Teaching & Learning Strategy 2022-2023

Teaching and Learning

Vision

Students at EDA receive quality first teaching where they are all empowered to achieve, learn and be the best they can be. Classroom environments at EDA are challenging and engaging. Teachers at EDA enthuse and motivate students as well as equipping them for the world outside education.

T&L Strategy 22-23

  • Learning Starts in 60 seconds Recall/Retrieval Practice
  • Academy template (including effective LOL throughout lesson)
  • Teach to the top – scaffold down, using effective resources or support including effective and appropriate use of LSAs
  • Frequent, meaningful application
  • AfL strategies (e.g. questioning/live feedback/whole class feedback) used effectively to systematically check and identify misconceptions

EDA Elements of Excellence

Lesson planning/structure and resources
·         Seating plan and class profile evident.

·         EDA T&L Strategy is used:

Ø  Learning Starts in 60 seconds Recall/Retrieval Practice

Ø  Academy template (including effective LOL throughout lesson)

Ø  Teach to the top – scaffold down, using effective resources or support including effective and appropriate use of LSAs

Ø  Frequent, meaningful application

Ø  AfL strategies (e.g. questioning/live feedback/whole class feedback) used effectively to systematically check and identify misconceptions

·         Lesson is well planned.

·         Lesson time is used effectively (learning starts in 60 seconds/starter is succinct) and the lesson is well structured.

·         Lessons promote a love of learning.

·         Resources are distributed effectively so learning time is not lost (no longer than 90 seconds).

Behaviour and Learning Environment
·         The Academy behaviour system is used effectively (level 1, 2 etc given out appropriately).

·         The environment is engaging, stimulating, calm and orderly.

·         Effective routines are evident, including beginnings and ends of lessons.

·         The highest of expectations (focused attention, tracking the teacher and empty hands when the teacher is talking) are evident at all times.

Delivery
·         Good subject knowledge is evident with subject information presented clearly.

·         Student work is challenging and clearly links to the curriculum delivery plan as identified by ML.

·         Oracy focus is implemented and students are encouraged to take part in discursive activities.

·         The PP non-negotiables are evident (questions/learning conversations).

·         Silence is expected for independent working tasks to maximise learning.

·         Once students are working, teacher circulates to check presentation standards, complete live feedback and address any whole class misconceptions.

Assessment
·         Checking for understanding and addressing of misconceptions is thorough and considers the needs to individual students.

·         Questioning is probing and targeted.

·         Questioning establishes what students are thinking (why did you think that?).

·         Students are encouraged to consider or discuss answers before cold calling.

·         Students are encouraged to use the Language of Learning when answering questions.

·         A variety of methods are used to assess students formatively e.g. whole class feedback, mini whiteboards etc.

·         Students are given regular feedback in line with Academy expectations.

·         Student work is completed in line with Academy presentation expectations.

·         Student work in books is thorough and complete.

Adaptive Teaching
·         Good knowledge of the individual needs of students is evident.

·         Activities are varied suitably to meet the needs of all students.

·         Differentiation is appropriate, with a range of strategies used.

·         LSAs are clearly planned for and used to ensure teaching of SEND students in maximised.
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