Teacher Toolkit

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Teachers’ Toolkit edition 2

Written by the staff of The Walton Girls High School

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Foreword Welcome to the second edition of Walton’s Teachers’ Toolkit. The purpose of this folder is to provide a ready supply of creative and innovative resources to support the development of outstanding teaching.

Core The core contains a framework to ensure an element of consistency exists across lessons and helps support students transferring skills and structures from one lesson to another.

Walton’s Big Four The Big Four are our key focus to further improve the progress all our students make. Ideas and resources are included – with further resources in our electronic version of the Toolkit – to help you plan engaging lessons that maximise student progress.

TED At Walton we are dedicated to high quality Training, Entitlement & Development. This section aims to provide a balance between the nationally agreed Teaching Standards and focus on how we support teachers’ professional development with their teaching and learning strategies.

Throughout the year we will be constantly reviewing the usage and impact of this Toolkit with ongoing updates to include as part of this process. Each year we will provide an updated version of the inserts so that teachers can balance the needs of the core to maintain a good level of consistency, and the resources to try ‘out of the box’ ideas with your students. We hope you find the resources useful and use them in a way which reflects the balance between “tightening up to be good and loosening up to be outstanding”.

Thank you to everyone who has contributed to the resources within the Toolkit – please submit any good practice you would like to share. Further resources can be found at G:/Staff Only/The Teacher Toolkit.

Caroline Saxelby Principal

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Contents Foreword 1. Core 7.

• Core Expectations 8. What makes an Outstanding Lesson?

9-10. • Lesson Planning 11-12.

Example Lesson Plan

14. RWCM and SMSC 15-19. • Planning for Progress 21-25. • Using Bloom’s Taxonomy 27-31.

How can I Support my Students?

33. Effective Strategies for Supporting: Attention Deficit Hyperactivity Disorder 34. Effective Strategies for Supporting: Dyspraxia 35. Effective Strategies for Supporting: Dyslexia 36. Effective Strategies for Supporting: Visual Impairment 37. Effective Strategies for Supporting: Hearing Impairment 38. Pupil Premium Waves of Progress Intervention 39.

• Ready to Learn 40.

• 10 Flying Start Ideas: Ready To Learn 41.

• Reward Flowchart 42.

• Behaviour Flowchart 43.

• Practical Strategies for Challenge 44.

• Effective Homework 45.

• Homework: Tight Principles 46.

• Takeaway Homework 47.

• Setting Homework for Exam Questions 48. Self-Audit your Lessons Based on the Ofsted Criteria

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2. Walton’s Big Four

49.

Building Resilience

51-52.

5 Ways to Help Your Students Build Resilience

53-55.

Improving Written Feedback

56-57.

Types of Feedback - Ideas to Try

Feedback: Tight Principles

58.

59-60.

History Improvement Targets

61-62.

Engaging Learners

63.

Example 1

64.

Example 2

66-68.

Knowledge is Power

4. Professional Learning 69-70.

TED @ Walton

71-73.

The Teacher Standards

74-76.

Good to Outstanding Teaching

5. Notes

o follow in September 2018: T

• Developing Analytical Skills at Post 16 • Independence and Resilience at KS3/4

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Core Expectations (a best practice model) Students are Ready to Learn • Staff Meet & Greet students at the door • Challenge activity on entry to classroom Planning for Progress • Data is used to inform lesson planning • Targets stickers are on front of books Learning Outcomes shared • Bloom’s based • Increasing challenge • WALT shared Feedback • • • •

“MAD time” is used on a regular basis “The Yellow Box” is used on a regular basis Students understand outcomes, know their levels & targets and how to improve Written feedback includes tick & flick, formative comments, grades & levels

Climate • The learning environment is fit for purpose

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What makes an Outstanding lesson?

Outstanding teaching includes evidence of setting challenging and differentiating tasks, delivering lessons at an appropriate pace, and the use of feedback and marking to ensure students understand their levels of progress and what the expectations are of them. Inspectors will base their assessments on the practice and progress in the whole school over time.

How can you be Outstanding?

Students • Rapid and sustained progress for almost all.

• An environment where students learn exceptionally well.

• High levels of engagement, interest, resilience, confidence, independence, courtesy, collaboration and co-operation.

Assessment • Assessment of prior learning is systematic and accurate.

• During lessons, understanding is checked systematically and effectively, anticipating interventions.

• Appropriate homework is set regularly to contribute to students’ learning.

• Marking and feedback are high-quality and frequent so students know how to progress.

Teaching • Teachers have excellent knowledge and understanding of their subject.

• Teacher lesson-planning is astute.

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• Time is used very well; tasks are challenging and match students’ needs accurately.

• Activities are imaginative and welljudged to meet the content of the lesson.

• Expectations are consistently high of all students.

• Interventions are sharply focused and timely, and match individual needs accurately.

• Every opportunity is taken to develop reading, writing, communication and mathematics skills.

Behaviour and safety • Lessons proceed without interruption.

• Students make every effort to ensure that their classmates thrive and learn.

• There is an atmosphere of respect and dignity in the classroom.

• Behaviour management is systematic and consistently applied.

• Students understand unsafe situations and are highly aware of how to keep themselves and others safe.

Checklist by education consultant Tony Thornley

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Lesson Planning Teacher

Subject

Date

Period

SEND

EAL

G&T

PP

9

1

0

7

Group

Ability Range

How needs will be met/intervention:

Aim of the lesson: “Big Picture” • Have you considered the bigger picture of this lesson – how does it fit in a wider context?

• Have you used the class data to ensure that the lesson will be pitched correctly?

Intended Learning Outcomes Using challenging Bloom’s words – matched the level to the students’ targets Have you written challenging (are they pitched so they challenge the students about the last mark?), differentiated and levelled learning outcomes using the language of Blooms’ / exam mark scheme?

• Identify…

• Describe…

• Explain…

1

RWCM

Have you considered displaying the keywords for the lesson?

SMSC2 / PLTs3 Have you planned opportunities for students to practise/ acquire PLTs/group work

Questioning • Have you planned a series of questions to test students against each learning outcome?

• Do the questions increase in difficulty?

• Do the questions allow you to check all students’ understanding (not just a few students)?

Lesson Time

Section

Activities and Assessment

Resources

Starter Have you shared the learning outcomes?

Have you planned to engage students straight away?

Main Have you planned mini-plenaries during each section of the lesson to check the progress of students and to move them on at the right pace?

Are there opportunities for students to work independently?

Checkpoint / s Have you planned to check the progress made by all students? At least once, this may be several times….

After the lesson Are there any interventions you need to make?

How will you adjust the next lesson based on the progress students made?

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Differentiation Student

See attached data sheet

Special Need

Action

Literacy – following written and verbal instructions

Pair up with a more confident student with literacy

Numeracy – using a Pair up with a more confident student with protractor – interpreting numeracy angles

Risk Assessment (including ‘e-safety’) Activity

Potential Hazard

Have you identified any hazardous activities and referred to relevant risk assessment?

But not over the top! Just relevant for the situation….

Action

Homework (or other tasks) to set for next lesson

Due in?

Have you explained the reason for the homework?

Have you provided clear and concise instructions and differentiated learning?

Have you set a realistic deadline?

Lesson plan discussed with TA? Yes / No TA Focus / Priorities Have you discussed the lesson plan with the TA? What will their focus be? How will they help all students to make the most progress they can?

1 = Reading, Writing, Communication & Maths 2 = Spiritual, Moral, Social & Cultural 3 = Personal Learning & Thinking Skills

“

Tony Thornley: One of the key aspects of a successful lesson rests in the relationship between the teacher and the class – an aspect of outstanding teaching that doesn’t appear in any framework, but which needed to be borne in mind. Where the relationship is one where the teacher dominates then you rarely get the right response from students.

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Example Lesson Plan Teacher

Subject

Date

Period

Group

SEND

EAL

G&T

PP

Ability Range

How needs will be met/intervention:

9

1

0

7

KS2 level 3 (typical)

Seating plan: grouped by need

Aim of the lesson: “Big Picture” • Draw ray diagrams, including the Normal, and explain the uses of reflection Intended Learning Outcomes Using challenging Bloom’s words – matched the level to the students’ targets

1

RWCM

Written instructions •

Identify angles

•

Draw angles

•

Apply angles

SMSC2 / PLTs3 Applying problem solving to real-world problems Group work

Questioning • Comprehension: What do you think the pattern between the angle of incidence and the angle of reflection is?

• Synthesis: Can you construct a ray diagram for reflection in a periscope?

• Can you evaluate the experiment – what would make our readings more accurate and more reliable?

Lesson Time

Section

Activities and Assessment

Resources

0-5

Ready to Learn

Questions on reflection: establish prior knowledge

Whiteboard

5 - 15

Starter

Demonstrate Peppar’s Ghost Demonstrate how to draw and measure rays using a ray box

15 - 40

Exp.

Students investigate angle of incidence vs. angle of reflection Conclude and describe relationship

Spirit burners, safety screen, ray boxes, mirrors, splitters, rulers Worksheets

40 - 50

Plenary

Apply knowledge to a range of questions

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Differentiation Student

See attached data sheet

Special Need

Action

Literacy – following written and verbal instructions

Pair up with a more confident student with literacy

Numeracy – using a Pair up with a more confident student with protractor – interpreting numeracy angles

Risk Assessment (including ‘e-safety’) Activity

Potential Hazard

Action

Ray boxes

Damage eyesight

Do not stare at light bulb

Ray boxes

Burn fingers

Do not touch light bulb

Dark Room

Tripping

Bags under tables, allow sufficient light to see

Homework (or other tasks) to set for next lesson

Due in?

Create a flow diagram, flow chart or comic strip to explain a new process we have learned

In two lessons’ time – one week today

Lesson plan discussed with TA? Yes / No TA Focus / Priorities Support students with drawing ray diagrams and drawing / interpretation of angles.

Possible: small group work on the use of protractors and reading angles.

“

Tony Thornley: The first thing about an outstanding lesson is that learning needs to be exceptionally good and progress needs to be good and sustained for all of the children. Planning needs to be very thorough and, in particular, teachers need to help students to have achieved by the end of the lesson. So it needs to be well-defined in their minds what the objective of the lesson is.

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RWCM: Reading, Writing, Communication and Maths Reading Encourage your students to read together Writing Encourage clear and accurate writing Communication Encourage talk for learning Maths Encourage the use of numeracy

SMSC: Spiritual, Moral, Social and Cultural Spiritual Explore beliefs and experience; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect on life’s fundamental questions.

Moral Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views. Gain the confidence to cope with setbacks and learn from mistakes.

Social Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work. Acquire an understanding of the rights and responsibilities of being members of society.

Cultural Recognise, understand, accept, respect and celebrate the value and richness of cultural diversity. Appreciate and respond to a variety of aesthetic experiences. Develop an understanding of local, national, European, and global perspectives.

