Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.

1. Teaching and Learning Top Ten
1. Ensure classroom displays create a positive learning climate and engage students. Our displays should be updated regularly
and should be relevant to the learning in your classroom. Classroom displays should extend the learning of the students.
2. Keep your classroom tidy and organised. What does your classroom say about you and your expectations? Our desks should
be organised and clutter free; the front of the classroom should be free from mess. There shouldn’t be boxes of rubbish and
piles of unused materials around the room. Insist that the students also look after their learning environment. At the end of
lessons there should be no paper or rubbish on the floor, chairs should be tucked in and desks straight; students should leave
in a structured and orderly way.
3. Ensure that the lessons you deliver have an appropriate level of stretch and challenge in them. Students should find tasks
difficult (but accessible). Allow students access to work and see examples from grades higher than their current performance
so they can be aspirational. Have high expectations of all students.
4. Marking should be frequent and should have an impact on students’ learning. The purpose of effective feedback is to ensure
that we challenge and develop the thinking of our students. As a result have high expectations of student responses. Use the
‘SIR Marking with Outstanding Impact’ booklet to help improve your practice and to identify your target areas.
5. Know your students and their progress. If questioned you should be able to discuss the key groups in your classes. Who are
your SEND? Who are your PP? Who are you most able? How much progress are these students making in comparison to your
other students? Is there a difference in the performance of the girls and the boys in your group? This information should be
on seating plans and should be used when planning and differentiating your lessons.
6. Regularly award Super Learner points when students demonstrate the 5Rs and use the Super Learner stamp in the students’
books and Super Language in lessons. Link SL skills to employability so all students understand their importance.
7. To ensure the highest standards of professional conduct are upheld, everyone must consistently apply consequences in-line
with the policy (see handbook for details).
8. Display the Literacy Focus for this half term ‘Punctuation’ and promote this in every lesson.. Please ensure you are also
marking punctuation errors in students’ books. Follow the Literacy PP in tutor time to encourage students to respond to
literacy errors in all of their books.
9. Ensure all Student Progress Tracker Stickers have been completed and the Current Working box has been filled in for Autumn
Term 1 , Autumn Term 2 and Spring 1. All GP+ boxes for the year should be completed with the Target Route Planner. Students
should be familiar with this.
10. Continue to set homework (according to the timetable) on Show My Homework. April, 2015