Teaching and Learning Strategies
Chiltern Academy values the importance of educational research and aims to incorporate theory into practice within the classroom. The concepts presented within this handbook are rooted predominantly in the findings of Dylan Wiliam (Meta-cognition, Assessment and Feedback), Carol Dweck (Growth Mindset), David Didau, The Learning Scientists, the EEF and the Sutton Trust as well as numerous other educational thinkers in order to develop effective teaching and learning and Chiltern Academy.
Teaching and Learning Strategies at Chiltern Academy
Chiltern Academy also incorporated the following teaching and learning strategies into planning for effective teaching and learning:
Review, Revisit and Revise (RRR lessons)
RRR lessons are scheduled for all subjects in the calendar at regular intervals depending on the number of contact hours within each department. This is a time for subject areas to revisit topics previously taught, review students’ long-term learning and retention, and revise content as and where necessary.
Quizzing and drilling
Low stakes quizzing is a large part of the teaching and learning culture at Chiltern Academy. Sessions are scheduled regularly in the canteen during registration and delivered on a subject rota. The purpose of this is to encourage retrieval practice and to embed learning into the long term memory. Quizzes can also be taken within class or as homework tasks.
Curriculum interleaving and lag homework
Subjects should consider the application of interleaving and spaced practice when structuring their curriculum content, allowing pupils to revisit and develop learning at deeper levels throughout their schooling. Lag homework can also be used as a tool to review prior learning and assess memory and recall.
For each scheme of a work there should be an accompanying knowledge organiser given to each pupil. These should encompass key knowledge to be taught across the topic and should provide dual coded content. These should be referred to regularly within lessons and used as a tool for memory and recall, quizzing and homework tasks. Pupils carry these with them at all times in a knowledge organiser folder. They also support parents to help their children at home.
Promotion of oracy and eloquence
The importance of talk and discussion is highly regarded. Pupils are encouraged to speak with sophistication and maturity using Standard English in lessons. They should project their voice to be heard by all pupils in the room. Pupils should also develop active listening skills.
Habits of discussion
The Habits of Discussion cards are to be used in lessons as a tool for developing effective class discussion and promoting academic talk.
Teaching and Learning for pupils with SEND
Provision for pupils with SEND is in accordance with the SEN Code of Practice (2015) which states the following:
- ‘The class or subject teacher should remain responsible for working with the child on a daily basis.’
- ‘They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of school and interventions and how they can be linked to classroom teaching.’
Staff should be aware of the needs of pupils with SEND in their classroom. This information can be found on SIMs and in the pupil passports. The pupil passports will provide personalised strategies to support them in lessons. It is important that teachers communicate regularly with the Support for Learning department, teaching assistants and key workers to plan personalised provision to ensure pupils make progress and can access the learning.
The needs of the pupils should be considered when setting homework to ensure that homework is achievable, appropriate and accessible. Staff should liaise with support for learning staff and keyworkers to tailor home learning to meet pupils’ learning needs.
It is the teacher’s responsibility to refer any pupils to the Support for Learning department if they believe they may have a SEND or require extra support.