Our Curriculum Approach
EWPA Pedagogical model
Planning – using all of the curriculum documentation, it is expected that all lesson plans…
- Progression maps are used to plan sequences of lessons based on prior teaching.
- Teachers have excellent subject knowledge and understanding of the curriculum from Nursery to Year 6.
- All children are planned for using scaffolding, modelling, adaptations, high quality questioning and challenge.
- Planned opportunities to retrieve prior learning (short and long term).
- Planned oracy using MM/SFA approaches – star words, choral response, T-P-S, random reporter (lollisticks).
- Planned ‘check in’ points using formative assessment to inform you that children have learned and remembered more.
Teaching – in providing effective lesson planning, it is expected that teachers ensure that:
- High quality modelling is in place and based on secure subject knowledge.
- Effective adaptations are made for all learning needs – scaffolding, TASK management boards.
- Retrieval activities are integral to every lesson and throughout the lesson.
- Forget-me-nots are clearly stated within the Learning Objectives.
- Live feedback and marking takes place throughout the lesson – teachers should be circulating, checking and reviewing throughout the lesson.
- Mini plenaries are used to refocus or provide adaptation to the lesson.
- Children are grouped to ensure that co-operative learning strategies are impactful.
- Talk tasks (partners, team or whole class) are always part of the lesson structure.
It is also expected that teachers:
- Continue to use evidence from interventions and SFA setting to adapt future learning and provision to close gaps quickly.
- Find additional opportunities to close gaps in learning.
Learning – as a result of effective lesson planning, secure subject knowledge and teaching, the children:
- Are fully participating and engaged throughout the lesson.
- Demonstrate co-operative learning through the 5 co-operative learning standard – Practise active listening; Help and encourage each other; Everyone participates; Explain your ideas and tell why; Complete Tasks.
- Through regular live feedback and red stamp (distance marking), children know where they are in their learning and what they need to improve in.
- Children are able to make and articulate connections in what they already know and their new learning.
- Know more, do more and remember more!