Teaching and Learning

Effective teaching at St Luke’s is guided by a shared set of principles.

Ambition

Every learner is entitled to an ambitious curriculum.

Teachers maintain high expectations while providing the support learners need to succeed.

Adaptation should remove barriers without unnecessarily reducing the knowledge learners encounter.

Clarity

Learners should understand:

• what they are learning;
• why it is important;
• how it connects with previous learning;
• and what successful learning may look like.

Teachers explain new material clearly and avoid unnecessary complexity.

Secure Subject Knowledge

Teachers understand the knowledge, vocabulary, concepts and disciplinary practices of the subjects they teach.

They anticipate likely misconceptions and select examples that help learners develop accurate understanding.

Inclusion

Inclusion is considered from the beginning of planning.

Teachers consider how learners will:

• access explanations;
• understand vocabulary;
• participate in discussion;
• use resources;
• record learning;
• and demonstrate what they know.

Responsiveness

Teachers check understanding throughout lessons and adapt teaching where necessary.

They do not wait until the end of a unit to respond to gaps or misconceptions.

Purposeful Practice

Learners need opportunities to practise new knowledge and skills.

Practice may be:

• oral;
• written;
• practical;
• physical;
• collaborative;
• guided;
• or independent.

Practice should strengthen understanding rather than encourage unthinking repetition.

Independence

Support is carefully designed and gradually reduced.

Learners are taught how to:

• use resources;
• retrieve prior knowledge;
• select strategies;
• check their work;
• respond to feedback;
• and seek help appropriately.

Learning involves changes to long-term memory.

Learners are more likely to understand and remember new material when it is connected to secure prior knowledge.

Teachers therefore identify and revisit the knowledge needed for new learning.

Prior Knowledge

Before introducing new content, teachers consider:

• what learners have previously been taught;
• what they are likely to remember;
• which vocabulary they need;
• and whether any gaps may prevent progress.

Retrieval activities are used purposefully to strengthen important knowledge and identify where further teaching is required.

Small Steps

Complex knowledge is broken into manageable steps.

Teachers avoid overwhelming learners with too much new information at once.

Each step should contribute clearly to the intended learning.

Explanation and Modelling

Teachers explain new ideas and demonstrate processes clearly.

Modelling may include:

• thinking aloud;
• worked examples;
• shared writing;
• practical demonstration;
• visual representation;
• sentence construction;
• problem-solving;
• physical modelling;
• and exemplification of quality.

Teachers make hidden thinking visible so that learners understand not only what to do, but how and why.

Guided Practice

Learners practise with appropriate teacher support before being expected to work independently.

During guided practice, teachers:

• ask questions;
• provide prompts;
• identify errors;
• reinforce vocabulary;
• and check whether learners are ready for greater independence.

Independent Application

Learners are given opportunities to apply knowledge independently.

Independent work should provide meaningful evidence of what a learner understands and can do without excessive adult support.

Retrieval and Revisit

Important knowledge is revisited over time.

Teachers help learners make connections:

• within a lesson;
• across a unit;
• between year groups;
• and across subjects where links are meaningful.

Lessons are planned around a clear Learning Objective.

The Learning Objective identifies the knowledge, understanding or skill being developed.

Teachers ensure that lesson activities serve the intended learning rather than becoming tasks completed without clear purpose.

A Typical Learning Sequence

Depending on the subject and intended outcome, teaching may include:

• retrieval of prior knowledge;
• explanation of the Learning Objective;
• explicit vocabulary teaching;
• teacher modelling;
• questioning;
• guided practice;
• checking for understanding;
• independent application;
• feedback;
• learner response;
• and review.

Not every lesson will include these elements in the same order or for the same length of time.

Questioning

Teachers use questions to:

• retrieve knowledge;
• check understanding;
• expose misconceptions;
• encourage explanation;
• deepen thinking;
• and assess readiness to move on.

Questions are directed carefully so that all learners remain involved.

Teachers provide appropriate thinking time and support learners to develop increasingly complete and precise responses.

Checking for Understanding

Teachers regularly check what learners understand.

They may use:

• questioning;
• observation;
• discussion;
• mini-whiteboards;
• practical demonstration;
• low-stakes quizzes;
• short written responses;
• partner explanation;
• and review of work.

Checking for understanding informs the teacher’s next action.

Challenge

Challenge comes from the depth and complexity of the learning rather than simply giving learners more work.

