Implementation Key Principles:

• Learning encourages self and peer evaluative skills that help to develop positive and productive critical thinking.
• Strategies built into lessons to develop understanding between visual and verbal/written literacy.
• Content is rich, relevant and reflective of the diverse world in which we live.

• Learning is sequenced to enable young people to develop knowledge and skills.
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals.
• A sustainable approach is supported through the curriculum.
•  Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

KS3

• students using regular assessment sheet proforma to provide own and peer feedback including targeted literacy/subject keyword development.
• Visuals built into class resources alongside        keywords to encourage inter-disciplinary connections.

KS4

• student analysis and annotation of own coursework.
• peer critique -visualiser discussions on classwork.
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

• Green/purple pen bullet points annotating KS3 assessment sheets.

• One or two sentences accompanying assessment sheets using key words.
• KS4 annotations in sketchbooks and on coursework boards.
•  Regular feedback, which addresses knowledge or skills gaps

• Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content
• Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

• Discussion of ideas, principles and key themes in project.
• One to one review of work, independent assessment of targets and thinking about how to improve work by using targeted questioning given by teacher.
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)