Our Approach to Teaching
Our school exists to provide the highest quality education for our students. We have a strong focus on ensuring top-quality teaching and learning and, together with our knowledge-rich curriculum, will provide a first-class education to the children in our community. We have a simple way of looking at our lessons at Cromer Academy - putting knowledge at the core of what we do. Students and staff all use the same ten-point list as a guide for their lessons
- The start of the lesson
Our lessons will start with the teacher greeting students at the door whilst checking that students are dressed correctly in their uniform. Students should enter the room in silence as they arrive then stand behind their chairs with equipment and planner out on the desk. Students then wait silently for further instruction.
- Low stakes quizzing.
We begin the lesson with the chance to re-cap on prior learning through quizzing.
The curriculum is our progress model; we know that students have made progress when they have learnt, over time, the core knowledge from lessons. We ensure this is done through 5-10 mark knowledge quizzes at the start of every lesson that test the expanding domain.
- Acting on feedback
Student books are checked in line with Feedback and Assessment Policy. Common misconceptions must be picked up by the teacher through the four strands of feedback. Feedback is delivered to the whole class with students identifying where they went wrong. Students are given time in lessons to edit and correct work in purple pen that over time will demonstrate an improved understanding of the concepts taught.
- High leverage activities
We have a “Knowledge-Rich Curriculum”. Lessons will be planned to incorporate the delivery of high leverage activities. In planning lessons we find the most direct and effective route by which students of different abilities can learn core knowledge.
- Independent work
Students will ‘apply’ their knowledge independently without teacher or peer assistance. This independent practise phase is an opportunity for students to demonstrate their understanding. Written tasks will be completed in silence.
- Stretch and challenge for all
Lessons are planned to challenge all students regardless of ability. A classroom where stretch and challenge is embedded is one where students know the standard they are aiming for and have the tools to move their own learning forward by using this feedback to develop their knowledge, skills and understanding.
- Assessment for learning
Formative assessment occurs throughout the lesson in order to assess understanding and clear up misconceptions. To do this effectively Afl techniques are planned with the goal of maximising participation.
The sequence of learning does not end with the right answer; reward the right answers with follow-up questions that extend knowledge and test for reliability. We have a no hands up policy to ensure students are skillfully selected to assess understanding.
- Presentation of student work
Student work is well presented with titles and date underlined with a ruler, written work in black pen and diagrams in pencil, any mistakes are crossed out with a single line through it. No work should fall out of the books.
Effective lesson plenaries are evident that enable the teacher and learners to evaluate the levels of understanding within a lesson. Teachers should use this as a tool to inform future planning.
- End of the lesson
Students must be ready to leave just before the bell to ensure that they are punctual to their next lesson. At the end of the lesson, students are dismissed one row or column at a time and will leave in silence. They then quickly and sensibly proceed to their next lesson.