Improved student oracy Teaching strategy Teaching and learning strategies CPD and on A Review termly as “Thinking evident in classrooms. Hard” - Teachers improve to develop and express depth of Hard’ teaching Galletly part of ongoing ‘Thinking students’ levels of and understanding in response to and learning strategy and V Hall review of PP literacy in lessons by giving challenges of new curricula and on form-time oracy M strategy. ‘Voice’ varied and challenging examination reform. programme. Brailsford opportunities to discuss By improving opportunities for Time allocated in responses to questions student talk in the classroom, all Department and House before writing them down. students, including disadvantaged meetings to sharing best - Programme of students will have the opportunity practice of these “Voice” explicit training on oracy to articulate their responses strategies. delivered during form time. before they respond to questions. Monitoring through This will develop vocabulary and learning walks; lesson model written responses to observations; Quality questions. Assurance documentation Teachers use questioning Ensuring questioning is By using questioning to check CPD and INSET; learning V Hall Review termly as provided by Curriculum to monitor learning effective in the classroom. that students have understood walks; Directors. lesson M part of ongoing effectively throughout teachers will be able to offer observations; Quality Brailsford review of PP lessons and to respond to additional support where needed Assurance documentation strategy. needs of individuals. and re-shape the lesson in order provided by Curriculum to respond to that feedback. Directors. Disadvantaged students will be prioritised; the school’s seating plan strategy will facilitate this.
Improved student oracy evident in classrooms. Teaching strategy “Thinking Hard” - Teachers improve students’ levels of and literacy in lessons by giving varied and challenging opportunities to discuss responses to questions before writing them down. “Voice” - Programme of explicit training on oracy delivered during form time. Teaching and learning strategies to develop and express depth of understanding in response to challenges of new curricula and examination reform. By improving opportunities for student talk in the classroom, all students, including disadvantaged students will have the opportunity to articulate their responses before they respond to questions. This will develop vocabulary and model written responses to questions. CPD and on ‘Thinking Hard’ teaching and learning strategy and on ‘Voice’ form-time oracy programme. Time allocated in Department and House meetings to sharing best practice of these strategies. Monitoring through learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors. A Galletly V Hall M Brailsford Review termly as part of ongoing review of PP strategy. Teachers use questioning to monitor learning effectively throughout lessons and to respond to needs of individuals. Ensuring questioning is effective in the classroom. By using questioning to check that students have understood teachers will be able to offer additional support where needed and re-shape the lesson in order to respond to that feedback. Disadvantaged students will be prioritised; the school’s seating plan strategy will facilitate this. CPD and INSET; learning walks; lesson observations; Quality Assurance documentation provided by Curriculum Directors. V Hall M Brailsford Review termly as part of ongoing review of PP strategy.