Ormiston SWB lessons are challenging, active and foster a desire for excellence. We are all reflective learners who demonstrate a constant thirst for knowledge.

High Expectations Modelling Feedback Challenge The requirements of expert teaching… High Expectations Modelling So that students understand what good looks like and have the ability to apply skills Feedback So that students can think about and further develop their knowledge and skills So the students and staff have high expectations of what they can achieve Challenge Clear Learning Journey

Why? So that staff and students have a clear understanding of the purpose of their learning over time. Clear Learning Journey

How? 3 simple questions… Where do we want to be? How do we get there? Where are we now? How do we get there? Where do we want to be? (END) Clear Learning Journey

A year. A term. 6 lessons. A single lesson. Where are we now? Where do we want to be? (END) How do we get there? Clear Learning Journey

INTRODUCING/CONSOLIDATING LEARNING An Ormiston SWBA Lesson: 4 Phases READY TO LEARN Meet and greet. Engagement activity recapping previous learning. Share Learning journey, Lesson Outcomes & Literacy focus (must be displayed). Where are we now? INTRODUCING/CONSOLIDATING LEARNING Deepen subject knowledge Explanation Verbal Modelling Written Modelling Active learning Application of learning through planned activities. Identify misconceptions and be responsive. DEMONSTRATE LEARNING How do we get there? REVIEW LEARNING Reflect on lesson against outcomes. Refer back to learning journey – inform future planning. Purposeful homework. Where do we want to be? (END) CHALLENGE MODELLING FEEDBACK

Restrictive? Example 1 Demonstration heavy phase in a practical lesson. Example 2 Activate Learning heavy phase in when introducing a new topic Example 3 Ready to learn phase heavy when completing an improvement phase

3 simple questions… Where do we want to be? How do we get there? Where are we now? How do we get there? Where do we want to be? (END) Clear Learning Journey

High Expectations Modelling Feedback Challenge The requirements of expert teaching… High Expectations Modelling So that students understand what good looks like and have the ability to apply skills Feedback So that students can think about and further develop their knowledge and skills So the students and staff have high expectations of what they can achieve Challenge Clear Learning Journey

High Expectations WHY? WHAT? HOW? Consistency – Better for everyone! JUST DO IT ‘non-negotiables’ list. Enable learning to flourish. HOW? Clear Message and Expectations. Regular M&E challenging adherence. Every Minute Day in Day Out

Staff Non Negotiables in simple terms… ASPIRE Uniform Pride in work RESPECT Respect Appropriate Rewards and Sanctions. ENGAGE On doors Ready to Learn. Learning Journey ACHIEVE Challenge Feedback Homework

What we will expect from students… ASPIRE Students look smart, in correct uniform at all times. Show pride in your work. RESPECT Show respect to all and follow staff instructions first time. Be punctual to lessons and get to work quickly. ENGAGE Work hard to make good progress. Have a good Attitude to Learning. ACHIEVE Know your strengths and know how to improve. Work well independently, including completing homework on time.

As a result in lessons we will see…. Visible Learning Journey and Outcomes – shared with students. Staff and students can answer the following (for anytime scale)… Where are we now? Staff who are confidently challenging students. Motivated students actively engaged in working towards their end point. Over time this would lead to a thirst for knowledge. Where are we now? Where do we want to be? (END) How do we get there?

AS DEPARTMENTS/FACULTIES Voluntary CPD programme Whole school CPD on challenge, questioning, active learning Introduction (4th/5th September) Shared overview - presentation & T&L Handbook. Modelled examples – Learning Journeys, Outcomes, Lesson Plans. Bespoke CPD for departments with your LP/ALP Where are we now? All SEPT: Subject Planning & Development Sessions CYCLE 1: Modelling in your subject CYCLE 2: CYCLE 3: Evaluating Schemes of Learning and their impact in the classroom. VCPD: Tuesday Lunchtime Coaching: 1 x 15minute session weekly Bespoke CPD for departments & individuals Links with other OAT Academies New staff induction How do we get there? Challenging and active lessons that foster a desire for excellence through reflective staff AS DEPARTMENTS/FACULTIES And then as a school Where do we want to be? End Point CPD

WHY? CPD REDUCE WORKLOAD YOUR SUBJECT BESPOKE Within the context of your subject New exam specifications, exam updates and exam reports DDI Sharing best practice Share and model how to use modelling, challenge and feedback Talk to each other! Flexible Appropriate Using M&E CPD

T&L Focus 2017-18 Clear Learning Journey High expectations every minute, day in, day out. Modelling what good looks like. Where are we now? How do we get there? Where do we want to be? (END)