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Planning for Progress It is so much easier to reference progress in learning when journeys are mapped out in advance, matched with clear, measurable success criteria that plot learning, adding challenge each step of the way. Learning should be concentrated on making sure skills are built progressively over time and that students have multiple opportunities to extend learning through feedback reflections, learning from error and by applying skills independently. There are 5 key principles that we should follow, to ensure we plan for, and maximise, the progress students make in our lessons.

1. One Focus When planning a lesson, decide on the key element you want your students to learn / develop. Combining skills with acquiring knowledge reduces the chances that a student will master any one area. So keep your lesson focused on one aspect only from the three key areas below:

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2. Personal Learning Checklists (PLCs) Students learn best, and are most engaged, when they have a clear understanding of what they need to know and be able to do. We use PLCs at Walton so students can refer to what they need to do to improve.

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3. Use Walking-Talking Mocks Students take an exam under “real” exam conditions, but are helped through the process with their teacher, who talks through what each question means, highlighting command words and key information before they attempt the question. Often the ability to “move on” stuck students.

Confidence, reassurance, familiarity (with the environment, with exam rubrics and with questions), reading skills (decoding questions, responding to command words, identifying keywords) writing/responding skills, myth busting, whatever the benefit, walking students through an exam paper has a real benefit.

How it works Go through the exam paper with the students, one question at a time, displaying a copy of the paper on a screen and point out to students key words or information that will help students start to answer the question. It’s really important at this stage to make sure that you don’t give them the answer – in whole or in part. The purpose is simply to give them prompts and tips about how to answer the question. Once you have done this for each question, use a stopwatch to give students the right time to answer the question – 1 minute for each mark allocated.

An example is below: Top Tips: •

Having a microphone is essential. Slow down the pace of your explanation.

•

Keep reinforcement of the exam techniques to a minimum, shorten the instruction where ever possible.

•

Highlighters are a key exam kit.

•

Exam preparation starts with equipment.

This is another opportunity to underline this key fact.

•

Use a stop watch, you’d be surprised how long it takes for a minute to go by in silence!

• Point their thinking in the right direction rather than giving them the answers.

• State the obvious, sometimes they will try and write in the margins, or in pink pen!

• Read the front page to them.

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4. Diagnosis, Therapy and Testing (DTT) Step 1: Find out your students weaknesses by routine assessment.

Step 2: Use PLCs to fine tune specific areas of development.

Step 3: Teach, coach and improve knowledge of specific sections within a topic.

Step 4: Retest to show improvements.

At Walton, we work on a proactive intervention model that offers targeted academic support to struggling students. The main idea is to use testing to identify the topics that pupils are struggling with, either as individuals or as classes, and to put in place targeted interventions that will boost their performance.

Then: retest to check that the intervention has been successful. It is not rocket science, just an application of high quality Teaching & Learning that fits into the classic “graduated approach” pattern of “assess, plan, do, review” and by doing so, we can be confident that our actions are appropriate and based on sound evidence.

In identifying a student or class as needing support, you will be able establish a clear analysis of their needs. What are the needs that aren’t being met? What do we want to change? What is creating the difficulty or need?

Assess the needs and types of intervention needed. Use tools to enable teachers to dig a little deeper to accurately assess student needs, including the use of past GCSE exam papers to develop PLCs for students and classes.

Next - plan the intervention. Now that the assessment has taken place, make the student or class aware of the need that the assessment has established – i.e. what needs to be in place for the change to happen?

Then we “do” – facilitate changes and put an intervention in place based on individual needs or class needs. We deliver the goods!

Finally, we review the process. Has the goal been achieved? Is further intervention needed?

Evaluating and reviewing to assess the impact of a defined project has two clear purposes – to measure individual student or class progress so that you can plan the next steps, and to establish whether an intervention is effective – is it having a positive impact on student or class outcomes?

Aiming for success requires a graduated approach to identifying, supporting and meeting the needs of a student or class. It is a system of informed and precise actions that requires a high level of reflective practice, and its success is entirely dependent on placing the student or class at its centre.

The following chart is an example of how to carry out DTT through Question Level Analysis (QLA), following a mock exam.

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5. Question Level Analysis (QLA) / Gap Analysis White indicated that the score is above the mode for the question – no intervention required.

Green indicated that the score is below the mode (the mark that appears most often) – individual student intervention.

Red indicated that the score is less than 55 per cent of the mean average of the total marks for the question – whole group intervention.

This approach means that therapy is provided according to identified needs rather than a series of general revision sessions. Teachers, or faculties, share a colour-coded spreadsheet and in-class intervention concentrates on the red-coded topics (where the whole group has been identified as weak). Targets are set for individual students based on the green-coded topics.

Testing will then assess if the group and individual interventions have been successful.

Evidence shows that this is a highly effective method of ensuring students make rapid progress towards, and beyond, their targets.

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Using Bloom’s Taxonomy Using higher order questioning to improve pupil attainment.

Evaluation Synthesis Analysis Application Comprehension Knowledge

The contents of the following posters are based on ‘Bloom’s Taxonomy of Educational Objectives’ which was written by Benjamin Bloom (an educational psychologist) in 1956.

Although now ancient, it is still a brilliant tool for teachers! You can use the verbs associated with the 6 key words of Bloom’s Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) to easily plan challenging, differentiated learning outcomes and questions for your lessons.

Here are some examples of levelled learning outcomes with a WALT: Science: WALT:

Draw ray diagrams, including the Normal, and explain the uses of reflection in everyday situations

• Identify angles • Draw angles • Apply angles

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Keep outcomes Concise and Clear: Drama: • Recall the exam criteria for a monologue • Describe the exam criteria for a monologue • Practise the exam criteria for a monologue …can be written more clearly as…

• Identify how to improve the key skills • Describe how to improve the key skills • Explain how to improve the key skills …using this as the WALT: WALT:

Develop a range of physical skills from the exam criteria

appraise

Evaluation

organise

defend

support

evaluate

attach

estimate

assess judge

choose

rate

select

compare

argue

value

predict

arrange

Synthesis

organise

design

create

plan

propose

collect formulate

construct compare

prepare

set up

distinguish

criticise

compose

assemble

Analysis

develop

test

manage

experiment

contrast

analyse calculate write

interpret

discriminate

examine

interpret practice

employ

categorise

review

sketch

report

explain

express

illustrate select

Comprehension discuss

solve

dramatise

choose

use

locate

describe classify

differentiate

schedule

Application

demonstrate

apply

appraise

question

identify

indicate

review

Knowledge

duplicate

name list

memorise

recognise

repeat

arrange state

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reproduce

recall label

define

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duplicate

Knowledge arrange

recognise

repeat

reproduce

state

Useful Verbs

recall label

Sample Question Stems

• Make a list of the main events.

• How many...?

list

• Make a timeline of events.

• Who was it that...?

describe

• Make a facts chart.

• Can you name the...?

relate

• Write a list of any pieces of information you can remember.

• Describe what happened...

locate

• Who spoke to...?

write

• List all the... in the story.

• Can you tell why...?

find

• Make a chart showing...

• Find the meaning of...

state

• Make an acrostic.

• What is...?

name

• Recite a poem.

• Which is true or false...?

Comprehension

review describe

define

Potential Activities

• What happened after...?

tell

memorise

explain

discuss

classify

Useful Verbs

explain interpret outline discuss distinguish predict restate translate compare describe

report

locate

identify express

Sample Question Stems

• Can you write in your own words...?

• Can you write a brief outline...?

• What do you think could have happened next...?

indicate

review

Potential Activities

• Cut or draw pictures to show a particular event.

• Make a cartoon strip showing the sequence of events.

• Who do you think...?

• Write and perform a play based on the story.

• What was the main idea...?

• Retell the story in your words.

• What differences exist between...?

• Paint a picture of an aspect you like.

• Can you give an example...?

• Write a summary of an event.

• Can you provide a definition for...?

• Prepare a flow chart to illustrate the sequence of events.

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Application

solve

schedule apply

practice

employ

Useful Verbs

use

Potential Activities

• Do you know another instance where...?

• Construct a model to demonstrate how it will work.

• Can you group characteristics such as...?

show use

• What factors would change if...?

illustrate construct

• Can you apply the method used to your own...?

complete

• What would you ask of...?

examine

• Can you develop a set of instructions about...?

classify

• Make a scrapbook about the areas of study.

• Take a collection of photographs to demonstrate a particular point.

• Make up a puzzle game using the ideas from the study area.

• Design a market strategy for your product.

• Paint a mural using the same materials.

• Would this information be useful if you had a...?

compare

illustrate

dramatise

Sample Question Stems

solve

demonstrate

choose

sketch

interpret

• Write a testbook for others.

experiment

Analysis

criticise distinguish

interpret

analyse

discriminate

calculate

Useful Verbs

analyse distinguish

examine question

Sample Question Stems

• If... happened, what might the ending have been?

examine

• How was this similar to...?

compare

• What was the underlying theme of...?

contrast

• What do you see as other possible outcomes?

investigate categorise identify explain

• Can you compare your... with that presented in...?

• Can you explain what must have happened when...?

separate

• What are the problems of...?

advertise

• What’s the problem with...?

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contrast

test

appraise categorise

differentiate

Potential Activities

• Design a questionnaire about...

• Write a commercial.

• Conduct an investigation to produce information to support...

• Construct a graph to illustrate selected information.

• Make a family tree showing relationships.

• Write a biography.

• Prepare a report.

• Review a work of art in terms of form, colour and texture.

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Synthesis

propose

design

construct

Useful Verbs

compose

set up

formulate

collect

assemble

organise

prepare

Sample Question Stems

create

• Can you design a... to...?

invent

• Can you find a solution to...?

predict plan construct

devise

• What would happen if...?

• Write a TV show or song about...

• How many ways can you...?

• Design a record, book, or magazine cover for...

• Make up a new language code and write material using it.

• Sell an idea.

• Devise a way to...

• Can you develop a proposal which would...?

formulate

create

• Write about your feelings regarding...

• Can you write a new recipe for a tasty dish?

propose

develop

• Create a new product, give it a name and plan a marketing campaign.

• Can you create new and unusual uses for...?

design imagine

manage

Potential Activities

• If you had access to all resources how would you...?

compose

plan

rate

appraise

support

Evaluation defend

estimate

assess

select

judge choose

Useful Verbs

judge select decide justify debate verify argue recommend access discuss rate prioritise determine

attach

value

Sample Question Stems

compare

predict

organise

Potential Activities

• Is there a better solution to...?

• Judge the value of...

• Prepare a list of criteria to judge...

• Why do you think... is a good or bad thing?

• Conduct a debate about an issue of special interest.

• How would you have handled...?

• Make a booklet about 5 rules you see as important. Convince others.

• What changes to... would you recommend?

• Do you believe?

• Form a panel to discuss views.

• Are you a... person?

