quality of education handbook v2 - city heights
TRANSCRIPT
Quality of Education:
Staff Handbook 20‐21
City Heights E‐ACT Academy Whole school Curriculum intent statement
The vision of our curriculum is to nurture life‐long learners; students who want to know more, think more and do
more. (i) We want to inspire a life‐long love of learning. (ii) We want to enable students to have a rich understanding
of the context, of their lives, of their communities and of their future. (iii) We want to empower learners to
overcome barriers through determination and hard work. (iv) We want to encourage students to aspire to be the
person they desire to be, and to show good character and resourcefulness.
Ultimately, it’s to ensure that we can achieve our mission of ‘developing tomorrow’s leaders, compassionate and
articulate; ready for university or a career of their choice’.
Our Guiding Pillars
In order to achieve our vision, our curriculum intent is underpinned by these guiding pillars:
1 – Knowledge‐rich ‐ To provide students with access to a knowledge and skills that the need to succeed and thrive.
Summary:
Our curriculum is knowledge‐rich. This means that the focus of our teaching is to ensure that students build a broad,
deep and subject‐specific body of knowledge.
Rationale:
‐ Our approach is ‘knowledge‐rich’ in response to research about how students learn. Firstly, a knowledge rich
approach is exponential. This is because those students with a ‘rich base of factual knowledge find it easier to learn
more – the rich get richer’ (known as the ‘Matthew Effect’). Also, the more knowledge a student acquires the more
efficiently they will be able to engage in cognitive processes (due to the establishment of well‐connected schema and
the reduction of cognitive load). Secondly, a knowledge‐rich approach aids reading comprehension since background
knowledge allows a reader to understand, and make sense of, what they read.
‐ Because of this, our decisions about what we want pupils to learn matter, and so the knowledge content of our
curriculum is carefully chosen by subject leads. Finally, we believe that a rich, subject‐specific vocabulary should
underpin our curriculum.
‐ Our curriculum is sequenced according with the aim of ensuring vertical progression. This means that decisions
about content choices and sequencing support students to progressively acquire the substantive, disciplinary and
procedural knowledge that they need to get better at the subjects they study. Throughout our teaching, we make
curricular links within and, where relevant, across subjects. We help pupils see ‘big ideas’ and threads through the
curriculum, ensuring this happens when new material is encountered.
‐ See https://www.aft.org/periodical/american‐educator/spring‐2006/how‐knowledge‐helps.
2 ‐ Inclusive ‐ To enable all students, regardless of background or circumstance, to achieve and succeed.
Summary
Our curriculum is inclusive. This means that we plan and use scaffolding strategies and ‘deepening‐knowledge’
strategies in lesson to ensure that all students master the same core knowledge whilst providing the opportunity for
some students to learn additional knowledge that deepens their understanding of curriculum content.
Rationale
‐ At City Heights, we concentrate on scaffolding and not differentiation because we want all students to master the
same core knowledge regardless of their context or SEND.
‐ Whilst recognising that ‘differentiation’ is a nebulous term, it is often associated with giving students a different
task or a different objective within a lesson. E.g. ‘all, most, some objectives’. The result is often that not all students
will reach the same objective or master the same knowledge.
‐ Whilst recognising that ‘scaffolding’ is a slightly nebulous term, we use it to refer to a variety of instructional
techniques used to move students progressively towards the same core learning outcomes as all other learners. It
might (i) activate earlier curriculum content/learning, (ii) provide the knowledge that we would assume most
students have, but some may not or (iii) provide the support that most/all students will need to make connections
and encode new knowledge. The idea is that all students will reach the same objective or master the same
knowledge and that some students will learn additional knowledge that deepens their understanding of that same
knowledge.
‐ See https://marymyattlab.com/courses/differentiation/
‐ When students have mastered the knowledge listed in the Scheme of Learning, we will teach additional knowledge
that ‘deepens’ the schema for the student. For example, during an English Literature unit on Romeo and Juliet,
higher attaining pupils might be provided with 5 Shakespeare sonnets, and encouraged to find connections between
them and the themes/ideas presented in the play. Or they will be directed to read/watch another Tragedy, e.g.
Hamlet, and asked to draw points of comparison between the plays (using the conventions of Aristotelian tragedy as
a framework).
3 – Building Social and Cultural Capital ‐ to empower learners to overcome barriers.
Summary
Our curriculum is an opportunity to build pupils’ social and cultural capital. This means that we make content
choices within subject disciplines which allow students to access and critique both a context‐specific and diverse
curriculum and knowledge which may be out of their current experience but which constitutes the traditional canon
of each subject.
Rationale
‐ As part of our mission, we recognise that all of our students deserve lifetime access to a wide range of cultural
experiences and choices and that, in order to gain this access, we must ensure that all students master the core
knowledge at the centre of our curriculum regardless of their context.
‐ We also recognise the importance of providing our students with both a context‐specific and diverse curriculum in
which students learn knowledge which is relevant and access to ‘powerful’ knowledge which may be out of their
current experience but which constitutes the traditional canon of each subject. In providing both, we believe that
our students will build their social and cultural capital. Our decisions about what we want pupils to learn are
therefore carefully chosen and regularly reviewed by subject‐leads to ensure that they a both diverse and relevant
and covering the traditional canon of each subject.