Learners may be challenged to:

• explain;
• justify;
• compare;
• connect;
• evaluate;
• reason;
• apply;
• create;
• and work with increasing independence.

Adaptive teaching is the responsive adjustment of teaching so that all learners can access and succeed within an ambitious curriculum.

Teachers begin with high expectations and consider the barriers that may prevent a learner from participating or demonstrating understanding.

These barriers may relate to:

• prior knowledge;
• vocabulary;
• communication;
• reading;
• memory;
• processing;
• attention;
• physical access;
• sensory needs;
• emotional wellbeing;
• attendance;
• or confidence.

Approaches to Adaptation

Teachers may use:

• explicit instruction;
• additional modelling;
• smaller teaching steps;
• visual and concrete resources;
• vocabulary pre-teaching;
• oral rehearsal;
• worked examples;
• sentence structures;
• assistive technology;
• adapted equipment;
• alternative methods of recording;
• additional processing time;
• carefully planned grouping;
• and targeted adult support.

Support is selected according to the learner’s needs rather than applied as a generic strategy.

Learners with SEND

Teachers work closely with:

• the SENCo;
• families;
• teaching assistants;
• specialist professionals;
• and the learner

to understand individual needs and implement appropriate provision.

The curriculum remains ambitious.

Where a learner requires a different starting point or highly personalised provision, this is planned carefully and reviewed according to its impact.

Disadvantaged Learners

Teachers consider whether disadvantage may affect:

• access to vocabulary;
• prior experiences;
• attendance;
• resources;
• confidence;
• or opportunities beyond school.

They provide appropriate support without lowering expectations or making assumptions about a learner’s family circumstances.

Learners with English as an Additional Language

Multilingualism is valued as an asset.

Teachers support learners through:

• clear language;
• visual representation;
• explicit vocabulary teaching;
• modelling;
• repetition;
• oral rehearsal;
• and purposeful opportunities to speak, read and write.

Learning English as an additional language is not treated as a learning difficulty.

Teaching Assistants

Teaching assistants work in partnership with teachers.

Their support should:

• increase participation;
• reinforce teacher instruction;
• prompt thinking;
• develop independence;
• and provide useful assessment information.

Adults avoid completing work for learners or creating unnecessary dependence.

Assessment is an integral part of teaching.

It helps teachers understand:

• what learners know;
• what they remember;
• what they can apply;
• where misconceptions remain;
• and what should be taught next.

Formative Assessment

Day-to-day assessment may include:

• questioning;
• observation;
• discussion;
• work review;
• quizzes;
• practical performance;
• self-assessment;
• peer discussion;
• and short assessment tasks.

Teachers use this information to adapt explanations, practice and future planning.

Feedback

Feedback is focused on helping learners improve.

It may include:

• live feedback;
• verbal feedback;
• whole-class feedback;
• written feedback;
• modelling;
• re-teaching;
• and opportunities to edit or improve work.

Written comments are used where they are purposeful and likely to support progress.

Verbal feedback may be recorded using VF where appropriate.

Learners are given time to:

• read;
• consider;
• respond to;
• and apply feedback.

Feedback should lead to an action rather than exist only as a record of teacher marking.

Addressing Misconceptions

Misconceptions are identified and addressed in every lesson.

Teachers may respond through:

• immediate correction;
• further explanation;
• alternative examples;
• additional modelling;
• guided practice;
• whole-class feedback;
• or planned re-teaching.

Teachers distinguish between:

• a minor error;
• insecure knowledge;
• and a significant misconception.

Summative Assessment

Planned assessments help teachers and leaders evaluate learning over time.

Summative information is considered alongside:

• classroom work;
• discussion;
• practical performance;
• teacher assessment;
• and knowledge of the learner.

Assessment information is used to improve provision rather than simply generate data.

Moderation

Teachers work together to develop shared expectations.

Moderation supports consistency in:

• assessment;
• standards;
• curriculum interpretation;
• and decisions about next steps.

Communication is central to learning.

Learners need opportunities to:

• listen attentively;
• speak clearly;
• ask questions;
• explain;
• reason;
• discuss;
• debate;
• present;
• and respond to others.

Subject-Specific Vocabulary

Each subject has its own important vocabulary.

Teachers identify, teach and revisit the words learners need to understand concepts and communicate accurately.

Vocabulary teaching may include:

• clear definitions;
• examples and non-examples;
• images;
• actions;
• word parts;
• discussion;
• sentence application;
• and retrieval.

Learners are encouraged to use increasingly precise language in speech and writing.

