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!