Teaching and Learning Core @ Rossall School The ‘Rossall Core’ represents best practice in teaching and learning at Rossall School. The elements are informed by educational research and seek to provide a consistent framework that our teachers strive towards within each lesson in order for every student to achieve their academic potential.
Teaching and Learning @ Rossall High Expectations ● ● ●
Context
Entry/exit routines are embedded to provide a consistent learning experience. All student work represents their full effort and is indicative of pride in their work and the school. Classroom environments facilitate and model learning through their displays and layout.
Big Picture ● ●
Connect
Progressive Learning aims are explicit and connected to prior learning. The big picture of what success looks like and how to improve is frequently instructed using exemplar materials and modelling.
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Knowledge recall connects with prior learning and clarifies misconceptions to enable progression. Lessons form part of a clearly sequenced plan of learning to develop mastery.
Engagement Culture
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Students feel safe to actively contribute to lessons. Learning through peer participation is valued. Concerted student effort is consistently praised and increasingly automatic. Learning is characterised by a culture of respect.
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Learning requires active student effort throughout the lesson. Students pushed to be in a ‘zone of challenge’ Explanations are simple with clear, concrete and sequenced examples.
Pace Input
Accessible
Feedback Demonstrate
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Consolidate
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Learning is universally accessible and appropriately pitched. Explicit language and vocabulary learning practices are deployed. Personalised learning strategies consistently used to support students.
Progress Questioning acts to elicit and develop factual and deep knowledge. Written and oral feedback (individual and group) is regular, timely, succinct and requires student action. Feedback guides and enables students to improve.
Practice ●
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Tracking and recording identifies students that are/are not mastering content over time and informs the need for intervention Actively checking-in with students through lessons enables immediate and personalised support.
Review Guided and independent practice develops mastery of subject content and skill and develops confidence (examination pressure) The board, books and all materials aim to help students recap, retain and overlearn content and skills.
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Assessments identify areas for development and support, enabling students to reflect upon their learning and progress. Students are active in responding to assessments and review opportunities.