Our Drivers For Learning Progress

The Five-a-day approach is adopted by staff to ensure a high-quality level of teaching 1 - Explicit instruction: Clear explanations, modelling, and frequent checks for understanding. 2 - Cognitive and metacognitive strategies: Managing cognitive load to transfer new learning into long-term memory. 3 - Scaffolding: Using supportive tools or resources (e.g., writing frames or partially completed examples). 4 - Flexible grouping: Organising students based on their needs. 5 - Using technology to enhance learning.

Teachers will be regularly exposed to the Purple Challenge questions and tasks in lessons with a focus on stretching a student’s learning and understanding as well as exposing them to more difficult concepts that require them to think and apply their prior knowledge.

Robust Diagnostic and Iterative Assessment is used throughout the curriculum and a student’s individual learning journey. Students will sit a comprehensive set of baseline assessments on entry and will be regularly tested at Assessment Points throughout the school year based on knowledge delivered in the curriculum. Whole class response systems are also regularly used by teachers for assessment of a student’s understanding.

Lessons will start as the students enter the classroom with a clear Do Now starter activity. This will be incorporated to include mixed questions from previous lessons in the unit, in the year and from previous years to enhance a students prior knowledge retrieval. Students will also be given plentiful opportunities to practice and reinforce their learning.

At LS-TEN we recognise the importance of developing in all our students a strong and effective literacy skills set of reading, writing and oracy. Students are exposed to key literacy skills throughout the curriculum. Robust Reading has been included in the form time programme to develop students reading skills and vocabulary development. Key vocabulary is highlighted in subject specific lessons and through the use of our whole school word of the week initiative.

Students will receive regular feedback in class through live marking, providing them instant feedback to scaffold their approach and offer appropriate prompts/cues. In some instances, in can be used to stretch and challenge students or deepen their thinking. Following a piece of assessed work, students will receive PINS feedback where they will be provided with positives and improvements in the assessed piece of work as well as feedback for action and structured next steps to improve their work.