Pedagogy & Quality First Teach (QFT)

Our 'Learning Pathway' shows the journey of each lesson across the school. We ensure that the children have time to recap prior learning so new learning builds upon what they already know. We endeavour to give all children time to practice and apply new knowledge in a variety of contexts across the curriculum.

 

  • Remember: Retrieval practice to retrieve past knowledge. Review to help to remember the key knowledge from the last lesson or other content from previous units that is helpful. Use of AfL here to assess which knowledge has been forgotten. This may take the form of a quiz, picture quiz, keyword match up, picture match up, flashcards, gap fill, tell your partner, etc.
  • Introduce New Knowledge (Substantive): New substantive knowledge is introduced in small chunks and is carefully sequenced. Knowledge is broken down into knowledge statements, using ‘I know…’ using dual coding. This knowledge, along with key vocabulary, is then checked.
  • Model (Disciplinary): Disciplinary knowledge and skills are then modelled by the teacher within the context of knowledge already taught. Modelling of this is done one step at a time with continual checks. Instruction is minimal and language is simple. Support understanding of small steps taken- ‘I do, we do, you do’ staged approach
  • Practice and Apply: Children have the chance to have a go and show their understanding. They experience tasks that help them to apply their substantive knowledge using the disciplinary skill. Evidence in books shows how the children have applied their knowledge. Suitable adaptions have been made to allow all children to experience success and achieve the learning intention   
  • Deepen: Pupils have the opportunity to deepen the new knowledge, allowing them to show a depth of understanding. These tasks often require a degree of critical thinking where the children need to reason, explain, justify or make connections between previous taught content
  • Review and Reflect: Recap on the new learning ensuring that the pupils have taken away the ‘sticky’ bit of knowledge. This could be by using sentence stems to share their understanding. Use of AfL here to identify the next steps for learning.

Please click on the link below to see our visual 'Learning Pathway'.

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Quality First Teach (QFT)

What does this mean?

Universal Provision is the provision given to each individual child within the classroom by the class teacher.

This includes:

  • High quality teaching following our ‘Learning Pathway’.
  • A broad and balanced curriculum within an inclusive classroom
  • Personalised learning targets
  • Attention paid to different learning styles
  • Carefully planned differentiation, including practical, visual, concrete resources
  • Modelling by adults within the classroom
  • Curriculum assessment of progress to support target setting for pupils
  • Assessment for learning and constructive feedback

Teachers know their children and their planning will respond accordingly to the needs of the class, both within the lesson and in the day-to-day learning. Constant assessment for learning ensure the use of adaptations: both planned and live adaptations.

 

Early Intervention – This is support within the classroom, within class, often through small groups and individual support (e.g. cut away, workshops) led by the teacher or teaching team. It will include:

  • Differentiation of the curriculum to meet individual learning needs
  • Tools and resources to support access

Targeted Additional Support – Following identification of strengths and needs, learning will be adapted to incorporate resources supporting differentiation and where needed individual or small group interventions (timed). Information will be shared with Parents/Carers and they will be invited to be involved in reviews as part of the class teachers Plan-Do-Review cycle of targeted Assessment.

Targeted Intensive Support - If a child continues not to show progress, then the teaching staff will arrange a meeting with Parents/Carers to discuss our next steps, which may include identification of specific barriers and/or needs and targeted, intensive support. External agencies and professionals may be in place or referred to for support. A child at this stage would usually be added to the SEND register and therefore a meeting with the school SENDCo would be appropriate.