• Write a letter to... advising on changes needed at...

• How would you feel if...?

• Write a half yearly report.

• How effective are...?

• Prepare a case to present your view about...

• What do you think about...?

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evaluate

argue

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How can I Support my Students?

1. Literacy & Numeracy • Make literacy and numeracy visual • Give written feedback with literacy or numeracy in mind • Plan some lessons purely focused on the development of literacy and numeracy – regardless of your subject!

2. EAL There are many tried and tested approaches and strategies to use with EAL students.

The majority of these approaches can be used with everyone in the class, but they are particularly important for EAL students because they provide a rich context, additional support, opportunities for collaborative learning and exploratory talk, and all the important features of good practice in meeting the educational needs of EAL learners.

Barrier games Barrier games are activities where two or more learners can see different information and they have to communicate it to each other. They are a useful way of providing an opportunity for speaking and listening for a real purpose.

Bilingual dictionaries/translation software The use of bilingual dictionaries and translation software can support EAL students in using bilingual strategies to support access to the curriculum and build on their existing knowledge.

Collaborative activities Collaborative activities provide an opportunity for exploratory talk as students work together. They are a useful way of providing an opportunity for speaking and listening for a real purpose.

Drama and role play The use of drama and role play creates an opportunity for the EAL student to hear good models of English in a meaningful context. Role play demonstrates how to use language in real life with a focus on communication.

Flashcards Flashcards are great for memorising, revising and consolidating vocabulary and concepts, and for stimulating discussion.

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Graphic organisers Graphic organisers are a key way of encouraging EAL students to organise their ideas and develop higher-order thinking skills and language functions.

Information exchange These are activities where two or more students are given different information and they have to communicate it to each other in order to complete a task. They are a useful way of providing an opportunity for speaking and listening for a real purpose.

Jigsaw activities Jigsaw activities are great for promoting interactive, collaborative group work, and provide an opportunity for purposeful communication with peers who can provide good language models. They encourage EAL students to develop speaking and listening skills within the context of a curriculum topic.

Language drills Drilling is a way of memorising language by repeating it. It is an effective approach for learning new vocabulary or language structures. Through drilling, EAL students internalise language and are more likely to be able to use it independently.

Modelling Modelling appropriate language forms and structures for a particular task is very helpful to EAL learners. This often involves analysing the language demands of the task, providing a written model of the response you are expecting and pointing out key features of the language used in the model answer.

Reading for meaning Fluent readers use a range of strategies to decode and understand text. Many EAL learners have good literacy skills in their first language that they can build on in order to become fluent readers of English. Different teaching methods will be needed according to the student’s level of literacy in their first language and how similar or different the written form of that language is to English.

Scaffolding learning EAL learners need activities to be scaffolded in a range of ways through the provision of linguistic and contextual support. Scaffolding activities can include providing enhanced visual support, graphic organisers, modelling, collaborative learning, speaking and writing frames or grouping EAL students with supportive peers who can provide good models of English.

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Speaking and writing frames Speaking and writing frames are useful scaffolding to enable EAL students to structure their speaking and writing, to use new language forms and functions appropriately and consistently and eventually to speak and write independently using appropriate genres.

Using ICT ICT can be very powerful when used effectively with EAL students. In particular using ICT with pairs or groups of learners engaged in language-focused collaborative tasks can promote exploratory talk as well as motivating and engaging learners.

Visuals Using resources with a lot of visual content provides context and access for EAL students who need to make sense of new information and new language in order to learn. Visuals enable the language demands of a task to be reduced without reducing the cognitive demand.

3. PP Use the following strategies teachers to enhance the progress of your Pupil Premium students: • Prioritise PP students in any activity that you believe is particularly likely to improve students’ commitment, interest or progress: e.g. use of IT or other special facilities.

• Where possible, give PP students high status, challenging roles in group tasks: e.g. chair, summariser, envoy.

• Mark PP students’ work first and/or more often.

• Mark PP students’ homework almost as soon as it is handed in. Make this a priority.

• Schedule into lessons occasional, more formal ‘learning conversations’ with PP students, and record and act on the outcomes of such conversations.

• Ensure that PP students have sources of support for their homework.

• Ask PP students’ other teachers about techniques that are particularly effective in maintaining those students’ engagement and progress.

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4. SEND: Maximising the effectiveness of TA support in the classroom

We have a strong and experienced team of TAs at Walton who are assigned to work within the core Faculty areas, with particular SEND students, or with groups of identified SEND students across other subject areas to support learning and promote independence.

The 4 most effective uses of TAs are as follows: 1. Don’t use TAs as a way to give information to low-attaining students 2.

Use TAs to add value to what teachers do by asking them to differentiate the work students are completing – by reacting to the progress students are making. More able students may need to start further into a task to ensure they are challenged, and less able students may need support to start the task off.

3. Use TAs to help students develop independent learning skills and manage their own learning – don’t just give students the answers!

4. Use TAs to deliver high-quality one-to-one and small group support using structured interventions To further enhance and optimise the deployment of our TAs, we ask them to complete a ‘Three Step Plan’ for each class they work with. They will speak to teaching staff concerned about how their support will be utilised. This is not only best practice, but ensures close communication and liaison with the assigned TA whilst maximising effectiveness and helping to measure impact.

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Three Step Plan Teacher:

TA:

1. Additional Needs Survey:

Class: Tick common areas of difficulties for the

First 10mins

Reading

Teacher Input

Comprehension

Group Work

Following Instructions

Spelling

Staying Calm

Basic Numeracy

Extending Writing

Staying On -Task





Peer Relationships

Motivation EAL ICT



Practical Work

Notes:

2. General Approach: Relaying Move between 3 - 4 students

Zoning Monitor & support an area / group



Coaching

Supervising

Teach 1 to 2 priority students

Facilitating Equip, record HW, resources

Allow intensive teacher input



Safeguarding Assist with activities that pose risk

Notes:

3. Priority Students: Initials:

Difficulty Area/s:

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TA Responses:

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Effective Strategies for Supporting: Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder (with or without Hyperactivity) is a neurological condition which is probably genetic in origin, where the sufferer has a very reduced ability to maintain attention without distraction, has little control of doing or saying something due to impulsivity and lack of appropriate forethought, and, where hyperactivity is also present, no control over the amount of physical activity appropriate to the situation.

The following behaviour patterns are characteristic of Attention Deficit Hyperactivity Disorder, with at least eight of the following symptoms present which are excessive and consistent, and over which the sufferer has no control: • Fidgeting / restlessness.

• Difficulty remaining seated when required to do so.

• Easily distracted.

• Difficulty awaiting turn in games or group situations.

• Often blurts out answers to questions.

• Difficulty following instructions.

• Difficulty sustaining attention.

• Often shifts from one incomplete activity to another.

• Often talks excessively.

• Often interrupts or intrudes on others.

• Often does not seem to listen.

• Often loses things.

• Often engages in physically dangerous activities without considering the consequences.

• Chronic procrastination.

How we can help?

1.

2.

3.

4.

5.

6.

7.

8.

Consistency is the key to helping students with ADHD as they are really poor at dealing with change, even if it is positive change.

Students are usually poor at organising their time and need you to help them break tasks down into small components.

Placing ADHD students at the front of the room (nearest the blackboard or where the teacher gives instruction) is often helpful. If the student is right handed, placing them at the right front of the class minimises the number of students they are distracted by when they write.

Try to avoid placing ADHD students in situations with multiple students at a single desk.

Use colours and shapes to help students organise.

Try to work within the student’s attention span. Keep changing the type of work frequently. Medication is not the only solution.

Remember that students have a tendency to cause others around them to argue with each other.

Many of these students are visual learners. Try making things more visual or tactile and they may grasp them better. Instead of memorising words, ask them to ‘make a movie in their head and play it back’.

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Effective Strategies for Supporting: Dyspraxia Dyspraxia is a difficulty with thinking out, planning and carrying out sensory/motor tasks.

The child with Dyspraxia may have a combination of several problems in varying degrees.

These include: • • • • • • • • • • • • • • • • • • • •

poor balance poor fine and gross motor-co-ordination difficulties with vision motor planning and perception problems tactile dysfunction difficulty with reading, writing, speech poor social skills emotional and behavioural problems general clumsiness poor body awareness very poor sense of direction cannot throw or catch a ball properly cannot hop, skip or ride a bike very sensitive to touch find some clothes uncomfortable dislike having hair or teeth brushed, or nails and hair cut poor short term memory, they often forget tasks learned the previous day reading and writing difficulties cannot answer simple questions even though they know the answers phobias or obsessive behaviour

How we can help?

1.

2.

3.

4.

5.

6.

7.

8.

Is there someone willing to be a buddy?

Sit the child nearer to the front of the class or have notes photocopied instead of written on black/white board?

Encourage the child to ask for help. Break instructions down and give one at a time.

Break down tasks into small achievable targets. Do not give too much work and allow them to finish before moving on.

Remember that the child does need a way to record their work. Some just need more time, a suitable pen, sloping work surfaces. Others work well with a word processor.

Is there more suitable equipment for this child?

Beware of the dangers lurking in kitchens, woodwork rooms etc.

In PE can the child have more time to dress?

Make allowances by not expecting the same quality of work or understanding.

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Effective Strategies for Supporting: Dyslexia Dyslexia comes in several forms, the most generally recognised subdivisions are: • • •

Auditory Dyslexia (Dysphonetic Dyslexia) Visual Dyslexia (Dyseidectic Dyslexia) Mixed or Classic Dyslexia (Dysphonetic and Dyseidectic Dyslexia)

Whatever the precise diagnosis, dyslexic students have difficulty in learning the symbols involved in a written language. It is a chronic neurological disorder that inhibits a person’s ability to recognise and process written symbols. Dyslexia tends to run in families, and is three times as common in boys as in girls; estimates of its incidence in the general population vary but it is generally held to be between three and five per cent.

Learning difficulties may be apparent in the following academic areas: • Spoken language - delays, disorders, or discrepancies in listening and speaking.

• Written language - difficulties with reading, writing and /or spelling.

• Arithmetic - difficulties in performing arithmetical functions or in comprehending basic concepts.

• Thinking skills - difficulty in organising and integrating thoughts and planning ahead.

• Poor self-organisation and time management.

• Difficulty in organising thought clearly, giving rise to inability to explain verbally or put

things down on paper.

• Poor sense of direction and confusion of left and right.

• Poor memory, particularly when it comes to sequences, time etc.

• Poor or hesitant reading.

• Erratic spelling.

• Misreading of words or text, leading to poor comprehension.

How we can help?

1.

2.

3.

4.

5.

6.

7.

Make sure the listener is listening before giving instructions.

Give instructions in short clear sentences. Break down more complex instructions.

Repeat if necessary.

Give more time for written work and accept less written work.

Provide clear, simple well-spaced worksheets.

Encourage word processing where appropriate.

Check they understand what homework is given.