Oracy

Learners develop confidence in communicating for different purposes and audiences.

Teachers create opportunities for:

• paired discussion;
• collaborative talk;
• storytelling;
• performance;
• presentation;
• explanation;
• debate;
• and reflection.

Learners are taught how to:

• listen;
• build on an idea;
• disagree respectfully;
• justify a view;
• and adapt their language to the context.

Complete Responses

Teachers support learners to move beyond single-word answers where a fuller response would strengthen understanding.

Sentence structures may be used to support communication, but these should not limit independent expression.

Our values shape the behaviours that enable learners to succeed.

Kindness

Kind learners:

• encourage others;
• collaborate;
• share resources;
• listen patiently;
• and help create a safe classroom.

Kindness includes allowing others to think, speak and learn without ridicule.

Respect

Respectful learners:

• listen to adults and one another;
• value different perspectives;
• care for resources;
• follow agreed routines;
• and recognise the right of everyone to learn.

Confidence

Confident learners:

• participate;
• ask questions;
• explain their thinking;
• attempt unfamiliar work;
• respond to feedback;
• and seek help when necessary.

Confidence does not mean always knowing the answer. It means being willing to learn.

Excellence

Learners pursue excellence when they:

• concentrate;
• practise;
• persevere;
• improve their work;
• present learning carefully;
• and take pride in progress.

Excellence is not limited to attaining the highest result. It includes giving sustained effort and responding positively to guidance.

Independence

Learners are taught to:

• begin tasks promptly;
• use known strategies;
• organise resources;
• check instructions;
• review their work;
• and identify when help is genuinely required.

Mistakes and Productive Struggle

Mistakes are treated as useful information.

Learners are encouraged to:

• identify what went wrong;
• understand why;
• correct the error;
• and apply the learning in future.

Productive struggle should be appropriately challenging but not leave learners confused or unsupported.

Our learning environments are calm, purposeful, inclusive and welcoming.

Classrooms are organised so that learners can:

• access appropriate resources;
• move safely;
• participate fully;
• and develop independence.

Displays

Displays are used purposefully.

They may:

• support current learning;
• reinforce vocabulary;
• celebrate high-quality outcomes;
• provide useful reference material;
• reflect the diversity of the school community;
• and communicate high expectations.

Displays should not create unnecessary visual overload.

Resources

Resources are selected because they support understanding.

These may include:

• books;
• images;
• artefacts;
• manipulatives;
• models;
• practical equipment;
• technology;
• and subject-specific tools.

Learners are taught to select, use and care for resources responsibly.

Presentation

Presentation expectations are:

• age appropriate;
• phase appropriate;
• consistent;
• and clearly taught.

Learners are expected to take pride in their work and present it with increasing care and independence.

Teachers recognise that presentation may need to be adapted for learners with:

• physical needs;
• sensory needs;
• motor difficulties;
• specific learning difficulties;
• or other identified barriers.

Presentation should support learning rather than become a barrier to demonstrating knowledge.

Teaching and learning in Nursery and Reception are guided by the Early Years Foundation Stage.

Children learn through:

• secure relationships;
• purposeful play;
• adult-led teaching;
• child-initiated exploration;
• carefully planned continuous provision;
• stories;
• practical experiences;
• communication;
• movement;
• and interaction.

Communication and Language

Adults create language-rich environments in which children can:

• listen;
• communicate;
• ask questions;
• develop vocabulary;
• tell stories;
• explain ideas;
• and engage in sustained conversation.

Purposeful Play

Play enables children to:

• explore;
• rehearse;
• imagine;
• solve problems;
• communicate;
• collaborate;
• and make connections.

Adults observe carefully and intervene when interaction will deepen learning.

Direct Teaching

Direct teaching is used where children need:

• explicit explanation;
• modelling;
• vocabulary;
• routines;
• phonics;
• mathematics;
• safety knowledge;
• or other carefully sequenced content.

Continuous Provision

Continuous provision is designed intentionally.

Resources and areas are selected to support:

• communication;
• early reading;
• early writing;
• mathematics;
• physical development;
• creativity;
• investigation;
• independence;
• and personal development.

Observation and Assessment

Adults use observation and interaction to understand:

• what children know;
• what interests them;
• what they can do;
• where misconceptions exist;
• and what support or challenge is required.

Assessment informs responsive teaching without unnecessarily interrupting children’s learning.

Technology is used when it improves:

• access;
• understanding;
• creativity;
• communication;
• collaboration;
• assessment;
• or efficiency.

