Our Approach to Teaching

We teach powerful knowledge so that pupils can lead great lives. Our curricula are crafted by department areas and the trust with the expertise of teachers and the SSLs. Our teaching is subject-led and department-driven.

We have high expectations for all pupils therefore all tasks should have extension opportunities. We also use a system of no opt out in lessons and therefore we ask that colleagues use cold call for the majority of questioning in lessons. 

We have shared language for signposting the transitions in lessons. Staff should all use 3,2,1…100% to gain students attention and be sure that students are totally focused during instructions. We think that every second counts in lessons and that’s why we expect pupils' full attention at all times.

We value high leverage tasks to make the most of every task. We avoid activities where students are copying, cutting things out, and sticking things into books. Instead, we focus on students thinking hard and grappling with a problem.

Students learn well when they are participating in lesson. We encourage the use of ‘Ask 5 not 1’, bounced questions, and MWBs etc.

Every lesson starts with a Recap, this is because we want pupils to know and remember more. We know that comes from regular knowledge recall.

Lessons will involve Modelling of new knowledge; this is so that pupils can understand key concepts.

Checking will take place regularly throughout lessons and where forks in the road are identified, responsive teaching will be used to address them.

There should always be Silent Practice in a lesson. This is because pupils learn through repetition, practice and thinking really hard about core knowledge.