‐ Further, we ensure that, where applicable, students learn disciplinary knowledge within each subject in such a way
that presents the ‘broader picture’ of how the traditional canon was established (and how the establishment of the
traditional canon may be critiqued).
‐ See ‘Cultural Capital, Critical Theory and Curriculum’ (Reid, 2020) ’ in ‘The Research Ed Guide to the Curriculum’.
‐ See ‘Knowledge and the Future School: Curriculum and Social Justice’ (Michael Young).
Planning at City Heights E‐ACT Academy
This is a diagram of the planning layers at City Heights.
Purpose: We have created five core pedagogical elements or principles that underpin all lessons, every day. These elements have been carefully identified and expectations have been shared in order to:
a) Provide students with access to a knowledge and skills that the need to succeed and thrive. b) Enable all students, regardless of background or circumstance, to achieve and succeed. c) Nurture students’ love for learning in a safe and stimulating environment.
These five CPEs feature throughout lessons, and should focus on scaffolding the powerful knowledge outlined in the MTP. Further pedagogical strategies should be coordinated as set out in the five CPEs in order to support individual students to access the learning. In this sense, the CPEs straddle curriculum thinking and pedagogical implementation. The language and use of these principles as strategies is reflected in the SEND targets are specific students. The CPEs have therefore become the language of the expectations for the provision of the quality of education and the quality first teaching for our learners.
1. Positioning in a sequence
a) Make explicit links to pupils’ existing knowledge, including through recap and recall b) Frame the ‘lesson question’ by linking it to the ‘big question’ of the unit or sequence. c) Use icons to explain how knowledge links together
2. Visualising literacy and decoding vocabulary – defining and simplifying language
a) Use synonyms, visual images and definitions to help pupils to attach meaning to vocabulary and terminology.
b) Do not ‘dumb down’ language – this will deny pupils access to the subject discipline and its academic language
Curriculum Intent
Subject Intent Statement
Subject 5‐year Curriculum Overview
Component Scheme of Learning
Lesson PowerPoint/Resources
Every element of planning flows from the principles
in our ‘Whole‐school Curriculum Intent (see page
1). All teachers should know and understand these
pillars.
Each subject has a statement outlining the
content choices and sequencing choices that
have been made in that subject. All teachers
should know and understand their subject
intent statement.
The 5‐year overview table outlines the topics
that are studied across the 5‐year student
journey. All lessons must follow this topic order.
Each (component) has a scheme of learning
listing exactly what knowledge needs to be
mastered in each chunk (component).
Teachers should actively use this.
Lesson resources are based on the
Composite Scheme of Learning.
c) Embed vocabulary through modelling, use and reinforcement. Check regularly that pupils understand meaning in context. Simple definition alone is rarely effective.
d) 6 step vocabulary
3. Visuals and dual coding
a) Use images to support students’ understanding of knowledge and ideas. This is not simply using clip‐art liberally (this can distract and reduce focus on content).
b) Images must be meaningful and support with making sense of and remembering key knowledge. c) Live construction of diagrams/models/images to show the process at the same time
4. Small steps/scaffolding
a) Breaking down learning into small steps is an essential element of teaching for mastery. b) Create a series of tight loops of new content, practice, check and feedback. Pupils need to think hard to
make meaning and remember. c) Use suitable scaffolding to support pupils who need support to access the same content. Do not dumb down
content. d) Support each stage with visuals and show how the visuals connect together
5. Assessing knowledge/checking for understanding
a) Use a range of strategies to check understanding and gather feedback: closed statements; True and False/ Justify why questions; show me/tell me strategies and so on.
b) Ask students to explain how the ‘lesson question’ fits within the knowledge of the ‘big question’. c) Fading forwards and fading backwards
CPE Symbols:
Key reading to support the CPEs:
1. Positioning in a sequence https://teacherhead.com/2020/01/05/schema‐building‐a‐blend‐of‐experiences‐and‐retrieval‐modes‐make‐for‐deep‐learning/
2. Decoding Vocabulary – defining and simplifying language https://medium.com/solomonkingsnorth/reading‐comprehension‐a‐new‐approach‐570d39ffac79 http://www.helpprogram.net/THE%20IMPORTANCE%20OF%20ACADEMIC%20LANGUAGE%20in%20Achieving%20Content%20Area%20Mastery.pdf
3. Visuals and dual coding https://theeffortfuleducator.com/2017/02/07/dual‐coding‐in‐the‐classroom/ https://teacherofsci.com/dual‐coding‐theory/
4. Small steps/scaffolding https://www.edutopia.org/blog/scaffolding‐lessons‐six‐strategies‐rebecca‐alber https://www.teachermagazine.com.au/articles/the‐importance‐of‐instructional‐scaffolding
5. Assessing knowledge/checking for understanding https://paulgmoss.com/2017/12/19/retrieval‐practice‐really‐works/ https://www.edutopia.org/article/7‐smart‐fast‐ways‐do‐formative‐assessment
CPE Lesson structure and format:
CPE Compliance checklist:
CPE / lesson part Beginning part of lesson Middle part of lesson End part of lesson
CPE 1: Positioning in a sequence
‘Lesson question’ shared The ‘lesson question’ is set in context of ‘big question’
Pupils’ previous learning is linked to current lesson content
Retrieval/recall activity used.
