Whole – Part – Whole

Building Connections

Activating Prior Knowledge

Spaced Learning

Feedback Loops

Challenge resides in the curriculum and not in the individual lesson.

Understanding is the connections that form between knowledge – these connections are explicitly taught: book to book, book to world, book to self.

New knowledge is connected to pre-existing knowledge, using the progression for reading and grammar.

Spacing recall helps create defined pathways in memory.

Knowledge moves from episodic to semantic.

Assessment as feedback ensures teaching matches understanding.

R+R and => used in reading and writing activities when appropriate.

Reading and writing are broken down into their specific components of knowledge.

Understanding of genre, themes and structures of a range of texts is developed in order to support children in making connections.

Teachers and children refer back to previous years and units in order to connect learning and build schema.

Low stakes testing revisits prior knowledge through starters. Low stakes test are used to embed spelling.

Use of AFL ensures that children have tasks matched to level of understanding and that gaps in learning are addressed.

Avoid Overload

Direct Teaching

Articulate Knowledge and Understanding

Regular Recall of Knowledge

Text-led Learning Journey

Working memory has a limited capacity. Learners cannot be overwhelmed with too much.

Direct teaching develops novice schemas of knowledge.

End of unit outcomes explore children’s connections in knowledge.

The act of retrieval strengthens memory, making information more retrievable.

English lessons are structured using a text-led learning journey using rich texts.

Knowledge is broken down into clearly defined parts. This is shown in progression of knowledge for reading and grammar.

Worked examples and models are used

to support learning.

Articulating understanding of previous learning through questioning in guided reading and SOA writes in English.  

Knowledge and skills are applied across the curriculum in order to embed them.

English lessons are based on the whole text with 3 phases:

• Stimulate and generate
• Capture, sift and sort
• Create, refine, evaluate

Reading role cards are used in the teaching of English in order to help children structure the way that they analyse and respond to a text.

Children are explicitly taught how to read as a reader and as a writer.

The NC curriculum objectives for speaking and listening are used to develop oracy throughout the school.

Knowledge is reframed in different contexts, across units of work and across the curriculum.

Guided reading lessons use extracts from texts and a weekly structure including questioning, discussion and written responses.

Enrichment

Learners encounter a broad range of texts that progress throughout the key stage, meeting different types of texts with a range of genres, authors, cultures and themes.

This is achieved through a range of strategies in addition to English and guided reading lessons, such as must-reads, read aloud texts, workbooks and the ‘No Outsiders’ curriculum.