Encourage the use of highlighters and colours as aid to memory.

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Effective Strategies for Supporting: Visual Impairment Visual impairment is a low incident condition affecting approximately two children per thousand.

There are many causes of blindness and partial sight and the effect of particular conditions is unique to the individual. The broadest definition is that vision can be considered to be impaired, if even with the use of contact lenses or glasses, a person’s sight cannot be fully corrected.

Over half of the children and young people who have impaired vision have additional special needs.

1. There may be an optimum place for the student to sit in the classroom, e.g. in good

light, away from glare, at a particular distance and angle from the blackboard.

2. A visually impaired person needs help to identify, locate and interpret sounds to make

sense of what is happening. For this reason, unnecessary noise in the classroom

should be minimised and, where appropriate, sounds explained as they occur.

3. Use all student’s names when addressing them. This enables a visually impaired

student to know when they are receiving praise or instructions and where appropriate

to ignore comments directed at others.

4. Use descriptive language. ‘It is to the left of the bookcase’ is more useful than ‘over there’.

5. Use heavy black pen which is clearer to read than pencil.

6. Black writing on a white matt surface makes effective contrast without glare.

7. On worksheets provide clear lines for the pupil to write on.

8. Cut out unnecessary detail on diagrams, enhance with colour if helpful.

9. Make outlines clear and bold.

10. Allow time for writing and let the student record some work orally e.g. using tape recorder.

11. Allow extra time for reading print.

12. Find out if the student has an optimum length of time when the student can work

efficiently and effectively – reading print with impaired vision often causes fatigue.

13. Make use of word-processing, both to assist the student in the presentation of

his / her own work and also to prepare learning materials. Experiment with different

fonts and sizes of print to find out which is easiest for an individual partially sighted

student to read. (Most people with impaired vision can easily read the font called Arial.)

14. Use computer technology to give pupils greater access to the printed word.

15. Magnify books and worksheets if necessary, but remember the enlarged version

will take longer to scan, and that the student will see fewer words at one time. The

text may need reformatting to keep the page size manageable. Only use A4 paper

unless it is completely unavoidable.

16. Dictate as you write on the blackboard. Some students may find a paper copy helpful.

17. Go over classroom displays, explaining them in detail, so that the student can enjoy

them for further learning.

18. Use a multi-sensory approach – allow students to handle, smell and look closely at

objects. Involve a visually impaired learner with practical demonstrations such as

Science experiments.

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Effective Strategies for Supporting: Hearing Impairment Hearing-Impaired - The general term used to describe and encompass all types of hearing deficits, ranging from a very minute loss to profound deafness.

Hard-of-Hearing - A condition where the sense of hearing is impaired but functional for ordinary life purposes (usually with the help of a hearing aid).

Deaf/Deafness - A condition in which perceivable sounds (including speech) have no meaning for ordinary life purposes.

How we can help?

1. Seat the student away from noise and near the instructional area. Encourage the

student to select a seat that is near a blackboard or overhead screen and far removed

from auditory disturbances.

2. Ideally, the seating arrangement should permit the student to face the instructor and

other students.

3. The instructor should not speak with anything in his / her mouth and should keep the

hands away from the face while speaking.

4. Avoid exaggerated lip movements. If the student reads lips, this will only confuse them.

5. Keep classroom and background noise to a minimum.

6. Try to provide copies of notes when material is presented in lecture format. It is not

possible for the student to speak, read and take notes simultaneously.

7. Question students to determine whether they understand information presented in

class; do not assume that they understand the material.

8. Try to use visual examples when explaining concepts; keep terminology consistent.

9. Speak in complete sentences.

10. If you have difficulty understanding the student, ask him / her to repeat what was said.

11. Do not call attention to the student’s speech errors in the classroom.

12. Talk at a slower rate — pause between sentences.

13. Face the student whenever possible.

14. Do not penalise for incorrect spelling since spelling is based on auditory information.

Students with hearing impairments may not “sound out” or recognise unfamiliar words.

It would be helpful to correct the spelling.

15. Beware of giving procedural information while handing out papers, etc. Make sure

such information is clearly understood by the student.

16. When someone is reading aloud from the text, arrange a “study friend” for the hearing

impaired student; the hearing student sitting beside her / him could point at what is

being read, and then indicate to the student when you are making comments.

17. During class discussions, encourage students to respond one at a time.

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The Walton Girls High School

A15 - Provide support to ensure controlled assessment/coursework matches or exceeds target grade

A14 - Use past exam questions and mark schemes

A13 - Mark work with clear feedback for improvement

A12 - Teacher/TA provide 1-1 support during lesson time

A11 - Interpret setbacks as lack of effort, persistence or a result of inappropriate strategies

A10 - Promote challenge, praise effort and use mistakes as part of the learning process

A9 - Speak to student and create a strategy for improvement

A8 - Adjust seating plan – buddy up appropriate students

A7 - Create Lead Learners (Role Modelling)

A6 - Increase Peer/Self-Assessment

A5 - Use different knowledge recall activities

A4 - Use Blooms and open questioning

A3 - Use modelled/part finished answers

A2 - Provide writing frames and sentence starters

A1 - Emphasise key words

These are daily Teaching and Learning strategies.

Wave 1 In lesson Support for improvement

B15 - Liaise with DWE (if appropriate)

B14 - Liaise with ACC (if appropriate)

B13 - Subject teacher/HoF parent meeting

B12 - Send a letter home

B11 - Review student groupings (fluidity in setting)

B10 - Phone call home by Subject Teacher/HoF

B9 - Liaise with student’s Tutor

B8 - Discuss student at Faculty meeting

B7 - Offer 1-1 support outside of lesson time

B6 - Provide coursework support outside of lesson time

B5 - Encourage attendance at revision sessions

B4 - Provide extra homework/support and discuss outcomes of this work

B3 - Issue 30 minute Faculty detention

B2 - Issue 15 minute subject teacher detention

B1 - Send text message home

If a student fails to respond to Wave A then Wave B interventions will be adopted to run alongside Wave A.

Wave 2 Outside of Lesson & Faculty Support

Pupil Premium Waves of Progress Intervention

C11 - Agreed Faculty Intervention

C10 - Bridge support

C9 - Learning Zone support

C8 - Adapted Curriculum

C7 - Attendance support

C6 - Additional Maths sessions

C5 - Additional English sessions

C4 - Parent meeting with SLT

C3 - After school SLT detention

C2 - Inform HoH

C1 - Inform SLT line manager of the progress issue

If Wave B interventions do not bring about improvement then Wave C interventions will be adopted to run alongside Wave A and B.

Wave 3 Whole School Support

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Ready to Learn As a teacher, it is important you set the standards to which you want your students to rise.

Having a starter which signals straight away how you expect them to behave, learn and interact (or not!) makes it clear who is in charge, who is setting the boundaries, and what those boundaries are. Below are some ideas to try: •

Have regular starters. For example, in history this could be the analysis of picture sources relevant to whatever time period is being studied. Repeating a starter activity with different content over a series of lessons can help to create a sense of recognition in students’ minds.

• Pick out a collection of starter activities and cycle through them, for example: written answers to a number of questions; paired discussion; extended writing; role-plays; silent thinking followed by group discussion.

• Make them think: Put an arresting image on the board and ask students a question about it: How might this link to last lesson? What might this picture be about? How might you feel if you were in the picture?

•

Make sure your starter is open-ended and can be answered with no more material than what you provide. For example, in an art lesson you could present four images of paintings representative of different schools and ask students which they think is the odd one out and why? If they know (or remember learning) about impressionism or cubism, that’s great. If not, they still have enough to go on so as to produce an answer which they can explain and defend.

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10 Flying Start Ideas: Ready To Learn 1. Quick quiz 5 questions and 5 minutes to answer. Questions get increasingly harder.

2. Reverse quiz Give the students the answers and get them to write the questions. Command words can be given to challenge students.

3. List it Challenge students to write more facts about last lesson’s topic that you have in your hand.

Award prizes for longest relevant list and best explained fact.

4. Picture it Students to identify key features, describe what they can see, explain what is happening.

5. Caption it Students to write a caption or fill in the speech bubbles to a key image. Challenge students to explain the link between the image and the lesson.

6. Odd one out Show three words/images and get the students to identify and explain the odd one out.

Challenge showing the connection between the other two images/words.

7. Correct it Give students a piece of text with factual, spelling and grammatical errors.

8. Sequences Sort the information into the correct order. Challenge students to explain the sequence.

9. Define it Students to match or create definitions for key words. Image prompts can work well with this activity.

10. Crack the code Get the students to decode key words/aims of the lesson.

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Reward Flowchart REWARD

LESSON

Teacher

Achievement Points/Stickers Ring/email/FGF x1 per week

Head Of Faculty

Class of the week (reward) Student of the term (FGF/certificate) (TV screens/faculty boards) Rewards trip

Leadership Team

Ring/email/FGF/letters home each term Leadership student of the term

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TUTOR/HOUSE

Teacher

Rewards Slip Slips go into raffle draw

Form Tutor

x5 achievement points (weekly) 100% attendance/merit shield – sticker/raffle tickets Ring/email/FGF card home x1 per week Student of the week – form board

Head Of House

Ring/email/FGF x1 per week Student of the House (weekly/half termly) Top achievement/attendance (half termly) Prize draw (termly) Bronze, silver, gold, diamond badges (termly) Winning House reward/trip (TV screens/House boards)

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Behaviour Flowchart BEHAVIOUR

LESSON

UNSTRUCTURED TIME

Teacher

Teacher

3 strikes** (1,2,3) Ring home 3rd strike

Reminder Slip Slips to CGI to input (detention)

Head Of Faculty

Form Tutor

Faculty report (4) Meet with the parents

Discussion Ring home 3rd strike (detention)

Head Of House

Head Of House

House report (5) Meet with the parents

House report Meet with the parents

Assistant Principal (6)

Academy action plan (contract) Internal exclusion

Vice Principal/Principal Managed move External exclusion

** Moved in class Moved to another room Detention

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Practical Strategies for Challenge Plan questions for each stage of the lesson.

RECAP PRIOR LEARNING: • What do we already know that can help solve this problem?

• Is this similar to anything we have worked on previously?

• What would you like to know/learn about this topic?

WHEN STUDENTS HAVE DIFFICULTY • Could you try...?

• Have you compared your ideas to...?

• Might this work...?

UNDERSTANDING WHAT BETTER IS LIKE: • What is good/effective about X? • Which is better, X or Y? Why? • How might X be improved?

REFLECTION • What’s the most significant thing you’ve learned today?

• How could we apply this in another context?

Questions and Answers

OPEN QUESTIONS • Could this...?

• Would this...?

• What makes you think that?

• Explain that...

• Can you think of examples...?

• How might this be useful...?

• Do you agree? Why?

CHOOSE & EXPLAIN THE CORRECT OR BEST ANSWER • Give reasons for your choice of answer.