It is not used simply because a device is available.

Learners are taught to use technology:

• safely;
• respectfully;
• critically;
• responsibly;
• and purposefully.

Digital Tools

Digital tools may support:

• research;
• writing;
• presentation;
• data collection;
• coding;
• creative work;
• accessibility;
• and communication.

Teachers consider whether technology is the most appropriate tool for the intended learning.

Online Safety

Online safety is reinforced across:

• Computing;
• PSHE;
• Relationships and Health Education;
• safeguarding;
• and the wider curriculum.

Learners develop age-appropriate knowledge of:

• privacy;
• passwords;
• personal information;
• online communication;
• gaming;
• image sharing;
• misinformation;
• digital footprints;
• reporting;
• and seeking help.

Artificial Intelligence

Artificial intelligence may provide useful opportunities for:

• generating ideas;
• exploring information;
• supporting accessibility;
• and improving efficiency.

It also creates risks.

Learners are taught that AI-generated content may be:

• inaccurate;
• biased;
• misleading;
• incomplete;
• or inappropriate.

They are taught to:

• check information;
• protect personal data;
• acknowledge appropriate use;
• follow school expectations;
• and understand that human judgement remains essential.

Strong teaching depends on continuous professional learning.

Teachers and support staff are provided with opportunities to develop:

• subject knowledge;
• curriculum understanding;
• teaching practice;
• assessment;
• adaptive teaching;
• safeguarding;
• behaviour support;
• and leadership.

Professional Learning

Professional learning may include:

• coaching;
• modelling;
• professional reading;
• staff meetings;
• phase meetings;
• subject-leader support;
• external training;
• moderation;
• collaborative planning;
• and reflection on practice.

Professional learning is linked to:

• school priorities;
• learner needs;
• curriculum development;
• professional goals;
• and identified areas for improvement.

Individual professional-development requests are considered according to:

• relevance;
• need;
• likely impact;
• available resources;
• and how learning will be shared or applied.

Quality Assurance

Leaders evaluate teaching and learning through a range of evidence.

This may include:

• lesson visits;
• learning walks;
• work review;
• learner discussion;
• planning review;
• assessment information;
• curriculum discussions;
• and professional dialogue.

No single piece of evidence is used in isolation.

Quality assurance is intended to:

• identify strengths;
• support improvement;
• evaluate consistency;
• understand learner experience;
• and determine whether the curriculum is having the intended impact.

Families are important partners in learning.

The school supports families to understand:

• what learners are being taught;
• how learning is organised;
• how progress is assessed;
• and how learning can be supported at home.

Families can support learning by:

• ensuring regular attendance and punctuality;
• reading with their child;
• encouraging appropriate home learning;
• attending curriculum workshops;
• discussing school learning;
• celebrating effort and progress;
• supporting healthy routines;
• and communicating concerns promptly.

Attendance and Punctuality

Regular attendance is essential because curriculum learning is carefully sequenced.

When learners miss school, they may miss:

• explanations;
• modelling;
• discussion;
• practical experiences;
• guided practice;
• and important connections between lessons.

Arriving on time enables learners to begin the day calmly and access the full learning sequence.

Communication

Families are encouraged to contact the school where:

• a learner is finding learning difficult;
• additional support may be required;
• circumstances may affect participation;
• or clarification is needed.

The school values communication and responds after concerns have been considered carefully and relevant information has been gathered.

Further information can be found through the following areas of the website:

• Our Curriculum;
• English Curriculum Hub;
• Early Reading and Phonics;
• Reading;
• Writing;
• Mathematics;
• Science;
• Computing;
• History;
• Geography;
• Art and Design;
• Design and Technology;
• Music;
• Physical Education;
• PSHE;
• Portuguese;
• Religious Education;
• Early Years Foundation Stage;
• SEND and Inclusion;
• Personal Development;
• Assessment;
• Remote Learning;
• and Parent Workshops.

Other key school documents:

• Teaching and Learning Policy;
• Marking, Feedback and Presentation Policy;
• Curriculum Policy;
• Assessment Policy;
• SEND Information Report;
• Accessibility Plan;
• Online Safety Policy;
• and relevant subject policies.

Our approach to teaching and learning is reviewed regularly so that it continues to reflect:

• the needs of our learners;
• the ambition of our curriculum;
• developments in subject knowledge;
• effective professional practice;
• and our commitment to helping every learner Believe, Achieve and Thrive.