Teacher makes link between content/activity and lesson question
Teacher makes link between previous learning and learning in the lesson
Teacher refers to ‘lesson question’ when reviewing learning in the lesson.
Teacher sets the scene for future learning (‘our next lesson will build on this by….’)
CPE 2: Decoding and visualising vocabulary
Key vocabulary is displayed Teacher draws attention to the key vocabulary
Vocabulary is used in instructions and discussion with the class.
Key vocabulary is displayed Teacher highlights key vocabulary where appropriate during the lesson
Vocabulary is used in instructions and discussion with the class.
Teacher checks the understanding of key vocabulary
Teacher refers back to the key vocabulary
Teacher checks the understanding of key vocabulary
CPE 3: Using visuals and dual coding
Teacher uses images to support learningin the lesson, including the key vocabulary
Images are used to support the understanding of key vocabulary.
Teacher uses images to support learning in the lesson, including the key vocabulary
Images are used to visualise process, thought‐tracking and inference.
Images are used to support the understanding of key vocabulary
Teacher uses images to support a review of the learning in the lesson
CPE 4: Small steps/scaffolding
Teacher’s planning includes breaking learning into small steps
Key vocabulary is decoded. Knowledge is highlighted and chunked. Pupils have an awareness of how the small steps will fit together.
Learning is broken into smaller steps Pupils have opportunity to practice learning in each step
Teacher checks pupils’ understanding at each step
Pupils have an awareness of how the small steps will fit together.
Teacher enables pupils to review their learning in the lesson
Review of lesson includes practice of smaller steps
CPE 5: Knowledge and understanding
Teacher sets out the knowledge/skills to be learned in the lesson
Teacher makes clear how and when errors and misconceptions will be addressed.
Teacher makes clear the knowledge pupils must learn.
Teacher assesses pupils’ learning regularly, and after each ‘small step’.
Teacher acts on feedback from pupils.
Teacher provides an opportunity for pupils to review and demonstrate their learning and how it has been consolidated.
Teacher acts on feedback from pupils.
CPE Quality indicators:
CPE 1: Positioning in a sequence
CPE 2: Decoding vocabulary
CPE 3: Using visuals and dual coding
CPE 4: Small steps of learning/scaffolding
CPE 5: Knowledge and understanding
Needs improvement
Some attempt made to make links to previous learning.
Lesson question and/or big question are used, but lack clarity or relevance.
Recall/retrieval is ineffective. Gaps are not identified effectively, pupils’ responses are not used well enough.
Key vocabulary is displayed, but the support to help pupils make meaning is weak.
Pupils’ understanding is rarely checked or reinforced.
Vocabulary is unnecessarily simplified; important domain language is omitted or diluted.
The use of images detracts from the lesson content (e.g. overuse of clip‐art)
Images/visuals are confusing or poorly chosen.
Images/visuals do not help most pupils to understand and remember key content.
Learning is not ‘chunked’ effectively.
Cycle of ‘new content, practice/apply, check’ is ineffective e.g. activities are poorly matched to content, or checks on learning are weak.
Lower‐attaining and SEN pupils are not provided with support, or the support is ineffective.
The knowledge to be learned is not made clear or explicit enough.
Assessment does not check if pupils have grasped key content/concepts.
Lesson review does not consolidate learning or identify gaps effectively.
Pupils’ understanding of the ‘lesson question’ is not checked.
Effective Links to previous/future learning are made clear.
The lesson question is clear and precise and is set in the overall ‘big question’.
Retrieval/recall is effective in consolidating learning and fluency, or identifying gaps.
Teaching is adapted to pupils’ responses from a retrieval/recall activity.
Teaching highlights the key vocabulary effectively.
Teaching helps pupils to make meaning, and to understand vocabulary in context.
Teaching emphasises and models domain language.
A range of approaches are used to help pupils make meaning.
Teaching checks pupils’ understanding of vocab.
The use of images/visuals supports key knowledge, ideas and concepts.
The images do not detract or distract from learning.
The images/visuals are carefully chosen and used judiciously and well.
Where appropriate, ‘live’ modelling using images/diagrams is effective.
Learning is clearly chunked into smaller episodes to facilitate mastery.
The cycle of ‘new content, practice/apply, check’ is effective in helping almost all pupils to succeed.
Appropriate scaffolding is used to help all pupils access the curriculum, which enables SEN pupils to be successful.
Knowledge to be learned is explicit and clear.
Assessment checks that most pupils have learned key knowledge, skills and concepts.
Lesson review consolidates the key learning, including links to prior knowledge.
Teaching helps pupils to understand and answer the ‘lesson question’.
Highly effective Strong links are made to
previous/future learning.
The lesson and big questions
are used very well to frame
the lesson content.
Retrieval/recall is very
effective in consolidating
learning and fluency, or
identifying gaps.
Teaching responds highly effectively to pupils’ feedback from retrieval.
Teaching ensures pupils understand demanding vocabulary well.
The use and application of domain language in context is very strong.
Teaching uses a range of approaches (eg images, similes, definitions etc) to help pupils make meaning and to remember long‐term.
