1. Teaching & Learning LEARNERS How many are on board? How do you know? Progress & Learn PUBLISHING O. Inspector Engagement through Questioning A GUIDE TO L. Walk IS IT TYPICAL? Beyond Expected Progress HWGA Publishing L. Observation Marking & Feedback A. Teachers Workload W. Scrutiny CPD – Planning for Learning and Progress 23 rd September 2015

2. Lesson Planning – From September 2015 we are using a range of different lesson planning formats to suit the needs of our thinking and subject areas. The plans were designed after reading through the new Ofsted Framework which puts a greater emphasis on Differentiation, Assessment for Learning and Reading out loud. We have factored this into our new class overviews which will be used on a more regular basis. The lesson plans are part of the HWGA Learning Cycle, inspired by the Teep/Accelerated Cycle, which goes through 6 stages: 1.Learning Objectives & Success Criteria 2.Key Words and Definitions 3.Activating Learning 4.Constructing Learning (Learning Episodes) 5.Apply to Demonstrate 6.Review/Homework

3. Planning with the HWGA Learning Cycle. Sharing best practice of each step of a learning journey 1.To gain further knowledge of how learning takes shape across a lesson or series of lessons. 2.To understand how to structure lessons that capitalise on learning and progress. 3.To become more familiar with the HWGA learning cycle and how to complete an effective lesson plan on the Academy’s proformas. 1.To gain further knowledge of how learning takes shape across a lesson or series of lessons. 2.To understand how to structure lessons that capitalise on learning and progress. 3.To become more familiar with the HWGA learning cycle and how to complete an effective lesson plan on the Academy’s proformas. Success Criteria: Staff will have a guided session through each stage of the lesson planning process with opportunities to discuss, reflect and begin to plan in pairs. Collaborative planning will begin and carry on in pairs in department areas to share best practice and generate new ideas to engage learners.

4. Different ways of writing learning objectives. No one way is better than the other as long as they shape the lesson and show learners the purpose and intentions. WALT – We are learning to… (objective) WILF – What I’m Looking For… (success criteria) TIB – This is because… (context & purpose) Must, Should, Could… You will be able to… Knowledge, Understanding, Skill Learning objectives should build on knowledge, understanding and skills. The new framework for outstanding planning and delivery states - Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. WALT – we are learning to: ART: Mix primary, secondary and tertiary colours using water colours and apply to our landscape painting. English: Deconstruct the poem to explore the meaning and find the language skills used. Design: Generate a design plan from our brief using the key terminology to fit the exam board requirements. WAGOLL – What a good one looks like (Success Criteria)

6. Describe, Explain, Analyse, Evaluate are 4 command words that are used in many examinations. Students must know what each of them mean. Use Blooms Taxonomy – Active Verbs to support what each command word means. Key words can be subject specific vocabulary and command words used in questions and examinations Knowledge Describe, Define, Repeat, Identify, Label, Recall, State, Sort, Select, Find, Underline, Record Comprehension Explain, Compare, Classify, Calculate, Group, Solve, Match, Recognise, Discuss, Express, Report, Review, Translate Analysis Analyse, Calculate, Distinguish, Test, Inspect, Prioritise, Infer, Reason, Deconstruct, Debate, Question, Criticise, Examine EvaluationSummarise, Judge, Evaluate, Connect, Make Links, Appraise, Wider Comparisons, Assess, Set Targets, Critique, Revise, Rate

7. Learning outcomes can show progress throughout the lesson and challenge student thinking skills. You may start with learning facts (Knowledge/recall – lower level thinking) You may then ask students to explain why or how. (Comprehension stage of thinking) You may then ask students to compare and contrast. (Analysis stage of thinking) By the end of the lesson you will be able to recall three examples of sedimentary rock. By the end of the lesson you will be able to recall five new words to describe the weather in French. You will be able to explain the way metamorphic rock is formed. Explain how the verb ‘faire’ relates to the weather. You will be able to compare and contrast the rock cycle with the water cycle. Compose past/future tense statements based on your knowledge of ‘faire’

9. THE HOOK - New understanding and new levels of progress is essential to show learning has moved on. Consider VAK – stimulating all the senses, interest levels, motivating students to explore further. Starter activities, presentations, video clips, images, demonstrations, narrative, teacher explanation. This could be a Thinking Question that evaluates prior knowledge: Maths – How many questions can you create that give you the sum of 44? History – What would the world be like if Hitler wasn’t born? MFL – How many sentences can you create based on the topic of ‘Holidays’ in 5 minutes? Drama – Why do we need stage directions? This could be some teaching points that you must impart to the class in order for them to access the next steps in lesson. This could be them reviewing the marking and feedback you have done from the previous lesson. Giving students time to reflect, correct and improve.

10. Introducing a new text in A2 Drama & Theatre Studies. Activating learning & initial ideas through image boards and teacher questioning.

11. Construct the Learning (learning episodes) 1.Students to read through the different verses of the poem in table groups and highlight key words. Students encouraged to search for meanings in the dictionary. Once they have understood the extract they are asked to draw out the key points and create a list of no more than 5 bullet points to read out to the class and write in their books. 2.Students to share their knowledge of the whole poem table group by table group. When not presenting the rest of the class are to annotate the other verses of the full poem to share their understanding. 3.Teacher questioning links together the shared knowledge and extends understanding further. 4.Some groups to be stretched by making a list of language techniques used in the poem and begin to structure a verbal explanation using PEEL – Linking to a quote from the poem. Constructing Learning is the main planning task. The learning journey should build from knowledge to understanding so that students can progress. Students must be taught how to access content through skills such as skimming & scanning, column method, role-play, research, presentation etc.

13. How do you know that they know? How do you know that they understand and can apply their new understanding to a different context? Have they met the objectives? How do you know? Who hasn’t and what will you plan for the next step in learning? What didn’t they understand? How will you address these teaching points in the next session? What in class intervention do you need to do? Question me, show me, tell me, test me, mark my work, present it to me, apply it to a different set of content, put it in your own words, create it, display it… Ofsted says: Teachers identify and support any pupil who is falling behind and enable almost all to catch up. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support. Question me, show me, tell me, test me, mark my work, present it to me, apply it to a different set of content, put it in your own words, create it, display it… Ofsted says: Teachers identify and support any pupil who is falling behind and enable almost all to catch up. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

15. During the review it is important to plan to reflect on what has been learnt as well as the process of learning. Reviews should happen throughout the lesson not just at the end. It is good practice to plan in particular tasks to check understanding and review progress. The use of questioning is essential to reveal who has learnt what. It is important for students to feel that they have succeeded at the end of their lesson or a series of lessons. Going back to the lesson objectives is the success criteria of the lesson. Ofsted framework says - Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come. 1.Consolidate learning – Questions, Tests, further reading, research, writing explanations, working on next steps. 2.Deepens understanding – further activities to apply knowledge in a new format. 3.Prepares students for work to come – researching new areas ready to use in the next lesson.