Curriculum delivery

Class/subject teacher need to ensure that:

• The instructions in the classroom are clear, concise and consistent; and longer instructions are broken down into smaller steps when required.
  
  
• Expectations regarding behaviour and task completion in the classroom are clear and understood by the children/young people.
  
  
• There is effective use of ICT resources and other classroom resources.
  
  
• Children/young people who are meeting and exceeding classroom expectations are frequently noticed and praised, as appropriate to individual need. 
  
  
• Adults in the classroom use praise that is specific and meaningful and is aimed at effort and learning behaviour rather than just achievement.
  
  
• Teaching is delivered through:
  
  • Sequential skills that are linked to prior learning.
    
    
  • Using meaningful and useful tasks.
    
    
  • Ensuring children/young people in the class understand the purpose of the lesson and the desired outcome.
    
    
  • Teaching independent learning skills
    
    
  • Monitoring the level of support given to children/young people to ensure they have enough support to complete the task whilst not taking away the learning opportunity.
    
    
  • Practical and generalisable skills where possible.
    
    
  • Providing targeted marking and feedback on identified areas of need.
    
    
  • The effective use of peer support and grouping.
    
    
• Regular feedback is given to children/young people on their learning and progress.
  
  
• There are opportunities for flexible groupings and pairings and children/young people have access to positive and aspirational role models for their learning.
  
  
• Inclusive strategies are utilised, such as peer tutoring and co-operative learning.
  
  
• Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based interventions.
  
  
• Teaching resources are age appropriate, inclusive and relevant.
  
  
• Homework is purposeful and encourages the generalisation of prior learning and is differentiated to ensure it can be completed independently at home.
  
  
• There are opportunities for pupils to take responsibility within lessons, including involvement in goal setting.