• Why is X wrong?

• Why would Y work and not X? • Give statements for learners to agree or disagree.

• Find the fib.

FERMI QUESTIONS

USE BLOOM’S

Give limited information and ask learners to make up questions they need to ask in order to find an answer.

• How many pigs were there?

• Why did they run away?

• Write a pig’s diary.

• What was the turning point?

• Create an alternative but appropriate ending.

• Which fairy tale do you prefer? Why?

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Effective Homework Homework is designed to help students to adopt good study habits which will help them throughout life. Homework has one clear purpose: • To give an opportunity for students to extend and consolidate their understanding of skills and concepts taught in the classroom.

The key to homework success is to eliminate all the obstacles - and excuses - that get in the way of students getting it done.

• Assign what students already know.

Most teachers struggle with homework because they misunderstand the narrow purpose of homework, which is to practice what has already been learned. Meaning, you should only assign homework your students fully understand and are able to do by themselves. If they are assigned research, make it very clear what is expected of them.

Therefore, the skills needed to complete the evening’s homework must be thoroughly taught during the school day. If your students can’t prove to you that they’re able to do the work without assistance, then you shouldn’t assign it.

It isn’t fair to your students - or their parents - to have to sit at the dinner table trying to figure out what you should have taught them during the day.

• Don’t collect it.

Instead of collecting homework, ask students to pair up and cross check their answers.

Why? Because it adds ownership, motivation, and accountability to homework. It also deepens comprehension and is done before the next lesson - when it really matters.

If there is a discrepancy in answers, the students must work out who is right and why.

During this time, if there is a student whose homework is incomplete, they must begin work on it immediately and may not participate in the partner activity.

When your students are finished, allow for questions and be ready to provide further explanation.

Or do it during MAD time…..

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Homework: Tight Principles Student planner: • The planner must be brought to school every day, looked after carefully and kept neatly by students.

• All homework must be recorded in the planner.

• Form tutors and parents should monitor and sign the diary each week.

Setting homework: • KS3 & KS4 Core subjects All other subjects BTEC

An equivalent of a minimum of 1 hour per week An equivalent of a minimum of ½ hour per week A minimum of one assignment per half term

• KS5 All subjects BTEC

A minimum of 2 hours per week / subject A minimum of one assignment per half term

• Homework should be differentiated for students as appropriate, challenging and with purpose.

• To ensure an evenly distributed workload for students and staff, a homework timetable will be issued in September each year which will identify when each subject within each year group will be set homework.

• Missing or incomplete homework to be noted in student planners and followed up by teachers.

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Choose your homework from the menu below.

The chilli rating suggests the difficulty or challenge the homework may offer.

Every two terms you should attempt at least one ‘flaming hot’ task!

1. Create a poster summarising today’s lesson / the topic we have been studying recently Use any key terms you have learned, make it informative and eye catching…

2. Research a scientist who has done work on, or made a discovery about, the topic covered In your book include the name of the scientist and what they did that is relevant…

3. Identify key terms we have used in this topic and write a dictionary of terms Find out the definitions of key words, write them in your book and learn spellings...

4. Write 3 Tweets in your book that could summarise the lesson / topic No more than 140 characters; use #’s for key words and they must be informative...

5. Create 5 challenging quiz questions about today’s lesson to test a class mate Write the questions in your book with the correct answers...

6. Create a flow diagram, flow chart or comic strip to explain a new process we have learned Use pictures and key words to explain the process in a clear way...

7. Create a factsheet summarising the lesson, but also add additional research and facts Use correct terminology and use the internet to include extra facts (no copy & paste!)...

8. Create 10-20 challenging quiz questions about what we have covered so far in this topic Write the questions in your book with the correct answers...

9. Write a poem or song describing a topic we have covered (could you perform it?)

Use any key terms you have learned, make it memorable to help you remember...

10. Complete a ‘5 Minute Reflection Plan!’ sheet based on the topic covered so far Collect a blank plan from your teacher and consider your progress at home...

11. Write a newspaper article relevant to the topic we are studying Include specific, accurate facts with good English. You could include quotes and images.

Have a look at newspapers for an idea of how they present articles...

12. Design an attention grabbing webpage that summarises the topic we are studying Be creative; use any computer program, include factual info and links to other useful websites that may help with revision...

13. Create a movie explaining a concept/process/feature/anything you have learned from this topic Use Windows Moviemaker (or a program of your choice) to create a short film explaining a particular element of the topic, to act as a revision film for yourself and the class…

14. (KS3 only) Imagine you are going to teach the class part of the topic, come up with a starter activity for a lesson on that topic.

Create a recap task, game or warm up for the class that could start a lesson…

15. (KS4 & KS5 only) Imagine you are going to teach a revision lesson, complete a ‘Student Lesson Plan’ sheet to consider how you could do this Collect a blank plan from your teacher and complete this at home…

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Setting Homework for Exam Questions Students to prep in lesson and at home but complete answer in timed conditions in class.

Benefits • Relevant homework set • Students revising without knowing!

• Students will see the benefit of homework - if they don’t complete then they will struggle with their answer next lesson!

• Introduce exam question in lesson.

In Lesson

Homework

• Spend time decoding the question - highlight command words, question focus/topic etc.

• Students to consider what content is needed for this question.

•

Students to research topic/s for the question. Structured planning or prompt sheets might be useful for guided research.

Make sure to explain that this research will be used next lesson to assist students in completing a practice exam question.

• Peer assessment of homework against marking contents guide.

• Discussion of how to structure answer to exam question.

Next Lesson

• Timed question.

• Peer/self assessment - WWW and EBI. Take in answers for teacher feedback.

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The Walton Girls High School A good climate for learning.

Low level disruption to lesson is ‘uncommon’.

An exceptionally positive climate for learning.

Disruption to Learning

Behaviour and Safety

Some off-task behaviour, but major issues are rare. Disruption is not endemic.

Students are interested and engaged. Attitudes to learning are consistently positive.

High levels of engagement and commitment to learning evident. Attitudes to learning are ‘exemplary’.

Attitudes

Teacher/other adult manages behaviour skilfully and highly consistently. Behaviour improves (or is outstanding) in the lesson as a result.

Students understand how to keep themselves safe.

Behaviour is managed consistently well. Behaviour improves (or is outstanding) in the lesson as a result.

Most students want to work hard and to improve but some do not.

Students learn well.

Students learn exceptionally well.

Learning

Lesson proceeds without interruption.

Progress is broadly in line with national from similar starting points.

Most students make good progress and achieve well over time.

Almost all students make rapid and sustained progress.

Progress

Students know the major risks they face and reflect this in their behaviour.

Clear procedures for managing behaviour, but not always used consistently. Nearly all students respond promptly to the teacher.

Students learning is satisfactory.

Requires Improvement

Good

Outstanding

Students do not understand risk and may endanger themselves or others.

Procedures for managing behaviour are not clear or are not used consistently or a significant minority of students do not respond to.

Students’ lack of engagement/ low-level disruption reduce learning &/or lead to a disorderly classroom.

Teaching over time fails to engage or interest students, or specific groups (inc SEN).

Learning limited; students underachieve.

Some, or all students are making inadequate progress as a result of weak teaching over time.

Inadequate

During a lesson understanding is checked systematically, which ensures interventions are anticipated. Interventions are sharply focused, timely and matched to individual needs so that notable impact is seen. As a result progress is rapid and sustained for almost all students.

What we are all aiming for:

Self-Audit your Lessons Based on the Ofsted Criteria

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Building Resilience How many times have we started a task with students and their first response is a frustrated sigh and “I’ll never be able to do this!” - or an almost instant request for help?

We’ve all met the student who’s so afraid of failure that they refuse to try anything new, whether that’s reading a more challenging book or doing a maths problem that looks more difficult than the one they did yesterday. On the flip side, there are students in our classes who are rarely discouraged. They understand that even if today was tough, tomorrow is a new day so they just refuse to give up.

The difference between students who bounce back easily and those who can’t seem to recover from the frustration is resilience.

Resilience comes from students’ beliefs and attitudes about themselves and what happens to them. Fortunately, these internal factors—a sense of humour, optimism and flexibility— are traits that we can build or strengthen. One thing we shouldn’t do is shield students from everyday frustrations. They need to experience everyday failures and challenges. It’s the students who never feel frustrated (or who experience excessive stress) who are vulnerable later.

Resilience is essential for the development of successful and adaptable young people.

It’s what enables students to emerge from challenging experiences with a positive sense of themselves and their futures. Students who develop resilience are better able to face disappointment, learn from failure, cope with loss, and adapt to change. We recognise resilience in students when we observe their determination, grit, and perseverance to tackle problems and cope with the emotional challenges of school and life.

At Walton, we give our students opportunities to learn to become more resilient, and as a result, ensure that they: Learn more Learn better Become better learners Become lifelong learners Developing resilience in our students involves building and developing particular habits of mind to enable young people to face difficulties calmly, confidently and creatively, and hence be better prepared as lifelong learners.

What do good learners do?

• Question

• Have confidence

• Show enthusiasm

• Have different strategies to tackle tasks

• Embrace the task

• Articulate their thinking

• Explore alternatives

• Work with others

• Take risks

• Be creative

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5 Ways to Help Your Students Build Resilience 1. Show Them Their Purpose and Know Yours Teachers often underestimate their power to make a difference beyond academic development.

For students, having an adult that cares about and believes in their strengths and abilities is irreplaceable. Students need to see their place in the larger context - providing service learning opportunities, offering choices in the classroom, and assigning students roles and jobs relevant to their interests and talents all establish purpose and make students feel like a necessary spoke in the wheel.

2. Allow Students to Experience Success and Struggle Success comes in all different shapes and sizes. Allowing students to realise their strengths elevates their confidence and their belief in their own potential. This, of course, requires honouring students’ different learning styles and tapping into students’ diverse intelligences in your daily instruction. Beyond success, though, comes the beauty of the struggle. Providing specific feedback, focusing on mastery versus completion, and having students identify what they learned from their mistakes establishes a culture of resiliency—that is, a culture of “trying again” and “do overs” when necessary. The “Learning Pit” is a useful tool in this: Make the “Learning Pit” explicit!

The Learning Challenge is one way to make challenge more appealing to students. It gives a frame of reference to talk about learning.

At the heart of the Learning Challenge is “the pit”.

Students are said to be “in the pit” when they are in a state of “cognitive conflict”. That is to say when learners have two or more ideas that make sense to them but which on reflection, are in conflict with each other.

•

Stage 1: Concept The Learning Challenge begins with a concept. The concept can come from the media, conversation, observations or the curriculum. So long as students have at least some understanding of the concept then the Learning Challenge can work.

•

Stage 2: Conflict The key to the Learning Challenge is to get students “into the pit” by creating cognitive conflict in their minds. This deliberate creation of a dilemma is what makes the Learning Challenge such a good model for challenge and inquiry. It is also the frequent experience of cognitive conflict that helps to build a Growth Mindset in the minds of Learning Challenge participants.

