1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups. 2. Positive relationships and emotional intelligence when dealing with students should be promoted. 3. Lessons should provide an appropriate level of challenge for students through differentiated tasks.

1. Teaching and Learning Top Ten
1. 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 available on your seating plans. You should also consider these questions
when planning lessons and marking students’ work.
2. Promote positive relationships in your classrooms and around the school and use emotional intelligence when
dealing with students.
3. Ensure that the lessons you deliver have an appropriate level of stretch and challenge in them. Students should
find tasks difficult (but accessible). Think about allowing students to begin tasks at different starting points in
order to differentiate the work for the different students’ needs.
4. 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.
5. To ensure the highest standards of professional conduct are upheld, everyone must consistently apply
consequences in-line with the policy (see handbook for details).. If an after school detention is sanctioned then
the class teacher should explain this to the student and contact the parents to inform them of the situation.
6. Display the Literacy Focus for this half term ‘Grammar’ and promote this in every lesson. You can do this by using
the literacy mats to support learning and incorporate suitable tasks in your lessons through starters and plenaries.
Please ensure you are also marking grammatical errors in students’ books .
7. Set homework using Show My Homework in line with the homework timetable.
8. Ensure there is feedback in the students’ books every 2 weeks (core) or 3 weeks (non-core). Use the SIR structure
and ensure there is evidence of a learning journey in your students’ books. There should be no books in the school
without teacher feedback in.
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. Use department time to share good practice when approaching points 1 – 9! Feb. / March 2015