Teaching regularly checks that pupils know and can recall key vocabulary.
The use of images/visuals is highly effective in support of key knowledge, ideas and concepts.
The images/visuals are very well chosen and reinforce learning very effectively.
Where appropriate, ‘live’ modelling using images/diagrams is highly effective.
Teachers use images and visuals to secure pupils’ long‐term learning.
Learning is precisely chunked leading to mastery of content.
The cycle of ‘new content, practice/apply, check’ is very effective in helping all pupils to succeed.
Scaffolding is thoughtfully and insightfully used. It is carefully ‘faded out’ when appropriate to ensure all pupils are expected to ‘think hard’ and develop independence.
Knowledge to be learned is very explicit and clear.
Assessment checks that pupils have learned key knowledge, skills and concepts. Feedback from pupils is used very effectively.
Lesson review reinforces the key learning very well.
Teaching ensures pupils learn very well. Existing knowledge is built on and extended very effectively.
Quality First Teaching (QFT):
Purpose:
‐ To ensure academic success is one of our key priorities and take great pride in creating lessons that are
personalised and ensure progress.
‐ To promote and equip teachers and support staff with various styles of teaching strategies that emphasise
high quality, inclusive teaching for all pupils in a class.
‐ To minimise underachievement in all learners.
If students are happy, safe and supported they flourish throughout their education and will achieve their personal
best.
The National strategy focusses on Three waves of intervention:
1. Quality First Teaching (QFT) ‐ planning of well‐sequenced and
manageable lessons coupled with effective pedagogical choices,
effective and robust assessment for learning – which is used to
change instruction so all learners can achieve as the first step in
reducing underachievement. This requires high‐quality, inclusive
teaching supported by whole‐school policies and frameworks that
are clearly targeted at all pupils’ needs and prior learning.
2. Additional interventions – to be delivered alongside QFT for
students to provide additional, time‐limited intervention strategies
designed to accelerate learning for particular groups that are expected to catch up or exceed the performance of
their peers as a result.
3. Personalised interventions ‐ for students who require more support than wave 2. It is a personalised intervention
to really help those learners struggling to keep up and to narrow the attainment gap.
The main areas of need include: Strategies to use for QFT
1. Communication and Interaction
Highly focused lesson design with sharp objectives Outcomes modelled and demonstrated Clear classroom organisation and structures Clear unambiguous use of language Opportunities to work independently without interruption Time provided for pupils to process language Teacher able to access and employ method of communication appropriate to pupils’ need Clear and simple instructions
2. Cognition and Learning
Scaffolded curriculum Reading material accessible to students Students can present knowledge in a variety of ways Assessment for learning concepts‐ pupils are aware of the next steps in learning and how to achieve them Accessibility to personalised learning aids such as word banks, number lines etc. Collaborative working opportunities Repetition and reinforcement of skills Multi‐sensory approaches to learning Methods to summarise and highlight key teaching points Questions scaffolded in accordance to level of understanding and emotional needs Interactive learning opportunities as appropriate Teaching adapted to a range of learning preferences
3. Social, Emotional and Mental Health
Tactile sensory objects to calm students Time out arrangement Understanding of methods to motivate a range of learners Recognition of sensory needs and appropriate adjustments made Positive regular communication with parents Clear rewards and sanctions Consistent use of positive language Range of opportunities to support social and emotional development Class and school medication strategies Clear and understood behaviour policy
4. Sensory and/or physical
Environmental adaptations to suit cohort or individual pupils Access to equipment to ensure mobility Awareness of seating positions to take into account sensory difficulty Adaptations of resources to ensure accessibility Access to developmentally appropriate materials and resources Adaptations to presentation of learning Effective use of resources and technology
Additional strategies to use:
1. Small Step Planning
2. Plan for Error
3. Assessment for Learning
Strategies
4. Manipulatives and
Representatives
5. Metacognition and Modelling
6. Explicit Teaching of Mathematical
Vocabulary
7. Examples and Non‐Examples
8. Ensure 100% Participation
9. Purposeful Practice
10. (Pedagogical) Content Knowledge
Please refer to this website for more
information on each additional strategy
above:
https://thirdspacelearning.com/blog/quali
ty‐first‐teaching/
CPD
We will develop our staff during our Thursday afternoon training sessions. Inclusive quality first teaching is at the
heart of what we do, so it is imperative that our staff members are provided with the tools to really understand how
our students learn and the most effective strategies to use for success. SEND specific CPD will take place on Monday
afternoons linking to the 5 CPEs.
Student example
Teaching folders:
All teaching and teaching support staff will be provided with a QFT folder that will provide further information for
you to improve as a practitioner. These folders will contain seating plans, strategies including scaffolding;
interventions, and CPD/pedagogical research information; data to inform planning for your classes, assessment
calendar, safeguarding, behaviour policy etc.
Seating plans:
All data to inform planning for your classes can be found on PAM. All seating plans must replicate your classroom
and include the following: student name, reading age (where available), PP, KS2/Prior attainment data, SEND and
EAL information.
Example:
Assessment at City Heights
At City Heights we use different types of assessment to judge whether our students have mastered the content that
has been taught and to inform future schemes of work/style of teaching.
