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Curriculum delivery

Class/subject teacher need to ensure that:

  • The instructions in the classroom are clear, concise and consistent; and longer instructions are broken down into smaller steps when required.

  • Expectations regarding behaviour and task completion in the classroom are clear and understood by the children/young people.

  • There is effective use of ICT resources and other classroom resources.

  • Children/young people who are meeting and exceeding classroom expectations are frequently noticed and praised, as appropriate to individual need. 

  • Adults in the classroom use praise that is specific and meaningful and is aimed at effort and learning behaviour rather than just achievement.

  • Teaching is delivered through:
    • Sequential skills that are linked to prior learning.

    • Using meaningful and useful tasks.

    • Ensuring children/young people in the class understand the purpose of the lesson and the desired outcome.

    • Teaching independent learning skills

    • Monitoring the level of support given to children/young people to ensure they have enough support to complete the task whilst not taking away the learning opportunity.

    • Practical and generalisable skills where possible.

    • Providing targeted marking and feedback on identified areas of need.

    • The effective use of peer support and grouping.

  • Regular feedback is given to children/young people on their learning and progress.

  • There are opportunities for flexible groupings and pairings and children/young people have access to positive and aspirational role models for their learning.

  • Inclusive strategies are ulitised, such as peer tutoring and co-operative learning.

  • Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based interventions.

  • Teaching resources are age appropriate, inclusive and relevant.

  • Homework is purposeful and encourages the generalisation of prior learning and is differentiated to ensure it can be completed independently at home.

  • There are opportunities for pupils to take responsibility within lessons, including involvement in goal setting.

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