Our Bring it! approach to education aims to:
The quality of our education supports a love of life and life lived to the fullest through building:
Our Curriculum Design document outlines our approach to the various subject disciplines within our taught curriculum. Our teaching and learning policy supports the implementation of our curriculum in a way that strengthens our aims.
How we teach supports our aims just as musch as our curriculum design does.
We believe children learn best when the following key areas have equal weighting, are well established and upheld:
Evidence in practice
Staff will ensure that
(i) Rosenshine’s Principles of Instruction updated by Tom Sherrington
Themes | Principles of Instruction |
Reviewing Material | Daily Review
Weekly and Monthly review |
Questioning | Ask Questions
Check for Student Understanding |
Sequencing Concepts and Modelling | Present New Material using Small Steps
Provide Models Provide Scaffolds for Difficult Tasks |
Stages of Practice | Guide Student Practice
Obtain a High Success Rate Independent Practice |
(ii) Most impactful strategies for teaching and learning (2020)
Feedback | Metacognition and Self Regulation | Mastery Learning | Peer to Peer Tutoring | Collaboration |
Evidence in practice
Staff will ensure that
Evidence in Practice
Staff will ensure that
Evidence in Practice
Staff will ensure that
Evidence in Practice
Staff will ensure that
Evidence in Practice
Staff will ensure
Teaching starts where high expectation in the curriculum and individual ability meets.
Lessons hang on well-planned learning intentions that are both assessment-driven and curriculum-driven.
Small, progressive steps in learning enable mastery.
The learning is explicitly shared with the children, and its relevance and purpose explained. We use shared language: We are getting better at…so that…
Learning is cohesive. Links are made explicit within-subjects, across subjects and over time. There are opportunities for review, recap and recall, building conceptual understanding and knowledge.
Our approach is collaborative and aims to ensure that every child is actively learning through collaboration and peer work.
Checking for understanding happens at each small step. This is a mixture of teacher, peer and child-led and tasks designed to make learning visible, cold calling or deepening questioning.
Teacher talk models grappling with the learning and models, images and scaffolds are gradually removed as children gain mastery and confidence.
‘Exit tickets’ are designed to check for understanding on a lesson to lesson basis for every lesson objective.
We recognise that performance and learning are not the same but support one another.
We use agreed routines and scripts throughout our schools to create a culture of high expectation and respect for learning.
We recognise the power of continuous recall, recap, review and revise. Each week, we ensure we quiz (e.g. four from before).