Summative Assessments
Our students sit summative assessments three times a year; in Autumn 2, Spring 2 and Summer 2. Our Year 11
students sit Mock Exams in the Autumn and Spring Terms. Data deadlines are listed below:
Summative assessments are planned with the following principles in mind:
1. Each question is explicitly linked to an objective/key question from the unit of work we are assessing. This
will enable staff to make a valid judgment around 'to what extent have the aims of the curriculum been
learnt/mastered' and will also allow for quick identification of topics for re‐teach.
2. Students/staff complete a QLA‐style sheet and will retain a copy so that parents/carers can clearly see where
their child should focus to improve.
3. Section A is a set of 1 mark, knowledge‐recall questions. These can be multiple choice, but, should rely on
nothing other than simple recall of knowledge.
4. Section B is a set of extended answer questions. The format of these can change subject‐to‐subject.
5. Where appropriate, an assessment should end with Section C ‐ long‐answer question(s).
‘Review Weeks’ after each summative assessment allow teachers to re‐teach topics that have not been mastered.
This allowed students to access and master content in subsequent terms.
Data will be entered directly into PAM. Staff will enter a 1‐4 ‘curriculum snapshot’ grade based on the following
criteria:
Grade 1 ‐ Excellent level of mastery demonstrated; very few gaps in knowledge and key skills
Grade 2 ‐ Good level of mastery demonstrated but; small number of gaps in knowledge and key skills
Grade 3 ‐ Below expected levels of mastery demonstrated; a number of gaps in knowledge and key skills
Grade 4 ‐ No mastery of knowledge and key skills demonstrated
‘Learning conversations’ will take place between teachers and leaders before each data drop to evaluate the grades
that have been awarded to students and the evidence that influenced this decision.
Formative Assessments
Twice a half‐term students will sit formative assessments; these will provide teachers and students with information
as to what has been mastered, what needs to be re‐taught and how students can improve their understanding
before the summative assessment at the end of the term.
Low‐Stakes Assessments
Each lesson should begin with a low‐stakes assessment to consolidate learning from previous lessons. Teachers
should use outcomes to inform future planning. Different low‐stakes assessment techniques (e.g. mini‐whiteboard
quizzes) should be utilised during a lesson to judge understanding.
Baseline Data
A range of baseline data is available on our students; this data should be used to inform seating plans, scaffolding,
challenge, etc. Baseline data can be accessed on PAM or SIMS mark sheets and should be visible on seating
plans/context sheets (to be included in teaching folders).
The 3R’s – Behaviour for learning
Purpose: As the core pedagogical elements are expectations for teachers’ practice, the 3Rs are the articulation of the expectations that students are set with regard to their attitude to learning. This is a decisive shift away from CH6 which blurred teacher and student roles. The 3Rs instead are aimed to at students and enforced by teachers. This is an initiative to encourage students to develop self‐regulation and to move towards owning their own learning.
City Heights Exercise book
Purpose:
‐ A student’s exercise book is an integral part of their learning. It can serve as an excellent revision resource and it
trains students in the importance of presentation, high expectations, professionalism and organisation. It also great
evidence to the student (and information for the teacher) of their learning over time.
Non‐negotiables:
‐ Title on the top line on the left hand side of the page. Underlined.
‐ Date on the top line on the right hand side of the page. Underlined.
‐ All sheets neatly stuck in.
‐ All self and peer assessment in green pen (students are required to bring a green pen).
‐ All teacher‐marking in red pen.
‐ All graphs/drawings/tables completed in pencil and with a ruler.
‐ All writing completed in black or blue pen.
‐ The literacy codes sheet should be stuck in to the front or back of the exercise book.
‐ Students should not be allowed to write/graffiti on the front of their exercise book.
Literacy at City Heights E‐ACT Academy
At City Heights we believe literacy underpins all our student’s success. We serve a community who live in literacy poverty and therefore, have a responsibility to close the gap.
Our approach to literacy has three strands: 1. An effective catch‐up programme for those who have significant literacy gaps and enter secondary school with low reading ages. 2. A culture of whole school reading and promotion of reading in every classroom and tutor room. 3. A systematic and consistent approach to literacy in every classroom. 4.
Fundamentally we believe that: Students should have access to high quality, difficult texts Students should be exposed to as much non‐fiction reading as possible All students should read aloud Students should speak in full sentences in classrooms Students should write purposefully for as long as possible and as frequently as possible
In order to promote literacy and enhance the literacy skills of our students we expect the following strategies to be used in classrooms:
Purposeful Accountable Reading: This is a strategy you can read more about in Doug Lemov’s “Reading Reconsidered” All students are expected to follow when a text is being read The teacher will randomly call on students to read and they are expected to be able to pick up The teacher may also randomly ask students what has just been read or to decode a word. Teachers should not ask for volunteers when reading a text aloud or expect students to read alone in silence. Teachers should anticipate difficult parts of the text and read them to the students modelling pronunciation and explaining meaning. The transition between readers should be very quick: “pick up …" and teachers should thank and praise readers at the end of the reading. Six Step Explicit Vocabulary Instruction: Every lesson should feature one tier two or subject specific vocabulary word for students to engage with. The word should be introduced using the CHEA Vocab Template slide. The six steps are:
1. introduce the word (and it’s word class: noun, verb, adjective, adverb); 2. Place the word in a sentence which maybe familiar to the students; 3. Define the word in a student friendly way (use Cambridge Learner’s Dictionary) 4. Get students to say the word aloud in unison 5. Place the word in a sentence in the context of the lesson or an academic context 6. Get students to use the word in their own sentence.
