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The Babington Way for Implementation

In order to ensure that our curriculum is implemented highly effectively the following lesson model has been developed alongside research into memory and optimal knowledge retention. Each lesson taught at Babington follows this structure and includes all of these elements to ensure that all learners have a consistent and high quality of education.

The following forms part of the ‘The Babington Ways’:

In order to promote an environment where the successful implementation of the curriculum leads to an exceptional quality of education for all learners, we will…

• Engage students with an activity that allows them to discover learning for themselves as well as activate prior knowledge that they will need for that component of learning
• Contextualise learning clearly through relevant and focused learning outcomes, stating the purpose of the learning within the bigger picture
• Provide students with opportunities to develop their resilience with a BC4L focus in each lesson
• Give clear instructions and explanations, maintaining a purposeful learning dialogue/narrative throughout the lesson so that students can articulate the purpose of their learning at every step
• Ensure that the needs of individuals are met and all groups are supported and challenged
• Revisit prior learning at appropriate intervals to ensure that this is transferred to long-term memory
• Develop knowledge and skills over time so that they become durable and flexible
• Have expert knowledge of the subjects that we teach and deliver content effectively
• Present information clearly, enabling students to understand key concepts
• Sequence the delivery of new knowledge well so that students are supported in transferring this to their long-term memory
• Ensure smooth transitions between activities so that pupils understand how each segment of the lesson supports their development
• Provide students with time to consolidate knowledge and master skills
• Ensure that the work given to pupils matches the aims of the curriculum
• Plan reading materials that are ability appropriate and provide a level of challenge
• Work determinedly to ensure that students develop knowledge fluency
• Recognise that we are all teachers of literacy, with a sharp focus on cross-curricular QWC, and numeracy and plan explicit learning opportunities to develop students’ skills in these areas
  • Plan explicit opportunities for students to engage in structured talk, insisting on, and role-modelling, the use of Standard English at all times
  • Provide rich opportunities for students to develop their vocabulary and explore the roots of words
• Capitalise on every second of learning time, maintaining a healthy lesson pace so that students are facilitated in making rapid progress
• Embed a variety of AfL opportunities, in line with ‘The Babington Way for Feedback’ and use active verbal feedback to accelerate pupils’ acquisition of key knowledge and skills
• Use questioning effectively to recap learning, deepen and challenge thinking and reshape understanding, ensuring that effective systems for questioning are fully embedded so that there is coverage of all students
• Engage in regular dialogue with support staff to ensure that their deployment is highly effective and targets the learning needs of individuals and groups of learners