• Stage 3: Construct After a while of being “in the pit,” some students begin to construct meaning for themselves.

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sense of clarity. This in turn puts them in an ideal position to help those students who are still confused.

•

Stage 4: Consider Once “out of the pit,” students should be encouraged to reflect on the stages of thinking they’ve just been through – from a single, simplistic idea (stage 1) to the identification of lots of, sometimes conflicting, ideas (stage 2) right through to a new understanding of more complex and inter-related ideas (stage 3). They should then look for ways to relate and apply their new understanding to different contexts.

3. Set High Expectations Possibly the greatest gift you can provide your at-risk students is the belief that despite any barriers that are present, they can be “at-promise” students. High expectations lay the ground work for possibilities. When students know that those around them believe in them, they tap into this notion every time they encounter a challenge. Without this belief, resilience is not possible. Because when there is failure—and inevitably there will be—they are more apt to move beyond their doubts to reach success. In situations where students are presented with many challenges, it’s easy for them, and even their teachers, to be overwhelmed by the obstacles. It is imperative at this point to overcome sympathy or defeat and move to empathy and optimism.

It is important to keep expectations high and end destinations in view while still honouring the diversity of your students and offering alternative routes to the destinations.

4. Create a Supportive Environment Neither students nor teachers have the power to change the conditions under which students live. What teachers do have power over is creating the educational conditions for these students to succeed despite the adverse circumstances in which they live. Cultivating a school environment where students are safe and successful is the foundation of resiliency development. Students need to feel comfortable in their classrooms—and comfortable in admitting failure or seeking assistance. Environments where students are encouraged to take risks and be individuals allow for freedom to be actualised. If schools do not provide students with this environment, students are limited by their perception of the definition of success.

Schools that believe in the growth mindset—that is, that students are a gold mine of untapped potential—ultimately allow for resilient learners to be nurtured.

5. Promote Self-Advocacy and Communication We as educators will have succeeded if our students leave school with life skills that will be utilised beyond the school walls. Employing problem-solving skills, navigating norms, and communicating needs are just a few of the vital skills that will allow students to bounce back from life’s struggles in the years to come. Having these self-advocacy skills will provide students with the ability to overcome obstacles and identify what they need to move forward.

We can never underestimate the power we have to develop emotionally, socially, and academically healthy and successful students. Through the development of resiliency, students can unleash their potential and teachers can unleash their ultimate super power: making students believe in their triumphs well before any failures.

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Improving Written Feedback As teachers, we continually strive to improve our written feedback, to improve learning – but we forget that the most important reason is that we can also reduce the time it takes us to give it! With the gift of more time we can free ourselves to pursue becoming a better teacher more deliberately: with reflection, planning and deliberate practice. Of course, written feedback is so crucial that it can improve teaching and learning significantly, therefore it deserves our attention in its own right.

1. Marking/Feedback rota: little and often There is little more disheartening than seeing a pile of marking that you know looms large like a rushing tidal wave!

Our instinct to procrastinate in such a situation and delay is human, all too human. One of the more simple but demanding solutions is to plan our marking more effectively. Aim to allocate a time and a place on a rota basis. Like many good things, the mantra should be ‘little and often‘. We need to create positive cues to develop this habit and execute it daily. One nice little trick is to actually give students a date for when they will receive their feedback as part of your rota. This small commitment can help you stick to your rota and keeps you honest!

2. Targeted marking – know what needs to be marked/given feedback Marking everything a student has written is obviously time-consuming, but more importantly it is ineffective. If we are to constantly correct all issues, always target improvements for our students, then students will become wholly dependent on the feedback we issue. We must make students independent in the long term, but along that path we should guide, no doubt, but we need to take the training wheels off, targeting our time where it will have most impact. With grammatical inaccuracies we could use literacy symbols, such as sp, to identify patterns that the students themselves can identify and remedy. We need not repeat these endlessly – but identify a pattern in a portion of the writing.

3. Encourage excellence – return substandard work This is a seemingly simple strategy, but it is powerful in its implications and ultimate impact.

I always have deadlines for significant pieces of written work. Of course, some students miss the deadline, or just as bad, make a hash of it to meet the deadline. It can cause logistical issues in reality, but refusing sub-standard work and setting individualised redraft deadlines sends a potent message to students. By mid-year, students become trained in not handing in sloppy work. The time taken in marking as an exercise in correction and rewriting lessens and lessens. Students need to have internal standards for themselves The Walton Girls High School Walton Girls Toolkit v2 BIG FOUR.indd 53

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and their work that is higher than they thought possible. Establishing this sense of pride takes time and effort, but the consequences can transform the quality of the written work your students hand in over the course of the year and beyond. In the words of Ron Berger, the assessment within the head of our students is really what we should focus upon transforming.

4. Whole class feedback sheet to help with student reflection and progression planning The benefits are that it gives a snapshot of the whole class’s progress, allows you to ‘fine tune’ lesson planning and it also helps you to plan activities and tasks for students to complete in the next lesson. It also allows you to praise and check specific students who have missing/incomplete or untidy work!

You can get the students to stick in a version of this sheet and keep one for your Progress folders. They are also really handy for APC, report writing and parents’ evenings.

5. Use assessment criteria marking sheets that can be highlighted/annotated This strategy works particularly well with older students. By training students to understand the often jargon-laden language in the assessment objectives, you can then use the criteria in feedback. By laminating the criteria you can simply circle areas of the criteria, reducing the time taken on marginal or summative commentary. This can be used for multiple pieces of work.

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6. Train students to be better peer/self-assessors Like most valuable skills, students need close guidance, scaffolding and modelling of good quality feedback before they are able to do it well themselves. If you have consistent parameters and high expectations you can make it a powerful lever to improve learning.

Ultimately, we want students to have the independence to sit in an exam hall and regulate their own responses based on intuitive self-assessment. This takes time and energy, but it is worthwhile. It has the attendant benefit of balancing the workload of the teacher in a practical and pragmatic fashion.

7. Class codes instead of comments We have all been in that position where we are marking each book and like Groundhog Day we are repeating ourselves! If you recognise the pattern across a group then condense the commentary down to a symbol. Discuss and feedback the meaning of that symbol in class.

You can develop your own little hieroglyphic code for groups based on regular patterns!

With literacy codes near universal in schools now students are well trained to recognise and act upon such shorthand information.

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Types of Feedback – Ideas to Try 1. Delayed marking Student work is not given a grade, or score on the work (although the teacher records a grade in their teacher’s mark-book). Teacher written comments address the quality of the work, and give guidance as to how to improve. Students need to be given time to read the comments in class to find out how they have achieved. After some time (e.g. one week) the teacher talks with some students individually to discuss the work, the teacher feedback, and the grade or mark that was given to it.

2. Re-marking Get students to re-do a piece of work for you after a lesson focused on how to improve.

Only accept the work if they have now scored a higher mark on it because they understand the feedback on how to improve. The Yellow Box is a useful methodology.

3. Mastery marking Only accept a piece of work when it is of a specific quality. You might only give one grade, an A. Students are expected to continue to re-draft and resubmit their work as many times as necessary in order to achieve an ‘A’ grade.

4. Responding to marking Teacher feedback is written at the start of the exercise book and signed and dated.

Students then make an appropriate response below the teacher feedback, including where to find any redrafting. The next piece of work will not be marked until the student has responded to the last feedback provided. (Is this sustainable on teachers’ workload?)

5. Student marking Get students to mark their own work, and their peers’ work, using student friendly markschemes.

6. Colouring in Students are given coloured pens and are expected to highlight on their work where they have shown evidence of different skills according to the requirements of the mark-scheme.

7. +, -, = (Plus, Minus, Equals) Mark student work in relation to previous work. If the latest work is of the same quality as the last, it receives an ‘=’ if it is better than the last it receives a ‘+’, and if it is not as good as the last it receives a ‘-‘.

8. Focused marking Mark student work against one or two specific criteria, even though there may be many criteria that could be marked. This allows the teacher to provide more focused and detailed feedback on things. The teacher’s markbook contains the skill marked rather than the title of the work set.

9. Find and Fix Your mistakes Instead of marking answers as correct or incorrect, tell the students the number of answers that were wrong. Give them time in class to find and correct their mistakes either individually or in groups.

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10. Margin marking Instead of marking each spelling or grammar mistake, put a mark in the margin for some of them for the students to find their own mistakes, and correct them.

11. Traffic lights Students are given a Red, Amber, or Green mark for a piece of work. All red or amber work can be redrafted in an attempt to achieve a green mark. The final grade is calculated from the number of Green and Amber marks.

12. Aim for the next level Students identify levels of improvement by comparing their work to exemplars at the next level or achievement. Students realise that they need to set themselves higher standards.

Able students find that they can improve a good piece of work.

Here are some useful links to feedback and marking blog posts: For more information on marking crib sheets go to MrThorntonteach blog https://mrthorntonteach.com/2016/04/08/marking-crib-sheet/ Tom Sherrington has this very popular post on marking and ‘closing the gap’, with a particularly useful handout resource: http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/ David Didau writes here about why written feedback is crucial and some useful tips, like ‘triple impact marking’: http://learningspy.co.uk/2013/01/26/work-scrutiny-whats-the-point-of-marking-books/ Mark Miller has produced this really useful set of tips to help get on top of marking: http://thegoldfishbowl.edublogs.org/2013/02/19/getting-on-top-of-marking/. Mark also produced this post on making written feedback more effective: http://thegoldfishbowl.edublogs.org/2012/09/23/more-effective-written-feedback/

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Feedback: Tight Principles The following two methods of feedback should be used on a regular basis by all teachers, where appropriate. This consistent approach across Walton will ensure students understand and get the most from their feedback.

1. MAD (make a difference time) in class for student reflection and action

2. The Yellow Box

1. MAD (make a difference) time in class for student reflection and action We can spend every hour god sends slavishly marking, but if we do not give students an equally significant amount of time to reflect and respond to such feedback then our time becomes rather pointless! In the long term, students will understand the purpose of our written feedback if they understand how they can and why they should respond to it. If students see and feel the improvements to be gained from drafting and responding to feedback then your marking time will have a transformative value. Of course, they need training and time to do so.

Some examples of MAD time are on the next few pages – see the electronic version of the Teacher Toolkit for more examples: G:\Staff Only\The Teacher Toolkit\Staff Toolkit Resources\Feedback\MAD Example 1: there is a summary sheet which you can use when assessing your class’ work – don’t write individual comments on each student’s work, instead make a note on the summary sheet of common issues and good practice, which can then be shared with the rest of the class, and acted on.

Example 2: instead of writing lots of the same comment, use codes to speed up the process.

Then, display the document on the whiteboard and ask students to follow the instructions based on the code(s) they received. Quick and effective!

