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Teaching & Learning

All staff normally follow a revised 4-part lesson cycle inspired by the ‘teaching backwards’  ideas, providing opportunities to focus on retrieval practice of prior learning, scaffold and model new learning ideas and provide timely and relevant feedback, including the use of ‘exit tickets’ and consolidation activities. 

These lessons are incorporated into well-planned schemes for learning that provide spaced practice of key ideas and themes that are revised and expanded periodically, developing knowledge and skills in the most appropriate manner, based upon sequential learning  to support mastery. This sequencing is designed to facilitate interleaving of content; the placement of each unit within the scheme of work allows for knowledge to easily be transferred into future topics, allowing for links between domains to become visible. Where relevant, contextual and local resources and issues are brought in to stimulate students’ interest and love of learning through real-life situations.

A systematic, pre-planned approach to retrieval should be adopted by faculties, with key content to be reviewed through low stakes testing, mapped out to ensure information retrieval is repeated in a distributed manner across the relevant curriculum.

Staff follow 5 “Key Principles of Learning” when planning and delivering lessons, to address areas such as cognitive load, addressing prerequisite knowledge and structured support to scaffold learning and harness working memory.

Many subjects will harness digital technologies and online systems such as Showbie to speed up collection of work, support more effective Assessment For Learning and allow multi-mode feedback techniques.