https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc A review en-us 2022-05-16 03:12:06 UTC 2025-10-14 16:50:43 UTC hello@padlet.com fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185049899
• All pupils are focused and enjoying their learning throughout the lesson.
• Pupils are engaged in learning discussions; they question, inquire and demonstrate curiosity
in the subject matter being taught.
• The pace of the lesson and transition between tasks ensures that pupils remain enthused in
the content of the lesson.
• Teachers ensure that group dynamics allow all pupils to actively participate; the teacher
does not allow a few pupils to dominate nor others to be bystanders.
• Pupils have a good rapport with their teacher. They feel safe and secure within their lessons,
demonstrated by their willingness to answer and ask questions.
• Pupils are keen to share their ideas and knowledge with others, both peers and adults]]> 2022-05-16 03:13:26 UTC https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185049899 fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050283
• Pupils are curious, collaborative and independent in their thinking, as
well as empathetic and thoughtful learners.
• Learning is challenging, yet accessible for all pupils through clear
instructions and manageable tasks.
• Pupils acquire new skills and knowledge at a fast rate.
• Pupils understand and apply subject specific language in their
learning.
• Consolidation of prior learning is drawn upon when teaching new
topics.
• Pupils have high expectations of themselves and their learning.
They are reflective, constantly seeking to improve their learning.
• They work well independently and in groups.
• Pupils are able to make connections within the subject being
studied, across subjects and to the wider world context.
• Pupils gain relevant skills and attitudes that will equip them well for
life in the 21st Century*.]]> 2022-05-16 03:13:55 UTC https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050283 fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050597
• Over time all pupils should take leadership roles within the classroom.
• They should demonstrate the ability to take ownership of their learning and face
challenges with determination.
• There should be opportunities for pupils to work together collaboratively and creatively,
motivating each other’s learning and taking risks.
• The teacher should act as a role model: being an effective and confident leader; making fair
and just choices; and showing compassion.
• Reference to the Leadership Attributes should be included in lessons whenever relevant, as
well as opportunities for pupils to demonstrate them.]]> 2022-05-16 03:14:17 UTC https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050597 fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050888 Feedback can take a variety of forms both within the lesson and within the teacher’s
marking.
• Verbal feedback should be clear, concise and meaningful to direct and support the pupils’
learning.
• Written feedback in books and folders should:
• Be regular and timely.
• Include targets that are meaningful which pupils can act upon i.e. are written in
clear, accessible language and are directly relevant to their learning.
• Use a range of assessment tools (self/peer/rubric etc.)
• Show that pupils are addressing their targets and learning is improving.
• Show a consistency in marking of spelling, punctuation and grammar within
and between departments in the Upper School and as agreed across the whole
Lower School.
• Teachers must give time in lessons for pupils to reflect upon their
feedback, in an age appropriate way, and have an opportunity to make
corrections and/or redraft /improve pieces of work.]]> 2022-05-16 03:14:38 UTC https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185050888 fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185052760 Teachers must have the highest expectations of pupils in the
classroom avoiding limiting pupils by perceived barriers.
• Teachers must effectively use data to track pupils and to direct
learning within lessons.
• There should be evidence of teachers using a range of strategies
over a series of lessons, for instance:

• Use of stimuli to engage (hooks).
• Expert use of feedback to tailor the approach to individual pupils.
• Skillful questioning techniques (e.g. open questions, thinking
time, no hands up, probing questions).
• Scaffolding of learning through a variety of means.
• Differentiation.
• Imaginative and effective use of IT where appropriate in lessons, which
in the Upper School should maximise the School’s 1:1 device initiative.
• Opportunities for pupils to be creative.
• Use of metacognition – pupils reflecting on their learning.

• Other adults in the classroom should be deployed effectively to support the learning
of all pupils. Additionally, teachers will work in partnership with other specialists (such
as the IN Department/HMs), where appropriate, to ensure the best T&L strategies are in place for all pupils


]]> 2022-05-16 03:16:37 UTC https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185052760 fcrofton1 https://padlet.com/fcrofton1/kya6n8vd6hbrxvrc/wish/2185052978
• Confident and dynamic delivery of subject knowledge, using subject specific terminology, both within and beyond the curriculum. Subject knowledge is
delivered in an way that encourages sensitivity to context, creating compassion and empathy in our pupils.
• Concepts are delivered in a variety of methods; alternative ways to think about a problem or topic are offered when a pupil needs further guidance.
• Confident and skillful responses to questions pupils may ask are given (but teachers are also prepared to admit when they don’t know, demonstrating
themselves to be lifelong learners).
• Teachers constantly improve their subject knowledge to provide the most up to date content to their pupils. They also have a strong grasp of pedagogical
techniques that support the best learning for our pupils.





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