Learning Walks and Focused Governor Visits Ellen Aindow Assistant Headteacher Royds School Leeds for Learning: Governance – new perspectives

Teaching and Learning at Royds Brain in Gear: What makes a great lesson?

Key Elements of Teaching and Learning Are students engaged? Are they appropriately challenged? Are they making progress?

Teachers’ Standards 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well structured lessons 5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities

The Royds Learning Thread

Lesson Structure: The Royds Learning Thread Teacher begins by asking three basic questions when planning the lesson: What knowledge, understanding or skills do I want the students to develop, consolidate or deepen during this lesson? How will I know that the knowledge, understanding or skills are being developed, consolidated or deepened during the lesson? What activities can I use to facilitate this learning? Launch  Present knowledge, understanding or skills to students in an engaging and challenging way. Teacher stimulates curiosity, engages and inspires students to learn. Students are appropriately challenged with work that is personalised to meet their needs. High expectations are set and maintained. Teacher, peer or self-assessment of the learning is taking place and the teacher uses secure subject knowledge to tackle any misconceptions. Questioning and dialogue are of high quality. Students take pride in their work. Learning is praised, credits are awarded and any inappropriate behaviour is dealt with using the stages. Positive and respectful relationships are clearly evident.

Explore  Challenging activities are set that give students opportunities to explore the learning on a deeper level and become more confident with the knowledge, understanding or skills. Students are clearly engaged in learning and any inappropriate behaviour is dealt with using the stages. Work set, strategies used, pairings or groupings are carefully informed by the ASIP to ensure that all students are appropriately challenged and engaged. Activities should promote resilience, respect, responsibility and inquisitiveness. High expectations are set and maintained. Teacher, peer or self-assessment of the learning is taking place and the teacher uses secure subject knowledge to tackle misconceptions, reshape tasks and explanations or build on students’ strengths. Students clearly understand how to move forwards or improve their learning. Questioning and dialogue are of high quality. Students take pride in their work. Learning is praised and credits are awarded. Positive and respectful relationships are clearly evident. Demonstrate  Activities ensure students are challenged to demonstrate or evidence their learning in new contexts or different situations. Tasks should develop, consolidate or deepen existing knowledge, understanding or skills. Teacher, peer or self-assessment of the learning is taking place and teacher uses secure subject knowledge to tackle misconceptions or build on students’ strengths. Questioning and dialogue are of high quality. Students take pride in their work. Learning is praised, credits are awarded and any inappropriate behaviour is dealt with using the stages. Positive and respectful relationships are clearly evident. All students make at least good progress, some have made excellent progress. Teacher sets the scene for future learning.

The Royds Learning Thread Launch Explore Demonstrate What do you know about the structure of lessons in your own school? Key Elements of Teaching and Learning: Are students engaged? Are they appropriately challenged? Are they making progress?

Planning – Let’s give it a go! The Royds Learning Thread Launch Explore Demonstrate Key Elements: - Engage - Challenge - Progress

BIG: This engages all students in active learning from the very start of the lesson. It should be a short activity that students can complete independently of the teacher. This also provides an opportunity to check uniform, monitor behaviour on corridors and establish positive attitudes to learning from the very start of the lesson. The Learning Context: Students should understand how this lesson fits into a sequence of lessons that consolidates learning and ensures excellent progress over time. They need to understand how this lesson prepares them for exams or links to the wider world. It gives the lesson a context by linking it to prior learning and/or looking ahead to the future. Learning Aim: In order to make progress, students need to acquire/develop/refine certain knowledge and/or skills. The Aim must be clearly identified and be linked to subject specific concepts and processes. The use of the Learning Aim also ensures that all lessons have a clear direction. The Learning Aim will be displayed throughout the lesson and continually referred to by both staff and students. The Learning Aim is the focus of the learning for that lesson and all elements of the lesson will tie into this. Learning Outcomes (Essential and Excel): In order to measure progress in a lesson, students need to know what successful learning will look like. Powerful learning outcomes clearly set out for students how this progress can be demonstrated. These must always be differentiated in order to secure appropriate challenge and encourage aspiration. Learning Outcomes in the form of Essential and Excel must be shared during the lesson. This tells students what they will need to do in order to successfully demonstrate their learning and progress towards their Learning Aim. Key Features of Lessons at Royds

Key Elements of Teaching and Learning: Are students engaged? Are they appropriately challenged? Are they making progress? What do you know about the features of lessons in your own school?

