learning.


Active Learning

Top Tip Any activities whereby students are teaching each other and learning from each other are fantastic active learning strategies. Remember the best practice is developed by taking calculated risks!


Active Learning Decision Making Exercises



Challenge

The vast majority of students are consistently challenged which leads to better than expected progress.

There are varied and contextualised opportunities for silent work, including extended writing or challenging independent work, which are well structured and organised.

Challenging lessons are underpinned by challenging outcomes, as demonstrated by the English example for a Year 7 lesson, which are based on target grades.

Inclusion of further challenge on every slide as ‘Extra Challenge’, ‘Champion’ or ‘Extra for Experts’.


The Purple Zone

The Purple Zone

This is an extended period of time in a lesson when all students are working independently from the teacher in challenging, stimulating or thought provoking situations which promote deep and profound development of learning (knowledge, skills and understanding). Students should find this section of the lesson difficult. During this time students are focused on complex problems/pieces of work and are struggling whilst applying themselves, in silence.

Rationale

To instil and nurture the skill of resilience through exposure to challenge, struggle and failure. Ultimately it is used to empower students to make rapid rates of progress, to master key skills and prepare them for the challenges they will face in the world beyond secondary education.

The Purple Zone in lessons

At least 10 – 12 minutes of every lesson should be dedicated to the Purple Zone activity.

Purple Zone activities must be personalised to meet students’ needs.

In classroom based lessons Purple Zone tasks must be completed in silence, students must not put their hands up and ask questions or for help.

In practical lessons namely Music, Drama, PE, Design Technology and Science practical lessons, the Purple Zone activity must be clearly earmarked and be explicit to students. This must be independent and the most challenging part of the lesson, students must not approach the teacher for support.

In all lessons teachers should circulate and quietly shape the learning.

Prior to the Purple Zone all teachers should share the Purple Zone task with students and give students the opportunity to ask questions before the task begins.

If a teaching assistant is present in the lesson, they should adhere to the same expectations as the class teacher.

Homework tasks should be linked to Purple Zone activities.


The Purple Zone

ThePurpleZonemustbesignpostedforstudentsandpersonalisedtomeetstudents’needs.


The Purple Zone

Use a timer to focus the learning and maximise progress.


The Purple Zone

GCSE work should feature in Key Stage 3 lessons as outlined in the Art example below.



Metacognition

There are opportunities within the lesson for students to reflect on their work.

Students understand how they completed the task.

Students are becoming more aware of themselves, their learning needs and their personal barriers to learning; they are able to regulate their own progress.

What is metacognition?

Metacognition can most usefully be thought of as knowledge and understanding of:

1. What we know

2. How we think.

While cognitive skills are necessary to perform a task, metacognitive skills allow us to understand how the task was performed (Garner, 1987).

It is a process of reflection and a drive for progress and asks students to deeply reflect on their work.

By becoming more aware of themselves, their learning needs and their personal barriers to learning, students are able to regulate their own progress. This is encouraged by the teacher in your marking and feedback, to make sure students do plan their specific next steps and detail HOW they are going to reach these next steps.


Metacognition

The most important step is students planning for future improvements, as this is what influences their progress. You should carefully scrutinise your own marking to encourage students to be specific in pledging their ‘plan’ to improve. There should be a clear dialogue between student and teacher, following up where these pledges have not been achieved and praising students where they have.


Metacognition


Metacognition



Assessment for Learning

Students’ learning and progress is systematically checked throughout the lesson. Intervention is carried out to address misconceptions immediately.

What is AFL?

Assessment for learning is the process of checking or measuring students’ learning and progress within the lesson. This should identify any misconceptions, or students who are not making expected progress, in the development of skills, knowledge and understanding.

What is the purpose of AFL?

Effective AFL will not only ‘take place’ in a lesson but will be used to inform the planning and personalisation within the lesson. AFL should identify misconceptions so the teacher can address them with that group of students. Equally, AFL should identify students who fully understand and therefore can take learning to the next level. This will inform the ‘direction’ the lesson will take. This can only happen if a clear starting point has been established and students are learning new skills, knowledge or deepening understanding.

AFL Q&A

Why do I need AFL in all of my lessons?

