Teaching & Learning
Intent:
A coherently planned curriculum delivered through quality first teaching and assessment leads to ambitious outcomes for all learners.
Implementation:
All lessons will follow the subject scheme of learning as directed by the Curriculum/subject Leader. Schemes of learning are strategically designed to build on prior learning with lessons that are sequentially planned so that students learn more and can do more by the close of their learning with us.
All students experience quality first teaching delivered through our Campion Teaching and Learning rubric. The rubric provides structure to our teaching whilst allowing our teachers to be creative and personalise the learning to the needs of each student.
Spaced retrieval practice:
Spaced retrieval practice is a learning technique, which requires students to rehearse information to be learned at different and increasing intervals of time. It’s a great technique which helps students to be better prepared for assessments and exams as it removes the need for last minute cramming.
All Campion lessons begin with a spaced retrieval practice Do Now Task to review prior learning and train the brain to recall important information.
Independent learning:
Independent learning is a method or learning process where learners have ownership and control of their learning – they learn by their own actions and direct, regulate, and assess their own learning. Our teachers are preparing our students to become independent learners through their guided I do, we do, you do modelling technique. This technique enables students to develop a clear understanding of what is expected of them and what a good response looks like.
Students apply their new learning each lesson through the independent check out task. Teachers will use the work completed in the check out task to provide feedback to move the learning forward and to address misconceptions.
Feedback:
Our students will be provided with regular feedback from their subject teachers as we recognise the importance for students to have a good understanding of the progress they are making; with opportunities to celebrate success and to work on identified areas for improvement. This feedback will not always be in the written form, as verbal feedback provides students with a more instant snapshot of their progress at key points in a lesson. We expect our students to use their red pens to respond to the feedback they are given. This allows the teacher to see they have understood the feedback given and they have made an active effort to further improve their work.
