Page 10 - Teaching and Learning Policy 2026

Green Gates’ 6 Principles of Effective Teaching and Learning

Assessment for What this looks like in our classrooms:
Learning

Check for Clear, planned questions allow teachers to make judgements about their
Understanding understanding and respond accordingly.

Hinge questions are planned for in all lessons, at appropriate times, to help teachers
to check for deep understanding of the taught content to gauge the time to move
from instruction to practice.

Mini whiteboards are used in all classrooms to assess understanding and move
learning all in a systematic way.

Questions to To ensure that pupils have deeper understanding, teachers use a range of probe and
Probe and process questions.
Process
Probing questions are used to help pupils to explain or justify their answers; to
challenge initial ideas; and to encourage reasoning and elaboration.

Process questions are used to support recall and clarification and to help pupils
connect ideas.

Scaffolds are provided to support pupils, Eg; the use of sentence stems.

There is an expectation that all pupils will respond to questions and that all pupils
will use full sentences in their oral responses.

Feedback that Effective and regular feedback is essential in ensuring that children make rapid
moves forward progress across all areas of the curriculum.

All work that children produce must be given feedback so that children know
whether they have achieved the learning objective and what they need to do in
order to improve further.

Feedback can take a range of forms and at Green Gates, we use all methods: verbal

feedback, written feedback, peer feedback and self-assessment. The way in which
pupils receive feedback depends on their age, ability and how they learn best.
Teachers use their professional judgement to decide which method to use to help
the children make progress.
Time to reflect The sole focus of feedback and marking is to provide specific guidance on how a
and act child can improve.

Pupils are given ‘Response time’ to act on feedback given and it is expected that
knowledge, skills and understanding that has been taught through feedback, should
become embedded in a child’s learning so that progress is visible.

So that… Pupils are made to think hard, with breadth, depth and accuracy.