It is important that you, as the teacher, understand the progress of students during the lesson. This is particularly important to identify misconceptions or those students who do not fully understand as you may need to adapt teaching accordingly.

What is the most effective way to check students’ understanding?

There are many different strategies and you can use whichever suits you. However, during questioning mini whiteboards can be a great way to check student responses. Asking students to write down what they know at the beginning of the lesson and what they have learnt throughout the lesson, is an effective way of measuring progress and learning.

How can I evidence AFL to show progress over time?

There are a number of strategies which also work well over time. The progress spider diagram, for example, where students use a spider diagram to show their knowledge at the beginning of the lesson and add to this in a different coloured pen during learning. Self-assessment traffic light sheets, progress lines and KWL grids all work well to demonstrate progress over time.

Top Tip You should assess

the skills and knowledge students

have developed throughout the

lesson based upon the learning outcomes.

Top Tip Pre-plan support for students who may

have misconceptions

during the lesson. It is

imperative misconceptions are

challenged.





KWLGrid(know/wanttolearn/learnt)



Questioning

High quality responses demonstrate deep learning and understanding.

Questioning engages all students and is personalised.

Students are confident in applying subject specific vocabulary in their responses.

Students take an active role in questioning.

Methods of Questioning

Mini white boards: an effective way to involve all students in questioning and allow students time to think.

Lollipop sticks: hand out lollipop sticks asking students to write their names on and use these to randomly question all students in the lesson. You could even colour code them to show their ability and which questions you will ask them.

Target questioning: based upon the data and characteristics of the students give them a target question. For example, a PP student may be directed to an early question in order to develop their confidence and self-esteem, then they can respond to a more challenging question later in the lesson.

‘Wonderwall’: this is for questions to be stuck up using a Post It note and answered at another time or to be found out for homework.

In this strategy, a question is posed, students have time to think about it individually, and then they work in pairs to answer the question and share their ideas with the class.

ABC Questioning Technique

Promotes more in-depth responses to questions and encourages alternative viewpoints.

How it works

Pose a question to the group and select a student to respond (A). Ask another student to build on A’s response (B) and a third student to challenge B’s point of view (C).

Alternatively pose a question and elicit three different responses where each student has to build on the previous answer.

Tip: plan your questions for your

lesson.


Questioning

Use Bloom’s Taxonomy to structure your questions. Higher-order skills make learning last.


Questioning

Pose, Pause, Pounce, Bounce...

Pose Provide a question or a series of questions, ensuring that you ask the students to remain reflective. Pose the question to the class, not an individual.

Pause Ask the class to hold the thought… think… and think again…

Pounce Name a student to respond… decipher the support needed, especially if no response is evidently on its way.

Bounce Immediately ask another student their opinion of the first student’s answer after the Pounce response. This can be developed by asking other students or groups of students their opinions to the first or second response, irrespective of whether the answer is correct or not.

A 30 second ‘pit stop’ used as a mini plenary. This allows questions to be planned in advance. Students are directed to personalised questions based on their targets.


Questioning Multiple Choice Questioning

Seven principles that are helpful in multiple-choice design:

1. The proximity of options increases the rigour of the question

For instance, the question is, what year was the battle of Hastings? Options 1065, 1066, 1067, 1068 or 1069 are more rigorous than options 1066, 1166, 1266, 1366 or 1466. Of course, the question itself also determines the rigour: ‘80 is what percentage of 200?’ is much easier than ‘79 is what percentage of 316?’

2. The number of incorrect options increases rigour

Three options gives pupils a 33% chance of guessing the correct answer; five options reduces the chances of guessing to 20%; always create five rather than three or four options for multiple choice questions. A ‘don’t know’ option prevents pupils from blindly guessing, allowing them to flag up questions they’re unsure about rather than getting lucky with a correct guess.