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History Improvement Targets Check your work and write down the relevant improvement target. Use this to help you decide how to improve your work.

P1 P2 P3

P4 P5 TBC

PRESENTATION

LITERACY

Do not doodle or scribble in your book.

Use a ruler to underline headings and dates.

Take extra care with handwriting and make an effort to make your work as neat as possible.

Glue all sheets into your book.

Start work from the margin.

This work needs to be completed.

Use correct punctuation – Capital letters (CL) and full stops. Make necessary corrections.

Correct grammar mistakes (GR) three times.

Correct spelling mistakes (SP) three times. Use a dictionary to help with this.

Write in full sentences.

Use paragraphs (//) for each new point.

Use more specialist vocabulary.

USE OF EVIDENCE (DESCRIPTION) D1 D2 D3 D4 D5 D6

Add more factual evidence to an answer.

Describe the event/action in more detail.

Describe causes of an event/action in more detail.

Describe consequences of an event/action in more detail.

Describe change/continuity in more detail.

Quote from sources to develop your evidence.

L1 L2 L3 L4 L5 L6

EXPLANATION Ex1 Ex2 Ex3 Ex4 Ex5

EVALUATION Ev1 Ev2 Ev3 Ev4

Give arguments for and against the statement.

Write a conclusion linked to the question focus.

Make a supported conclusion linked to the question focus.

Evaluate the usefulness of evidence (strengths and limitations of the content and/or provenance).

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Make sure explanations are specific and in detail to help answer the question.

Explain the causes of an event/action in more detail.

Explain the consequences of an event/action in more detail.

Explain reasons for change/ continuity in more detail.

Explain the significance of an event/ individual in more detail.

STRUCTURE S1 S2 S3 S4 S5

Use PEE paragraphs - point, evidence, explain.

Ensure each point helps to answer the question.

Use relevant evidence to support each point.

Explain how the evidence supports the point.

Use PEEL paragraphs - point, evidence, explain, link (mini conclusion).

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2. The Yellow Box

The yellow box indicates the area you are used to make your improvements to the work which has been assessed.

The size of the box will determine how many improvements need to be done.

These improvements may be: • • • •

To complete or improve the original task set To improve the level achieved to reach your target To an extension question to achieve better than your target To repeat a process or apply it to another situation

This strategy allows the teacher to mark a section of work in great detail, then highlight that to the student via the yellow box. Feedback is then provided, focusing on the work in the yellow box only. The aim is the guidance given will have a positive impact on the entire piece of work without the teacher having to mark the entire piece in detail.

Instead of asking students to re-write or apply feedback to an entire answer or piece of work (which can be demotivating for a student who struggled to complete the work in the first instance); they only re-write the work highlighted in the yellow box in response to the feedback. It is proven that students approach responding to feedback more readily, as they are learning to identify areas within long answer questions that have a significantly negative impact on the entire piece - they are focused on quality not quantity. This saves the teacher time when remarking work; in most cases the work in the yellow box that has been re-written by the students increases the grade of the piece, and also increases the confidence of students when approaching a difficult aspect of assessment.

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Engaging Learners Engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Teachers who adopt a student-centred approach to instruction increase opportunities for student engagement, which then helps everyone make more rapid progress.

Below are some tips and thoughts, to help you shape your planning to maximise student engagement in your lessons.

1. Make it meaningful - Connect what you’re teaching to real life One key way to involve students in their learning is to ensure the material speaks to them.

Use specific everyday examples. An easy way to help students feel personally connected to what they’re being taught is to talk about how they can apply the material in real life. By demonstrating how students can apply the math concepts they are learning to help them manage personal finances, ensure nutritional sustenance, and schedule daily activities.

2. Foster a Sense of Competence The notion of competence may be understood as a student’s ongoing personal evaluation of whether they can succeed in a learning activity or challenge. (Can I do this?) Researchers have found that effectively performing an activity can positively impact subsequent engagement. To strengthen students’ sense of competence in learning activities, allow students to experience success – the following learning activities can help to achieve this: • An activity that is only slightly beyond students’ current levels of proficiency • Students are able to demonstrate understanding throughout the activity • Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity) • Include feedback that helps students to make progress 3. Give students choices Engagement increases any time students are empowered to make their own choices about how they learn material. Here are a few suggestions: • Group students. Break the class up in groups increases the likelihood that everyone will contribute to class discussion and problem solving. Poll your students about their working preference, or experiment with breaking them up in different ways.

Divide the students in half, place them in small teams of three or four, or divvy them up in pairs.

• Allow students to set the pace. Let your students choose their own starting point on an assignment, and they’ll stay comfortable and challenged. For example, try giving your students tiered maths problems, with increasing levels of difficulty. From least to most sophisticated, the tiers could be: determine the surface area of a cube; determine the surface area of a rectangular prism; determine the amount of wrapping paper needed to cover a rectangular box; determine how many cans of paint you’ll need to buy to paint a house with given dimensions. Once students choose a starting point, you can guide them through increasing levels of mastery.

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4. Try homework menus. Instead of having all of your students complete the same homework assignment, why not offer a menu of options that tie in with your lesson plan? A little variety and choice go a long way toward relieving the sense of drudgery some students experience when completing their homework.

5. Embrace Collaborative Learning Collaborative learning is another powerful facilitator of engagement in learning activities.

When students work effectively with others, their engagement may be amplified as a result, mostly due to experiencing a sense of connection to others during the activities. To make group work more productive, strategies can be implemented to ensure that students know how to communicate and behave in that setting. Teacher modelling is one effective method (i.e. the teacher shows how collaboration is done), while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative learning.

6. Promote Mastery Orientations Finally, students’ perspective of learning activities also determines their level of engagement.

When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough. To encourage this mastery orientation mindset, consider various approaches, such as framing success in terms of learning (e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade). You can also place the emphasis on individual progress by reducing social comparison (e.g. making grades private) and recognising student improvement and effort.

Some examples of engaging activities are on the next few pages – see the electronic version of the Teacher Toolkit for more examples.

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Example 1 Who is Mr Utterson?

Name:

What is the name of Dr Jekyll’s butler?

Name:

What happens to Sir Danvers Carew?

Name:

Who wrote the novel?

Name:

What does Mr Utterson do for a living?

Name:

When Mr Hyde is found dead, what is he wearing?

Name:

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Who is Mr Enfield?

Name:

Who does Dr Jekyll leave his money to?

Name:

How does Mr Hyde die?

Name:

Who is Sir Danvers Carew?

Name:

What event does Mr Enfield witness in Chapter 1?

Name:

Who calls Dr Jeyll’s work ‘unscientific balderdash’?

What does Dr Lanyon give to Mr Utterson before his death?

Name:

Name:

Where is Dr Jekyll when he has a conversation with Mr Utterson and Mr Enfield?

What is found at Mr Hyde’s home that connects him to a murder?

Name:

Name:

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Perspectives in the novella.

3

“I chose the better part and was found wanting in the strength to keep to it.”

“The other snarled aloud into a savage laugh; and the next moment, with extraordinary quickness, he had unlocked the door and disappeared into the house.”

5

6

4

“I incline to Cain’s heresy,” he used to say quaintly: “I let my brother go to the devil in his own way.” - Utterson

2

1

1

Example 2

‘snarled’; ‘hissed’

“It wasn’t like a man; it was like some damned Juggernaut.”

Man is not truly one, but truly two.”

2

“though a fog rolled over the city in the small hours, the early part of the night was cloudless, and the lane, which the maid’s window overlooked, was brilliantly lit by the full moon.”

APE LIKE FURY

“There is something wrong with his appearance…I never saw a man I so disliked, and yet I scarce know why. …he gives a strong feeling of deformity.”

3

“really like Satan.”

PATHETIC FALLACY

Utterson’s theories about Jekyll’s situation and his closeness to Hyde.

4

“For the man trampled calmly over the child’s body and left her screaming on the ground. It sounds nothing to hear, but it was hellish to see…”

Dr Lanyon’s Death

“If I am the chief of sinners, I am the chief of sufferers also.”

“Such unscientific balderdash,” added Dr Lanyon, flushing suddenly purple, “would have estranged Damon and Pythias.”

5

He began to go wrong, wrong in mind; and though of course I continue to take an interest in him for old sake’s sake, as they say, I see and I have seen devilish little of the man.

The murder of Sir Danvers Carew.

“Edward Hyde, alone, in the ranks of mankind, was pure evil.”

6

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Knowledge is Power In today’s classrooms, one of the most important factors is retention of the concepts that are taught to our students. Without retention there can’t be a successful transfer of knowledge from one subject area to another. If retention is not a top priority in the classroom, we as teachers spend most of our time reviewing and re-teaching concepts.

Students at every educational level are challenged by an ever growing amount of material to review and an ongoing imperative to master new material, so we need to ensure we help our students to retain as much knowledge as possible for as long as possible, in the most efficient way possible.

“Little and often is the Key” Spaced practice, little and often, and the regular practice of the knowledge over a period of time fixes that knowledge for a much longer term. If we can secure knowledge in our students, increases in their effectiveness to master a subject can be enormous. We are not talking small increase in knowledge and retention, but increases of 200-700%.

8 techniques to massively increase knowledge retention in your students 1. Repetition – within the course, but also at the start of every subsequent lesson, repeat (not in parrot fashion) the ground that was covered previously. Take five or ten minutes at the start to ask key questions about the previous content.

2.

Delayed assessment – give students exercises to do after the course and explain that you will assess them a few weeks, months after the course has finished. This prevents reliance on short-term memory and gives them a chance to consolidate their knowledge/skills.

3.

Use a range of technologies e.g. mobile phones. Drip feed assessment over a number of weeks after a topic - push out small tests or banks of questions, structured so that repetition and consolidation happens. This usually involves the repeated testing of the individual until you feel that the learning has succeeded.

4.

Give examples and make it relevant. If content isn’t relevant, people won’t care.

That’s a universal truth. Aligning content with student needs establishes the relevance of the concept or topic. Scatter examples throughout the lesson / topic - one of the best ways to make knowledge stick in a person’s mind is to mix dry facts, complicated jargon, long-winded definitions, and lengthy procedures with examples. Examples help students determine the similarities and differences between various objects and/or ideas and compare and classify them. Examples help students make sense of an unknown idea or an unfamiliar object by establishing an association with a known element. Create examples to provide opportunities for active learning. Let students learn by “doing” instead of just “listening” to someone rattle off facts and findings.

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5.

Avoid information overload. Keep it simple - more is not always merrier when it comes to the amount of information you provide. Filter out the inessentials from the lesson or topic and design the learning such that it is readily comprehended to manage the amount of information being transferred in one session. Include a piece of content only when it is critical to the learning outcome, like when your students have to memorise the steps of a process.

6.

