Core Principles

EmpLogo

Teaching and Learning at Bankside –  ‘Every Child has a Voice’  the pedagogic ‘non-negotiables’.

 A clear and effective contract of the teaching and learning partnership is established in the following ways at Bankside School:

‘Assessment for Progress’ lies at the heart of our pedagogic practice.

1) Learning Design (please see Behaviour Learning Policy )

 A clearly shared – and written – Learning Objective – that begins with the phrase either to know or to be able to. It is referred to throughout the teaching session.

  • Key vocabulary is introduced (written down) at the start of every teaching and learning session. It is explicitly referred back to throughout the session.
  • Success Steps are used routinely to structure effective teaching and learning. These are devised with the children and modelled throughout the session to reinforce method/model.
  • Differentiated session outcomes are clearly identified – using, at least, a must/should/could model for streamed groups and foundation subjects with 3 levels of differentiation (Circles, Triangles, Squares) for all core, non-streamed groups.
  • Children are asked to evaluate their learning linked to the LO
  • Marking is clearly linked to the LO set and a marking stamp used to assess whether LO is fully or partially met. Purple pen should be used to develop children’s next steps – this purple pen moment requires and action from the child (see feedback and marking policy).

 

2) Meta-cognition

 To develop children as life-long learners and to help them become ‘ready’ for the secondary education children must be immersed in the language of Bankside’s Learning COGs

 

  • Independence
  • Resilience
  • Reflection
  • Enquiry
  • Collaboration
  • Initiative
  • Creativity

Children should engage with these COGs in ALL learning sessions – at the beginning of a session, during – when pointed out by the teacher; ‘you’re doing a fantastic job at being resilient’/ ‘what learning COGs do you think you’re using at the moment?’ etc and at the end ‘what learning COGs have we used today?’

 

Oracy is key to successful learners; confident individuals and responsible citizens.  It lies at the heart of our pedagogic practice

  • ‘Questions are asked to all and answered by all’ NO HANDS UP – Think Pair Share is used consistently to ensure that ALL children are participating in the session. We nominate; children do not bid to answer questions.
  • ‘Stretch the answer’. One word answers need to be STREETTTCCCHHEED: accept and re-model; reinforce the question sentence stem; ask a supplementary question (How did you work that out?  What if you changed that one?)
    CHILDREN WHO CAN CLEARLY ORGANISE THEIR THINKING AND ARTICULATE AN ANSWER HAVE MASTERED THE FUNDAMENTAL SKILL OF BEING A SUCCESSFUL WRITER

At Bankside ‘Every child has a voice’ we ensure that we meet this aim in the following ways:

 The underlying principles of Bankside pedagogy:

Questions are asked to all and answered by all – we nominate children to answer, rather them always bidding to be chosen.  

This is supported by actively using – TPS: think, pair, share – partner (and group) discussion to prepare answers in preparation for being chosen.

Children are encouraged to be loud and proud and to answer questions audibly and using a full sentence.  Children are supported in this aim by being prompted to use sentence stems or the words in the questions to frame a full sentence answer.

No one word answers – try this:

  • we acknowledge the one word and re-inforce by modelling the full answer
  • we re-inforce the sentence stem by repeating the question

 To support the development of children’s Oracy, Talk triggers must have a weekly focus in classrooms. This could be the introduction of an object, sharing of a picture or video etc – there must be at least 15 minutes a week dedicated to pure development of spoken language around the chosen provocation.

Encouraging meta-thinking skills in reading:

Every class will share a story at least once a week, using the 3 step story approach.  This gives children an opportunity to ‘unpack’ their understanding of text, and also to review the level of questioning and analysis required to do so.  This enables our children to articulate their ‘meta-thinking’ about text, and the ideas it conveys, from a very early age.  Children will be able to identify the simple levels of question type:

  • Copy cat (literal)
  • Text detective (inferential)
  • Judge and jury (evaluative)

and explain their choice, as well as being able to identify an appropriate answer.  This secures articulate and reflective responses from our children from the earliest age.

Guided reading also provides additional opportunities for children to talk about text with a more expert adult reader in a small group.  This happens for all children several times a week during intervention time (0845 – 0925)

1:1 reading happens for all children, at least once a fortnight (sometimes more depending on need). This allows an adult, with the knowledge of that individual child as a reader, to provide focussed support them to help them progress.

School Council:

School council meets once a week and is led by Kauser Jan.  Currently it consists of 2 reps from year 2 and each KS2 class.  We have a ‘Cluster Council’ with children from our 5 neighbouring CHESS school settings.  We also have Early Years councillors for children in EY/Year 1 to enable our youngest school members to have their say in school.

Performance:

The school is committed to promoting the performing arts as an area of ensuring that ‘every child has a voice’.  Opportunities in this area include: choirs – KS1 and KS2, class singing; sharing assembly( weekly); singing assemblies (weekly); Christmas performances, musical performances, talent shows and the end of year production.