Teaching and Learning
The pedagogical approach of Teaching and Learning at Darton Academy is based on Rosenshine’s Principles of Instruction where he set out 10 key findings. These 10 principles are incorporated into our current practice and increase the quality of teaching and learning, whilst also improving outcomes for all students, rather than focusing solely on specific groups to the potential detriment of others.
Rosenshine’s 10 principles:
- Begin the lesson with a review of previous learning.
- Present new material in small steps.
- Ask a large number of questions (and to all students).
- Provide models and worked examples.
- Practise using the new material.
- Check for understanding frequently and correct errors.
- Obtain a high success rate.
- Provide scaffolds for difficult tasks.
- Independent practice.
- Monthly and weekly reviews.
Teachmeets and CPD
To support our staff at Darton Academy to deliver consistently effective lessons we use evidence based strategies proven to successfully improve student knowledge, understanding and skills. Our staff are regularly given opportunities to share best practice. Colleagues disseminate ideas during Tuesday briefings and the focus is always on practical ideas to engage students and develop pedagogy. We have a rich and diverse training programme for staff development and teaching and learning is always at the forefront.
We are committed to working collaboratively across and beyond the Trust to develop our approach.
Staff have access to an online resource bank of learning tools and games which can be adapted to the different subject areas. This has been a welcome addition to classroom practice and we are always trying to embrace new technology to enhance the learning experience.
Skilled practitioners have been appointed as teaching and learning coaches to support colleagues with specific areas for development.
We have a rigorous quality assurance programme involving leaders at all levels. Included in the process are lesson drop-ins, teacher voice, student voice and book sampling alongside formal lesson observations.
We use both formative and summative assessment that supports learning by: testing the knowledge at each identified point in a sequential manner that allows progress to be made and informs planning; involving and informing parents in students’ learning; providing opportunities to bridge knowledge or skills gaps. We provide clear opportunities for students to regularly act on feedback so that they develop fluency in key knowledge and skills including reading at an appropriate level. Our students demonstrate that they know more and remember more.