Progress Wheel Assessing and Responding

Progress Box Assessing and Responding

Progress Bar Assessing and Responding

Progress Wall Assessing and Responding

Steps to Success Assessing and Responding

Lesson on Cyber-Bullying Your Brain in Gear task was: What do you know about bullying? Launch: Explained different types of cyber- bullying and giving some examples from YouTube. Exploration: Now students are reading an information sheet produced by ChildLine (independently or in a group) Activity 2 : After doing your progress check you have discovered: 4 students already know exactly what cyber-bullying is and have made links to the next task without prompting; one of these students is PP. 6 of your students are unsure what cyber- bullying is. 3 students are saying they don’t get it; 2 of these students are PP. What do you do? You’ve planned a lesson. How will you assess the progress?

Annotated Seating and Interaction Plans encourage an acute awareness of the learning needs of students within each lesson. They will enable us to more fully make the link between the students' barriers to learning and the actual lesson planning process. Heightened awareness leads to more personalised planning so that all students can make excellent progress. Process as well as product is important Why annotate seating and interaction plans?

Target and current grade – in the lesson, how are you closing the gap? Attendance. Key group information - PP, Most Able, SEN, EAL, CLA. Pay particular attention to any students who are classified in more than one group. Annotations based on: Literacy Engagement Challenge Annotations must be clearly colour coded. What should be there?

Student B T: 6b Cur 3b Developing the use of key words. Keen but can get over enthusiastic during group work leading to distractions. Challenge to take time over giving answers and ideas to fully develop explanations. Student A T: 7a Cur: 4c Strong level of expression and use of key words. Keen to do well. Doesn’t actually enjoy group work (only child, prefers to work alone). Insightful contributions to group discussions. Challenge to build on the ideas of others during group work. Student C: T: 7a Cur: 4c Strong. When pushed can express himself well. Can get distracted and although appears confident, can lack confidence in genuine ability. Needs focussed, genuine praise. Needs high level, quick-fire challenges. Needs to up the level of detail in performance work. Student D: T:7c. Cur: 3a Developing use of key words. Engagement has improved - really wants to do well. Continue to praise this. Challenge to work as a leader with weaker students or develop confidence with more able students. Moving forwards we need to show awareness of the barriers but focus on the strategies that we are using. We need to pay particular attention to PP and the Most Able students – they should have the most information about them.

Key Elements of Teaching and Learning: Are students engaged? Are they appropriately challenged? Are they making progress? What do you know about the training provided for teachers in your own school?

Marking at Royds

Sharing Best Practice As you look at your colleague's feedback consider: What is having the most impact? What will you pinch and practise? Also consider: What is it like from a student’s point of view? What is it like from a parent’s point of view? What is it like from Ofsted’s point of view? “Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning” Ofsted Outstanding Grade Descriptor. What do you know about the marking policy in your own school?

Teaching and Learning at Royds Structure - Royds Learning Thread Launch Explore Demonstrate Key Features: Brain in Gear Learning Context Learning Aim Learning Outcomes (Essential and Excel) Annotated Seating and Interaction Plans Literacy Engagement Challenge Marking and Feedback - STEP it Up Strength Target Engage Progress Let’s go looking for learning!... And remember to really ask... Are students engaged? Are they appropriately challenged? Are they making progress?

Time Activity 10.00am Teaching and Learning at Royds – Our Core Business Conference room EA 11.00amMeet Helen Pemberton – LEA Adviser 11.05am – 11.35amP3: Observe Lesson 1CO Year 7 PE 11.35am – 12.05pmP3: Observe lesson 2SH Year 10 English 12.05pm pmP4: Observe lesson 3TC Year 9 Technology 12.35pm pmP4: Observe lesson 4CR Year 12 History 1.05pm pmLunch and Reflection 1.35pm – 2.05pmP5: Observe lesson 5AO Art Year pm – 2.35pmReflective discussion Teaching and Learning at Royds Governor Evaluation Outline of Day

Governor Name: Teacher: Subject: Date How engaged are the students (behaviour)? How challenged are the students? How much progress do they make? Strengths of the lesson: Areas that could be developed: How much did you enjoy the lesson? Governor Observation Sheet

Which questions will you now what to ask staff in your own school?