3. Incorrect options should be plausible but unambiguously wrong

If options are too implausible, this reduces rigour as pupils can too quickly dismiss them. For instance, in the question: what do Charles Dickens and Oliver Twist have in common, an implausible option would be that they were both bank robbers. However, if answers are too ambiguously similar, this creates problems. For instance, in the question, ‘What happens in the plot of Oliver Twist?’ these options are too ambiguous:


Questioning a) A young boy runs away to London b) An orphan falls in with a street gang of street urchins c) A poor orphan is adopted by a wealthy gentleman d) A criminal murders a young woman and is pursued by a mob e) A gang of pickpockets abduct a young boy 4. Incorrect options should be frequent misconceptions where possible

For example, if you know pupils often confuse how autobiographical ‘Oliver Twist’ is, create options as common confusions. These distractors flag up what pupils are thinking if they select an incorrect option:

a). Both were born in a workhouse b). Both were separated from their parents and family c). Both were put in prison for debt d). Both had families who were put in prison for debt e). Both were orphans

5. Multiple correct options make a question more rigorous.

Not stating how many correct options there are makes pupils think harder. For example:

Which characteristics of “Elegy Written in a Country Churchyard” can be seen as Romantic?

A. It celebrates the supernatural. B. It is written in iambic pentameter. C. It emphasises emotion over reason. D. It deals with the lives of common people. E. It aspires to nature and the sublime.

6. The occasional negative question encourages students to read the questions more carefully.

Once they get a question such as ‘Which of these is NOT a cause of World War One?’ wrong, and realise why, they will work out they need to read questions again to double-check what it is they are being asked.

7. Stretch questions can be created with comparisons or connections between topics.

What was common to both the USA and Germany during the Great Depression?

a) Jewish immigration increased b) Membership of Ku Klux Klan increased c) Public works projects were implemented d) Government social programmes were reduced



SMSC

There are planned opportunities to explore SMSC contexts in their learning.

The exploration of SMSC enriches the learning experience and leads to deep understanding.

Ofsted Definitions

Pupils’ spiritual development is shown by their: • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective

on life and their interest in and respect for different people’s faiths, feelings and values; • sense of enjoyment and fascination in learning about themselves, others and the world around

them; • use of imagination and creativity in their learning willingness to reflect on their experiences.

Pupils’ moral development is shown by their: • ability to recognise the difference between right and wrong and to readily apply this understanding

in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England;

• understanding of the consequences of their behaviour and actions; • interest in investigating and offering reasoned views about moral and ethical issues and ability to

understand and appreciate the viewpoints of others on these issues.

Pupils’ social development is shown by their: • use of a range of social skills in different contexts, for example working and socialising with other

pupils, including those from different religious, ethnic and socio-economic backgrounds; • willingness to participate in a variety of communities and social settings, including by volunteering,

cooperating well with others and being able to resolve conflicts effectively; • acceptance and engagement with the fundamental British values of democracy, the rule of law,

individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Moral

Social

Pupils’ cultural development is shown by their: • understanding and appreciation of the wide range of cultural influences that have shaped their

own heritage and those of others; • understanding and appreciation of the range of different cultures within school and further afield

as an essential element of their preparation for life in modern Britain; • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history

and values, and in continuing to develop Britain; • willingness to participate in and respond positively to artistic, musical, sporting and cultural

opportunities; • interest in exploring, improving understanding of and showing respect for different faiths and

cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Cultural

Spiritual


SMSC

Spiritual

• Look at a widely held belief and consider why people have that belief. • Consider how other communities live to see how life might be different in that community. • Consider abstract concepts and what they might mean e.g. love, compassion, and justice. • Suggest an imaginative solution to a problem.

Moral

• Think about a world event and form an opinion about its rights and wrongs. • Think about consequences of actions e.g. if workers are poorly paid in order to maximise profits. • Debate possible actions in a given situation.

Social

• Work in a variety of group structures to complete activities. • Debate, without falling out, the different opinions there are in a class. • Consider the history of their family, Morley, the UK and how it has changed and adapted.

• Considerthevariousinfluencesoncontemporarylifee.g.numbersystemfromArabia.• Willinglyjoininnewexperiencese.g.listeningtomusicfromadifferentheritageorthinking

aboutthemessageofstoriesfromothertraditions.• Considertheuniqueinputeachhumanbeingmakestoourworld-widesociety,andhowlife

wouldbepoorerifwewereallthesame.

Cultural


SMSC

Top tip – Use the discussion stems to allow peer discussions to focus upon making links in the learning.

Top tip – Use the 5 Ws (what, where who, why, when)question stem to allow students to analyse a photograph or source to link to SMSV.


SMSC

SMSC can feature at any point in the lesson.

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