The definition of the word and the word in the context sentence should both be copied into the students' exercise books. Teachers should know which words have been introduced with each class and should encourage and actively praise future use of the words, in other words, they should not be bolt‐on or one offs. Best practice is to make a display of words so each class has a visual reminder on entering the classroom.
In order to promote literacy and enhance the love of reading we expect the following strategies to be used in tutor rooms:
Students should be reading silently during every morning tutor session or activities in line with the tutor programme Tutors should be circulating and engaging with students’ reading Over time tutors should begin to know and understand the reading levels and habits of their tutor groups (for Years 7‐9 this information will be provided by the Librarian) Tutors should notice if students are not changing their books regularly and engage tutees in a discussion about the importance of reading Tutors should, at appropriate times, share and talk about their reading journey and their reading habits Tutors should always talk positively about the benefits of reading while acknowledging that it might sometimes be a struggle
Homework at City Heights E‐ACT Academy
Purpose:
Homework is an integral part of education. It promotes students’ self‐discipline and personal responsibility for
learning and organisation. It reinforces work in class and secures knowledge whilst giving students the opportunity
to practice and refine skills.
Non‐negotiables:
‐ All students should receive one piece of homework per subject per week.
‐ All student homework should be checked for completion.
‐ All students who do not complete their homework should be given a detention according to the behaviour policy.
All students should be given a copy of the homework for the whole half‐term at the beginning of the half‐term on
the template provided.
‐ Homework should be accessible to all students.
‐ Homework should be explained clearly to students so that they know what they need to do and how the work will
be assessed.
‐ Homework should either involving students practising using knowledge already learnt in class or preparing for
knowledge that will be learnt in class.
Homework Types:
Type Appropriate Examples ✓ Inappropriate Examples ✗ How this is assessed/checked
Preparing ‐ Learn spellings, definitions, translations, lines from a script etc. ‐ Create flashcards from a particular section of the knowledge booklet. ‐ Reading a text/watching a video which introduces the topic and writing a summary.
‐ Research projects (unless research sources given by teacher). ‐ Creating a title‐page.
‐ Low stakes testing in class. ‐ Checking correct creation of flashcards.
Practising ‐ Completing an exam question. ‐ Completing a Quizlet or Google Forms quiz. ‐ Completing a set of short‐answer knowledge recall questions. ‐ Complete a past paper. ‐ Redraft a piece of work. ‐ Planning out an essay which will be completed in class.
‐ Word searches ‐ Posters
‐ Peer/Teacher Marking. ‐ Checking completion of task.
Feedback at City Heights E‐ACT Academy
Purpose:
‐ To gain an understanding of which areas of the curriculum students have mastered and which require re‐teaching.
‐ To ensure that subsequent planning capitalises on what learners know and addresses misconceptions or gaps in
knowledge.
‐ To inform students of their own mastery of the curriculum so that they actively seek to develop their
understanding with the support of teacher guidance.
Why do we talk about feedback instead of marking?
Extract from Dylan Wiliam’s Embedded Formative Assessment:
“I remember talking to a middle school student who was looking at the feedback his teacher had given him on a
science assignment. The teacher had written, “You need to be more systematic in planning your scientific inquiries.” I
asked the student what that meant to him, and he said, “I don’t know. If I knew how to be more systematic, I would
have been more systematic the first time.” This kind of feedback is accurate — it is describing what needs to happen
— but it is not helpful because the learner does not know how to use the feedback to improve. It is rather like telling
an unsuccessful comedian to be funnier — accurate, but not particularly helpful, advice.”
Non‐written Feedback:
A fundamental aspect of all lessons is the consistent use of a range of formative assessment strategies. Formative
assessment generates diagnostic feedback and is never graded. Here are some examples:
‐ Low Stakes Tests
‐ Mini‐quizzes within the lesson to check for understanding (e.g. using mini‐whiteboards).
‐ Cold‐calling
‐ Verbal feedback given to students as you circulate the room checking work.
‐ Exit Tickets
Written Feedback Non‐negotiables:
‐ Written formative feedback should be present in books at least once every 8 lessons for Core Subject and once
every 5 lessons for non‐core subjects (as a minimum).
‐ There is no requirement to mark all student work although teachers should regularly check exercise books for
misconceptions.
‐ There should be no ‘tick and flick’ or acknowledgement marking in books.
‐ All exam questions which are not teacher‐marked should be self‐ or peer‐assessed in green pen or assessed using
your visualiser (with your comments written down by the student in green pen).
‘Written formative‐feedback’ at City Heights (as directed by FAP)
(1) Choose one piece of extended work within the exercise book.
(2) Use your green highlighter to highlight strengths.
(3) Use your pink highlighter to highlight areas that need redrafting.
(4) Make 2/3 literacy corrections in the margin – focussing on your domain‐specific tier‐3 words.
