Our Approach to Teaching
We provide the highest quality education for our pupils. 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 put knowledge at the core of what we do. pupils and staff all use the same ten-point list ('Cromer 10') as a guide for their lessons.
The start of the lesson
Our lessons will start with the teacher greeting pupils at the door whilst checking that pupils are dressed correctly in their uniform. Pupils should enter the room in silence as they arrive then stand behind their chairs with equipment and planner out on the desk. Pupils then wait silently for further instruction.
Low stakes quizzing.
We begin the lesson with the chance to review material and prior learning through quizzing. The curriculum is our progress model; we know that pupils have made progress when they have learnt, over time, the core knowledge from lessons. We check that knowledge has been retained through knowledge quizzes at the start of every lesson that tests the expanding domain. Learning is defined as retention of knowledge taught. If it isn’t retained, it isn’t learnt.
Common misconceptions are picked up by the teacher with effective feedback given individually and or/as a whole class. Pupils 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.
Every Second Counts (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 pupils of different abilities can learn core knowledge. Every second counts. We focus on ‘learning return on time invested.’ We teach to maximise learning in the minutes we have.
SLANT, STEPS and SHAPE are effectively used as routines to ensure that pupils are fully engaged, focused and develop their confidence.
Explicit, precise, concise teaching
We know the high frequency errors. We preempt these. We use modelling to explain sequenced concepts and scaffold by guiding pupils through each step of the process. We highlight the stumbling blocks. No guesswork. Explicit, precise, concise teaching.
Formative Assessment - Checking for understanding
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.
We have a ‘cold calling’ policy to ensure pupils are skillfully selected to assess understanding.
Presentation of pupil work
Pupil work is well presented with titles and date underlined with a ruler, written work in black pen and diagrams in pencil. No work should fall out of the books.
Independence isn’t possible without a period of dependence. Explaining and modelling requires planning and expertise. Scaffolding allows us to start to let go. Then let them practise. Practise will make it permanent. So, within a sequence of lessons pupils will independently apply, and attempt to master, the knowledge they’ve been taught.
End of the lesson
Pupils 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, pupils are dismissed one row or column at a time and will leave in silence. They then quickly and sensibly proceed to their next lesson.