Before the lesson staff must:
Refer to the “Designing the learning experience at LDA” document (page 9). This is applicable to all teachers; it is a suggested approach for planning for all staff, and a non-negotiable for staff on a support programme or Newly Qualified Teachers.
Use prior attainment, data and targets of all pupils in order that they can plan and deliver differentiated lessons which meet the needs of every pupil.
Include the use of starters to engage pupils at the beginning of lessons.
Make time to reinforce and summarise what is being learnt and allow pupils to reflect on their learning.
Plan lessons that include activities such as making pupils aware of the learning objectives and success criteria for pieces of work, developing the use of questioning techniques, the use of think/pair/share techniques and opportunities for peer and self-assessment; as well as setting clear targets for improvement. The use of the visualiser to address misconceptions also forms part of the expectations.
Use appropriate strategies from the Education Endowment Foundation (EEF) toolkit (“Metacognition”, “ Effective Feedback”, “effective homework”)
Use the “ClassCharts” software to ensure that seating plans are up to date.
At the start of lessons:
Teachers will arrive punctually and meet pupils at the door/ entrance to their space.
Pupils should stand behind their desk with their equipment on the table and wait for their teacher to ask them to sit down.
The register must be taken within 10 minutes of the lesson starting.
Lessons will start punctually to ensure an orderly and speedy start to learning.
Teachers will set the context for learning, providing the “big picture” and linking learning with previous and future work.
Where appropriate, homework will be set.
Teachers will ensure a positive atmosphere which encourages pupils, develops a “growth mindset” and sets high standards. The teacher will regularly engage pupils in high quality learning activities and check for understanding.
Activities should encourage pupils to think, make predictions and explain their thinking.
For higher order questions, time must be given for pupils to think. Pupils should also be encouraged to discuss with their peers the answer prior to being asked to answer. Pupils are expected to stand up to answer this type of questions.
Live marking and peer assessment should regularly take place, with time to address feedback.
After a marked piece of work or assessment, “Review, Make Progress” (RMP) time must take place.
References to the learning pit must take place.
Teachers will establish high expectations by:
Being a positive role model and an enthusiastic learner.
Ensuring that there is appropriate challenge in the work set.
Providing clear examples of what good work will look like.
Challenging underachievement on every level.
Using higher order questioning to develop the depth of pupil answers.
Ensuring that the lesson moves at a good pace.
Enabling pupils to develop responsibility for their own learning.
Reviewing progress throughout the lesson.
At the end of lessons:
Teachers will use plenaries or recap sessions to summarise learning, emphasise key points, make links with other work and look ahead to following lessons and enable pupils to reflect on their learning.
Teachers should ensure that pupils leave the lesson in an orderly manner so that they can be on time for the next lesson. Teachers should manage corridor behaviour as part of the smooth transition of their class to their next session.
From November 2017, all homework must be set on the “Classcharts” software and in accordance with the school policy.