(5) Write up a list of the reasons (and/or a success criteria) that you used your pink highlighter onto a PowerPoint
slide.
(6) In lesson, display the powerpoint slide and ask students to (i) read their work, (ii) decide which of the reasons
relates to their work, (iii) redraft the pink highlighted section of their work in green pen (iv) complete a new task
based on your feedback (e.g. model answer to improve, different exam question) and (v) correct their literacy
mistakes in green.
Note: To scaffold for some pupils, you may want to put a symbol next to their pink and also one on the slide, so that
they don’t need to work out which target is relevant to them.
Marking Example:
Literacy corrections using the
literacy marking codes.
Redrafted work
PINK IS THINK. You may also circle
a section to be redrafted.
GREEN IS GOOD
Symbol for scaffolding
for some pupils
Example of the PowerPoint Slide:
https://drive.google.com/file/d/1WIv0tmpYV048YGInxKLvlor4QvlVcbtM/view?usp=sharing
Re‐active Re‐teaching:
Assessment (whether written or not) should be followed by some change in your planning/teaching:
‐ If students have mastered the content, the you should move on to the deeper knowledge set out in the Scheme of
Learning.
‐ If students, haven’t mastered the content you should re‐teach that topics providing further scaffolding until
students have mastered it.
‐ Your assessment should also lead to changes in your planning for the next composite/component and changes to
how you plan to teach that composite the following year.
‐ You should even be reacting in this way during the lesson as your assessing student understanding during cold‐
calling/mini‐quizzes etc.
Literacy marking codes
Literacy errors Code What should the teacher do? What should the student do? (green pen)
Capital letter missing C Circle it. Write C in margin. Correct it.
Spelling error Sp Write SP next to incorrectly spelt words.
Write out the word and use it in a sentence.
Inaccurate punctuation
P Circle it. Write P where the inaccuracy is.
Add the correct punctuation.
Missing word ^ Put ^ where the missing word should be.
Go back and add the missing word.
Sentence is unclear / grammatical mistake
~~~ Underline the error. Write out the sentence so it makes sense.
New paragraph // Use code where the error is. Reflect on why. Respond.
Clear student instructions.
Symbols for scaffolding for
some students.
Each target tell students what to do
in their books.
New task based on feedback. You
may have more than one.
Classroom environment at City Heights E‐ACT Academy
“One unrepaired broken window is a signal that no one cares, and so breaking more windows costs nothing.” Kelling
and Wilson, 1982.
Purpose:
‐ We must model key character traits of professionalism, organisation and pride to our students in the environment
in which they learn.
‐ Research evidence shows that messy classrooms have a detrimental impact on student performance (Plank et. al.,
2009)
Non‐negotiables:
‐ All display boards should be neat and tidy (with no broken borders or backing paper).
‐ All display boards should be up‐to‐date (not containing student work/information which is not relevant to current
students)
‐ Anything on display boards should be laminated.
‐ All teacher’s desks must be neat, tidy and clear.
‐ Classrooms should not contain exercise book piles from previous years.
‐ Classrooms shelving should be neat and tidy and not cluttered.
‐ Whiteboards should be regularly cleaned.
‐ No desks/walls should contain graffiti – this should be reported to your Faculty lead and to the site team.
‐ No rooms should have broken blinds/shelves/desks/chairs – this should be reported to your Faculty lead and to the
site team.
Ideas for display boards:
(1) Celebrating student work. Needs to be high‐quality work which follows the City Heights’ exercise book principles
(see page above). Needs to be marked and annotated to show what they have done well.
How to:
‐ Select high‐quality student work.
‐ Annotate it to show what makes it good.
‐ Print it onto A3. Laminate it.
‐ Here is a title banner you can print and laminate:
https://eact661.sharepoint.com/:p:/s/CHEACurriculum/EW9bJZ6n0XtAuyg94GRCkuQBwgCfsGoeENU06HZKdIFfaw?e
=TAInbx
(2) Curriculum and Pedagogy Board.
How to:
‐ Here is a title banner you can print and laminate:
https://eact661.sharepoint.com/:p:/s/CHEACurriculum/EQG3Re9ZTcBOp73fd43iz4cBKubz2ebqY‐
OdZ69veziTDw?e=nvvZd8
‐ Here is the Whole School Intent Statement to print:
https://eact661.sharepoint.com/:w:/s/CHEACurriculum/EU6_IZ7‐
LpRInvnPP9cLBtEBbxQXHFxUL3RSgyqE_0KaJg?e=JT1rlu
‐ Print your 5‐year Curriculum Overview.
‐ Also attach relevant knowledge booklets/guides to the board.
‐ Also attach any relevant exam technique/exam guidance.
(3) Keywords. Use the subject‐specific vocabulary words that you have included in your Medium‐Term Plans. Define
the words, put the word is a sentence and give examples and non‐examples (in a similar way to the six‐step
vocabulary approach. Use simple pictures as a scaffolding technique (on PowerPoint, press ‘insert’ then ‘icons’ to
find simple pictures.
