Page 5 - Teaching and Learning Policy 2026

Green Gates’ 6 Principles of Effective Teaching and Learning

To form secure schema, students assimilate new learning with
Prior Knowledge
what they already know.
Making

Connections The more that pupils can practise rehearsal, the easier it

becomes to retrieve the information from their long term
Regular low stakes
testing memory. Retrieval tasks are planned for regularly. Knowledge
Organisers are used to support here.

The curriculum in all subjects is planned sequentially, with new

Curriculum coherence learning building on existing knowledge and skills. Opportunities
to recap and revisit key concepts are also provided.

Pupils have limited understanding and experience of the wider
Deliberate vocabulary world. Vocabulary is well thought out for all subjects and this
instruction
is explicitly taught.

Well-chosen probing questions can support pupils to make links

Check for Understanding between ideas, to rehearse explanations to support long-term
memory retention and to identify misconceptions.
Assessment

for Learning With a focus on the questions of ‘how do we know?’ and ‘how

Questions to probe and do we work it out?’, process questions help pupils to develop
process independent thinking. Pupils are asked to explain their methods,
ideas and choices.

In order for feedback to be effective, it needs to be
Feedback that moves understood, accepted and actionable for pupils to secure future
forward improvements. This will ensure that pupils secure improvements
in their retention of knowledge.

In giving feedback as actions, pupils are being set a task that
Time to reflect and act addresses their learning need with feedback embedded in the
selection of the task.