Criteria |
Features |
Pupils' progress and learning |
- Detailed planning for learning focused on pupils outcomes, progress and the needs of different groups
- Appropriate range of differentiation strategies employed
- Wide range of resources and stimuli used to address a variety of teaching and learning styles - leading to active, enthusiastic engagement in learning by all groups
- Providing more challenge to extend learning through problem solving, 'having a go', 'taking a risk' attitudes to learning
- Most pupils make good or better progress in lessons and over a sustained period of time
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Pupils' attitudes to learning |
- High level of motivation and engagement of all pupils
- High level of challenge and support for all abilities within the class
- Pace of learning is challenging
- 'Open ended' tasks encourage pupils to explore, solve problems, take risks and extend their learning
- Good balance between teacher talk and pupil activity
- Avoidance of 'over teaching', demanding unrealistic listening spells for pupils and leaving inadequate time for pupils to work independently, make decisions or solve problems
- Avoidance of extensive 'carpet time' which leads to disengagement or passive leaning behaviors
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Teachers' planning and expertise |
- Excellent subject knowledge of teachers
- Effective modelling of expected outcomes
- Questioning is differentiated, targeted, probing and challenging
- Pupil outcomes/prior learning informs planning
- Pupils know what they need to do to improve and make progress
- Opportunities provided for challenging, open ended tasks which stretch learners and require independence, reliance,risk taking and problem solving
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Teachers' expectations |
- Pupils take responsibility for their own learning and routinely take care to complete and produce work which reflects their 'personal best'
- Pupils know that they must respond to teachers' guidance (oral and in marking)
- Pupils understand that they must not disrupt the teaching process and the learning process
- Teachers know in detail the capabilities of their pupils and challenge them accordingly
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Teaching of RWCM |
- Regular opportunities to practice, revise, consolidate and extend functional skills across the curriculum
- Pupils understand the relevance of functional skills across a wide range of tasks and activities and links to the wider curriculum and beyond
- Functional skills are given appropriate prominence in learning plans across the curriculum and are marked/assessed accordingly
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Assessment |
- Effective use of assessment in and beyond the lesson - teacher has extensive knowledge of pupils
- Mini-plenaries in lessons are a regular and typical feature, guiding learning and impacting on progress in lessons
- Planning shows that assessment of prior learning and pupil outcome is used to revise, revisit, consolidate and plan next steps in learning
- Work is specifically matched to learners' needs - support and challenge are planned for all groups
- Opportunities for ongoing assessment and consolidation / extension of learning
- Targeted questioning which probes, stretches and challenges all abilities
- Regular opportunities for self and peer assessment
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Marking, feedback and homework |
- Effective marking and evidence of 'response time' wherepupils are given time to correct/improve
- Correction at the point of misunderstanding
- Specific feedback provided with guidance on how to improve
- Homework is regular, consistent and adheres to the School Homework Policy
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