‐ Here is an example you can edit:
https://eact661.sharepoint.com/:p:/s/CHEACurriculum/EbLFJaktCmJFh7SYNmKqX2cBGTVd4gjRzn1oIPBMS4Wgrg?e=
Lzb1Nn
(4) Careers. Map out potential career options that are relevant to your subject area. See Rebecca Naish’s board for
inspiration.
Coaching at City Heights E‐ACT Academy
Purpose: Staff are supported to meet the high expectations as articulated through the CPE improvement framework through coaching for improvement. Instructional coaching is used to instrumentally improve teacher practice through the identification of small but high leverage action steps rooted in the expectations of the CPEs.
Coaching will quality assure the implementation of the curriculum and offer an insight into staff understanding of curriculum thinking. In order to evaluate teaching practice effectively, judgements will not be formed from solely observing staff performance through lesson delivery, instead there will be systematic cross‐examination of:
‐ How curriculum thinking manifests in lesson planning – how far powerful knowledge is planned for explicitly and effectively ‐ How lesson delivery and pedagogical strategies support the instruction of curriculum planning – how far students can access planning through teacher support ‐ How books reflect the learning journey of students – how far they have understood and learned the curriculum, how far students overcome misconceptions, and how far they can recall and connect learning over time ‐ How pupils vocalise their understanding and learning of the curriculum – how far they can articulate if they have achieved the curriculum intent and how far components have supported their knowledge in the subject What?
Instructional Coaching to develop and support staff to enhance their practice
The most effective coaches narrow the conversation to focus on the highest leverage “action steps” (and nothing
more)
The smaller & more precise the action step, the quicker the growth.
What makes a good action step?
o Highest Leverage
Will it make the teacher develop most quickly and effectively?
o Clear and measurable
Can anyone understand the action?
Can you easily measure if the teacher has made the change?
o Bite‐sized
If you can’t make the change in a week, it’s too big
An action step is clear if you can see it or hear it. Getting it right is half the battle.
The fastest way to grow or develop a skill:
See it. (unpick what has been seen, see the success)
Name it. (name the action step)
Do it. (practise the action step)
o Repeat until you’ve mastered it.
Transformative action steps name the what and the how.
So what?
FKO will lead coaching at the Academy.
Staff identified as coaches: DAE; FKO; DCO; KPA; SMA; KFR; RNA; RLE; NFE.
Staff will be categorised into:
o Coaching for excellence: accelerating mastery practice (optimising potential)
o Coaching for improvement: securing practice (tiny tweaks)
o Coaching for competence: supporting practice (key concerns)
Now what?
Quality assure the Curriculum
Train coaches in curriculum understanding and thinking
Enhance the evaluation of curriculum when analysing staff delivery
Review books to gauge a more precise understanding of students’ access to the curriculum
Engage with pupil voice to hear their understanding
Curriculum Planning Lesson Delivery Booklooks Pupil Voice
Positioning Learning CPE 1 Strategies
Visualising & Decoding Literacy
CPE 2 Strategies
Using Visuals and Dual Coding
CPE 3 Strategies
Small Steps Scaffolding
CPE 4 Strategies
Checking for Understanding CPE 5 Strategies
Big Question and Lesson Question
Low‐stakes/retrieval exercise with relevant prior knowledge
Hypothesis questions
Signposting
Visualising objectives as learning over time (flow diagrams)
Puzzle pieces (seeing this learning as a piece of the puzzle)
Images or diagrams with definitions
Replacing words with images to recall vocabulary
Relationships between vocabulary – flow diagrams
6 step vocabulary instruction
Live modelling – drawing and explaining at the same time
Completing diagrams or graphs live
Physical demonstrations with explicit instruction
Use of visuals to aid cognition
Use of animations to introduce images at different times
Use of colour
Chunk, chew, check
Breaking large chunks of text into smaller pieces
Fading forwards/fading backwards
Background knowledge first – social constructivism – attaching to something that they already know.
Effective talk – pre‐planned questions; pre‐planned analogies/ examples
Talk for writing
BUG – decoding exam questions
Building in time for thinking
Slow release method
Spot the difference
RAG checks (red/amber/green with matching answers on the board)
Thumbs up/ thumbs down (true and false)
Exit ticket
Compare and contrast
Action planning
Example Action steps
To use then, now, future signposting for how powerful knowledge is sequence and connects.
To ensure key knowledge is displayed throughout the lesson and refer back to this.
To use call and response to ensure that pupils are clear on the pronunciation and meaning of domain‐specific vocabulary.
To use six step vocabulary instruction for the word the powerful knowledge hinges
To use specific images for powerful knowledge and ask students to narrate how the image represents the powerful knowledge.
To use images to recall understanding of powerful
To use the slow release method for powerful knowledge, in a chunked digestible way.
To use pause points throughout the lesson to chunk key knowledge.
To ask students to
To use RAG sheets in planners for show‐me/tell‐me to understand students’ understanding.
To use no‐hands up questioning to check students’ understanding before students ‘chew’ the knowledge.
To use reflection points in the lesson so students can track how their understanding has developed.
upon most.
To replace key words with images to test students’ ability to recall meaning.
knowledge through image association.
To use an image/diagram and annotate it live before removing or mixing the annotations and asking students to correct it.
write themselves thinking questions to articulate how their understanding has developed over time.
To use mini‐white boards for close question responses so that you can check universal understanding.
