This is our attempt to capture the universal expectations and routines. It emerged from a staff CPD session last year and was agreed by all departments. It’s sufficiently flexible for everyone whilst providing a consistent framework across the school. If you can’t read the image, the text is below.
(To respond to some of the respondents reeling in horror at the prescriptive appearance of this document, relax! Crucially, this is a framework, not a list of absolutes. However it is something we have all agreed to follow and we think you can teach pretty much any way you like within the agreed framework. The spirit of it is as important as the detail. Five minutes of positive affirmation and show-casing excellence isn’t some weirdly fixed rule – it’s an indication of the need for us all to be building the positive affirmation element into our lessons routinely so that students expect it and experience it consistently, regardless of the particular permutation of teachers they have. )
|Interacting with Student Data|
|Data-annotated planning sheet.||All teachers should have an up-to-date data plan for every class they teach. This can be a seating plan or any helpful hard-copy format.
Data can be coded but should reference KS2 data or Starting Profile; SEN/EAL status, Reading Age, PP status, G&A status and latest AP attainment grade.
|Routines for All Lessons|
|· Teacher welcomes class at the door; they go straight in without talking, sit down and get their books and equipment out ready to learn, engaging with any written instructions provided.
· Teacher uses signal for attention and addresses class with full attention, setting expectations for introductory activities.
· Once students are working, register is taken. During Period 1 and 4 or for a new teacher or class, registers should be taken close to the very beginning with a full roll-call.
· If students arrive before the teacher, they wait lining up quietly against the walls to the greatest extent possible.
|Behaviour for Learning||C1 and C2 must be logged visually on the board.
B8 and C1/C2 Consequences should be issued systematically right from the start. No disruption should be tolerated; C3s must be issued and On Call contacted as required. Red Slips must be completed. Staff should not log C3s directly.
|Showing Excellence and Positive Affirmation||At least five minutes in every lesson should be devoted to showcasing examples of excellent work or attitudes to learning, highlighting the reasons.
Achievement points and QuickNotes should be issued publicly at this time.
|Students stand behind their chairs with all equipment packed away.
Teacher dismisses them from the door, table by table, calmly into the corridor on the pips.
|Common Pedagogical Elements.|
|Modeling and Practice||Where new ideas or new skills are being introduced, teachers should always model the work expected from students. This could be through worked examples, student exemplars or demonstrations.
Students must have time to practise skills repeatedly.
|Structured, targeted questioning.||Questioning should include all students with answers selected by the teacher in a deliberate, planned manner. Questioning should be probing and targeted to specific students where appropriate. Students should not have the option to opt out or to dominate.|
|Responding to Feedback||Feedback will take many forms – verbal comments, written comments, peer and self assessment. There should be evidence that feedback leads to students’ work improving in response.
Agreed departmental workflow procedures should be followed.
Students and teachers should all be clear about where and when feedback will be given and which work should be redrafted, improved or corrected.
|Features of Good Speech||Students should be required to adhere to the guidance on good speech. This applies to general discussion as well as set-piece structured speech events.|
|Homework||Homework should be set each week. All homework must be recorded on Google Classroom, ideally during the lesson and definitely the same day.|