Curriculum delivery

Class/subjects teachers ensure that:

• Opportunities are taken to model extended vocabulary and promote incidental learning about structures of language.
  
  
• The instructions in the classroom are clear, concise and consistent; and longer instructions are broken down into smaller steps when required.
  
  
• Pupil names or other pre-arranged cues are used to gain attention.
  
  
• Children/young people who are meeting and exceeding classroom expectations are frequently noticed and specifically praised, as appropriate to individual need. 
  
  
• 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 and not taking away the learning opportunity within the lesson.
    
    
  • Practical, highly generalisable skills where possible.
    
    
  • Provide targeted marking and feedback on identified areas of need.
    
    
  • Effective use of peer support and grouping.
    
    
• A range of questioning is used. Questions are used to the best effect and include:
  
  
  • Open questions to encourage discussion.
    
    
  • Multiple choice questions e.g. ‘tell me 3 things.’
    
    
  • Questions that are pitched to challenge.
    
    
  • Questions to encourage participation, e.g. who agrees with Grace and why?’
    
    
  • Explicit teaching of different types of questioning.
    
    
  • Giving the children/young people who need it:
    
    
    • warning that you are going to ask them a question
      
      
    • time to formulate a response to the question
  • Use of peers and older children.
    
    
  • The Blanks model of questioning.
    
    
• There are opportunities for flexible groupings and pairings and children/young people have access to positive language role models for their learning.
  
  
• Inclusive strategies are used, such as:
  
  
  • peer tutoring.
    
    
  • co-operative learning.
    
    
  • a no hands up policy at certain times.
    
    
  • task management schedules/checklists.
    
    
  • colourful semantics.
    
    
• Pupils are given opportunities to demonstrate their learning in a variety of ways, such as:
  
  
  • Writing frameworks.
    
    
  • Mind maps.
    
    
  • Diagrams/pictures.
    
    
  • Explain their learning to others. 
  • Speaking in a range of contexts.
    
    
• Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based language interventions.
  
  
• Teaching resources are age appropriate, inclusive and relevant and include:
  
  
  • Semantic dictionaries.
    
    
  • Knowledge organisers.
    
    
  • Learning mats.
    
    
  • Illustrated glossaries.
    
    
• Praise and rewards are given to requesting support, self-awareness and taking risks with learning as well as for their achievement.