Page 12 - Teaching and Learning Policy 2026

Green Gates’ 6 Principles of Effective Teaching and Learning

Independent What this looks like in our classrooms:
Application
Guided Practice Teachers build substantial time into lessons for guided pupil practice of the tasks and
material learnt. The best form of guided practice is that which is guided by the
expert - the teacher.

Guided practice involves close supervision and feedback from the teacher.

Guided practice needs too incorporate effective instruction, making connections,
assessment for learning and adaptive practice strategies outlined above.
Guided practice continues until pupils’ understanding is firm and they are able to
achieve a high success rate.

Guided practice is the ‘We do, You do’ loop.

Metacognition “Thinking about thinking” enables pupils to take greater control of their own
learning, which is essential for developing independence. This is modelled by teachers.

Pupils use metacognitive strategies by actively engaging in three key stages: Planning
- What is the goal?, What do I already know that will help me?, What strategy
should I use?; Monitoring - Am I on the right track?, Does this make sense?, Do I
need to change my approach?; Evaluating - What worked well?, What could I
improve next time?, What have I learned that I can use again?

Self Regulation Pupils are regularly encouraged to reflect on their learning when they are struggling
and when they are succeeding, promoting independent thought and self help
strategies.

Pupil Ownership Guidance fading is used to increase the independence of pupils over time, with
scaffolds gradually being removed.

Independent practice involves pupils practising tasks without guided practice from the
teacher.

Whilst independent, this practice is still monitored to ensure that mistakes and
misconceptions are addressed.

So that… Pupils are able to apply their learning successfully and experience success.