Space out the learning. Remember all those nights before the test when you tried to digest a whole topic before a test the next day? You managed to regurgitate the information the next day but did the knowledge stick for long? You probably forgot most of what you learned that evening by the next week. Cramming information into a single lesson or series of lessons will simply overwhelm students. They will get lost trying to make sense of all the facts, stats, definitions, and jargons you dump on them. The result: a learning experience that is stressful, frustrating, and demotivating. Ensure that you space out the learning - weave in practice activities in between concepts to create breathing space that will, in turn, let the learning sink in and get cemented in the mind.

7.

Let students discover knowledge for themselves. We all learn best from experience - we retain more and for longer when we discover the knowledge ourselves rather than when somebody just “tells” us. So make sure that you create ample opportunities for students to explore and “discover” the content themselves.

a. Use case studies to teach problem-solving skills.

b. Pose open-ended questions or illustrate problems to small groups of students. Trying to solve the problems will help students exercise their critical reasoning abilities. Then share the answers with others in the group.

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TED @ Walton Teachers make the education of their students 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 students.

It is our aim that TED at Walton: • enables more personalised and appropriate opportunities for all staff with the aim of improving teaching and learning over time.

• is driven by ALL staff • is embraced by ALL staff – to promote a culture of “sharing and openness” The Future of TED at Walton Girls’ Aims: •

• •

To enable more personalised and appropriate opportunities for all staff with the aim of improving teaching and learning over time.

TED driven by ALL staff Learning and development opportunities are embraced by ALL staff – a culture of “sharing and openness”

TED is delivered through a wide range of whole academy and bespoke opportunities, given below. This is not a definitive list, and we pride ourselves on embracing, and creating a wide range of opportunities for staff to develop.

BLANKET TED Important development work that all Teachers and Support Staff need to be involved in and which aligns with the Academy priorities.

Delivered through: • Whole School INSET Days (e.g. Preparation day, DALP day) • BLANKET Twilight TED sessions • Induction training for new staff • NQT Induction Programme (for NQTs only) • Staff meetings/briefing • Appraisal

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OPTIONAL TED A range of developmental activities that Teachers and Support Staff can opt into, with a view to personalising their TED and so allowing them to follow their own interests/needs.

Delivered through: • TVTSA programmes (Trent Valley Teaching School Alliance) o Outstanding Teacher Programme (OTP)

o Improving Teacher Programme (ITP)

o Early Career Development Programme (ECDP)

o National Professional Qualification for Middle Leaders (NPQML)

o National Professional Qualification for Senior Leaders (NPQSL)

o National Professional Qualification for Head teachers (NPQH)

o Outstanding Leaders of Education (OLE)

o Power of Coaching (POC)

o Effective Middle Leadership

o Outstanding Teaching Assistant Programme (OTAP)

• Subject Team Network Groups (TNGs) • OPTIONAL R&D twilights (choice of group to engage with) • Coaching (Facilitated by a member of staff who has completed the POC programme) • Action Ward Rounds • Teaching Forums • Leadership Forums • Secondments/Shadowing (e.g. Secondment to LT /Shadowing a Colleague/Co-tutoring) • Shadowing / Leading a FAR at another DALP academy • School visits (e.g. to another DALP Academy faculty) • Wellbeing (Staff Yoga) • External courses (e.g. new exam specification course)

DIRECTED CPD When Teachers and Support Staff are underperforming they are directed to engage in specific developmental, support work.

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The Teacher Standards Teachers make the education of their students 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 students.

PART 1 - TEACHING 1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE STUDENTS 1(a) establish a safe and stimulating environment for students, rooted in mutual respect 1(b) set goals that stretch and challenge students of all backgrounds, abilities and dispositions 1(c) demonstrate consistently the positive attitudes, values and behaviour which are expected of students 2. PROMOTE GOOD PROGRESS AND OUTCOMES BY STUDENTS 2(a) be accountable for students’ attainment, progress and outcomes 2(b) be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these 2(c) guide students to reflect on the progress they have made and their emerging needs 2(d) demonstrate knowledge and understanding of how students learn and how this impacts on teaching 2(e) encourage students to take a responsible and conscientious attitude to their own work and study 3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE 3(a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings 3(b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 3(c) 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 3(d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 3(e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies The Walton Girls High School Walton Girls Toolkit v2 PROF LEARNING.indd 71

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4. PLAN AND TEACH WELL STRUCTURED LESSONS 4(a) impart knowledge and develop understanding through effective use of lesson time 4(b) promote a love of learning and children’s intellectual curiosity 4(c) set homework and plan other out-of-class activities to consolidate and extend the knowledge & understanding students have acquired 4(d) reflect systematically on the effectiveness of lessons and approaches to teaching 4(e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL STUDENTS 5(a) know when and how to differentiate appropriately, using approaches which enable students to be taught effectively 5(b) have a secure understanding of how a range of factors can inhibit students’ ability to learn, and how best to overcome these 5(c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development 5(d) have a clear understanding of the needs of all students, including those with SEN; those of high ability; those with EAL; 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 6(a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 6(b) make use of formative and summative assessment to secure students’ progress 6(c) use relevant data to monitor progress, set targets, and plan subsequent lessons 6(d) give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback 7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT 7(a) 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

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7(b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 7(c) manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them 7(d) maintain good relationships with students, exercise appropriate authority, and act decisively when necessary 8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES 8(a) make a positive contribution to the wider life and ethos of the school 8(b) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support 8(c) deploy support staff effectively 8(d) take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues 8(e) communicate effectively with parents with regard to students’ achievements and well-being PART 2: PERSONAL & PROFESSIONAL CONDUCT Uphold public trust in the profession and maintain high standards of ethics and behaviour, within & outside school (a) treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position (b) having regard for the need to safeguard students’ well-being, in accordance with statutory provisions (c) showing tolerance of and respect for the rights of others (d) not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs (e) ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Most students make good progress and achieve well over time.

Students learn well.

Students are interested and engaged. Attitudes to learning are consistently positive.

A good climate for learning.

Students can explain their learning and demonstrate evidence of its application in their written or oral work. They are clear about how to move on to the next level of progress and beyond.

Learning outcomes challenge and students can explain how near they are to achieving that outcome. Often they can apply their learning to a wider context.

Students exhibit curiosity and enthusiasm for their learning.

They are engaged in tasks and often lead learning through purposeful discussion.

Learners do not distract from, or disturb, their own or others learning. External distractions are dealt with efficiently.

Students enter room clearly prepared to participate and learn. The same ethos is sustained without explicit intervention from the teacher.

Almost all students make rapid and sustained progress.

Students learn exceptionally well.

High levels of engagement and commitment to learning evident. Attitudes to learning are ‘exemplary’.

An exceptionally positive climate for learning. Lesson proceeds without interruption.

Teacher/other adult manages behaviour skilfully and highly consistently. Behaviour improves (or is outstanding) in the lesson as a result.

Progress

Learning

Attitudes

Disruption to learning

Behaviour

Low level disruption to lesson is ‘uncommon’.

Good

Some possible examples of evidence

Outstanding

Good to Outstanding Teaching

The teacher establishes a purposeful climate for learning from the beginning of the lesson.

Disruption is low level and does not affect others. It is dealt with immediately and effectively.

Students ask questions to further their own understanding. Teacher recognises when a student is not engaged and succeeds in bringing them into the learning.

Students recognise/articulate how they are moving towards challenging outcomes.

Sometimes that can apply their learning to a wider context.

Students can describe how their learning has deepened/ extended. They know how to move on to the next step of progress.

Some possible examples of evidence

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Interventions

Expectations

Activities

Planning

Safety

Sharply focused and timely.

Match individual needs accurately. ‘Notable impact’.

Consistently high… of all students.

Well-judged and often inspirational.

Time is used very well.

Excellent. Enables students to learn exceptionally well.

Students understand unsafe situations very clearly and are highly aware how to keep themselves and others safe (inc e-safety).

High.

Modelled by the teacher and emulated by the students without reminder.

Appropriate’. Good impact on learning.

‘Effective’ strategies used.

Tasks are matched well to most students’ needs inc. least and most able. Time is used well.

An imaginative range of challenging but accessible activities ensures independent learning.

Questioning of individuals and groups show real understanding of how to move on individuals and encourage their independence. Students respond positively to intervention.

Other adults’ support is focused on developing students learning.

Creative and challenging activities but sometimes teacher led.

Good. Deepens students’ K&U, developing their skills.

Questioning of groups/ individuals helps them to continue their work although they might need regular/ frequent intervention. Students respond positively. Other adult support ensures students are on task and encouraged to make progress.

Modelled by the teacher who gives occasional reminders as appropriate and necessary.

Planning shows some creativity and meets the needs of different groups.

Most activities are focused on problem solving to ensure some independence.

Planning allows students to work independently towards challenging targets. Students have opportunities to be creative and sometimes lead the learning. The teacher is therefore able to adopt the role of a facilitator.

EVIDENT IN BEHAVIOUR AND WHEN QUESTIONED

Behaviour is managed consistently well. Behaviour improves (or is outstanding) in the lesson as a result.

EVIDENT IN BEHAVIOUR AND WHEN QUESTIONED

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Appropriate homework is set which matches individual needs accurately.

Homework

There is evidence of dialogue between peers and, teacher and students.

Students know how well they have done and how to improve. Marking is regular.

Appropriate homework set. It matches nearly all students’ needs.

Homework provides appropriate levels of challenge for all students. Students are enthusiastic about sharing their homework.

Understanding is checked systematically and effectively, anticipating interventions.

During the lesson

Feedback and marking

Progress is assessed regularly and accurately. Ts listen to, carefully observe and skilfully question Ps… to reshape tasks & explanations to improve learning.

Collaborative questioning (teacher of students and students of each other) ensures that understanding is explicit and appropriate interventions take place.

of SMSC (ALL)

Consistently high quality marking and constructive feedback from teachers ensures that students make rapid gains.

Opportunities are taken to develop SMSC.

Students are comfortable and confident in supporting one another in group work and in exploring potentially sensitive issues.

Every opportunity is taken to develop SMSC skills, knowledge and understanding.

of RWCM (ALL)

Oral and written feedback is accurate; it develops and extends understanding.

Students feel encouraged and empowered to take risks and make rapid gains by taking ownership of the success criteria.

Effective.

Opportunities to communicate and apply mathematical skills are built into the lesson so that students are able to do so with confidence.

‘Highly effective’ and wellplanned.

Oral and written feedback is accurate; it ensures that students know how to improve. Students feel encouraged and confident in taking steps and sometimes risks in order to order to make progress. Peer assessment is successful when guided by the teacher.

Homework provides challenge and most students wish to share their homework.

Teachers’ questioning ensures understanding is evident and appropriate interventions are made. There is some evidence of students questioning each other to ensure understanding and move on.

Students are happy to work in groups supporting one another in exploring a range of issues.

Opportunities to communicate and make use of mathematical skills are built into a lesson.

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