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- Differentiated Centers
- Engaging
- Hands on activities

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- Cultural and environmental links to aid understanding of content.
- Use of ICT in class.
- Displaying relevant content on wall for children's reference.
- Differentiation

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- Clear expectations set out at the beginning of the year.
- Ensure they understand the classroom behavior policy, reward systems etc. Major focus put on good behavior and rewarding children who behave well.
- Children seated in terms of ability to aid differentiation in lessons.
- Well organized lessons.
- Display of student work

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Verbal feedback daily
Show off work to each other and supporting adults in room.
Peer feedback
Thumbs up/thumbs down- has your partner met the success criteria.

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- Classroom instruction is intentional and engaging: with hands on activities, visuals, use of ICT etc.
- It can be difficult to challenge all students as the gap between abilities is so diverse.

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We are continuously assessing informally and providing verbal feedback to students. We have intervention groups for students that are struggling.

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Good vocabulary displays, kept up to date with current themes e.g. Science - sand, soil, rocks

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As we teach new vocabulary, we add it to our word walls. We display terminology on the board.

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Seating arrangements/buddy system effective conducive to think, pair, share/peer support.
Severe low ability grouped together with additional adult support.

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Good displays of student work, expectations and achievements to support learning in the classroom environment.

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Across the Grade, all teachers ensure that they are both challenging and supporting students. Classroom instruction is intentional and we stick to LO's and we plan activities accordingly.

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Teachers all know the standards and can read them but how people interpret them is very different

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Assessment Strategies
Pre and Post tests
Whiteboards
Use Map data to guide learning.
Exit slips
AFL

Feedback
Verbal feedback and next steps.
Marking of books weekly and providing feedback and next steps. Students respond to feedback by teacher redirecting them.
Students use the feedback to guide their future pieces of work.

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Challenge -teachers own subject knowledge for particular grade group being taught, previous history of teaching different grade groups.

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- Beginning establish rules and routines, have a consistent approach throughout the year.
- Try and focus on praising positive behavior rather than negative. By using Dojo's rewards.
- Have a strategy in place for misbehaved learners and follow through with it. So learners are aware of what they've done wrong and the consequences.
We have:
- classroom rules displayed
- dojo
- behavioral log - but what are the consequences if the same behavior keep s happening. Learner must know what will happen.

Structured
- Have resources prepared well in advanced.
- Have resources displayed in the classroom relating to topic.
- Lower ability have L.Os and dates printed so that they can focus on learning.
- Higher ability have extensions when completed their work.

Supportive
- we care for our learners
- listen to them
- allow free play time.
- talk about right and wrong behaviors.

Please can we have the levels indicated clearly for us.

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-teachers working hard to ensure its engaging

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-Don't feel we are on the right path.
-interpretations of standards per person varies
-no clear mapping
-Journeys and go math would support efficient implementation
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Clear and defined rules.
Expectations are outlined.

Reward
Dojo Rewards (Points in class)
Extra time for play
Give them responsibilities
Email parent about good behavior.
Learners will be praised on Teams general page.

Consequences
Withdraw playtime.
Time out.
Contact parent abour behavior.

Redirection
Standard behavioral chart

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rewards for teamwork and collaboration, perseverance- e.g. Dojo points for finishing the work independently 

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rewards for teamwork and collaboration, perseverance- e.g. Dojo points for finishing the work independently 

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more choice of tasks- choose a challenge

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more choice of tasks- choose a challenge

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implementing more interactive ICT strategies e.g. kahoot?

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implementing more interactive ICT strategies e.g. kahoot?

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We need to encourage children to justify their thinking and reasoning more- using why questions

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We need to encourage children to justify their thinking and reasoning more- using why questions

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New terminology/vocabulary - needs to be focused on more - working wall -displaying new words with pictures to show what they mean

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New terminology/vocabulary - needs to be focused on more - working wall -displaying new words with pictures to show what they mean

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What does it look like? Is classroom instructional intentional, engaging, and challenging for all students?  

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What does it look like? Is classroom instructional intentional, engaging, and challenging for all students?  

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Does classroom interaction and organization ensure a clasroom climate conducive to learning for all students?  How? Give examples

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Does classroom interaction and organization ensure a clasroom climate conducive to learning for all students?  How? Give examples