The ITT Core Content Framework. Samuel Stones

you could include key vocabulary that the children need to learn, worked examples, manipulative mathematical resources and samples of children’s work. In English, the working wall could be created as pupils work through a unit of work to demonstrate the complete writing process – i.e. stimulus, vocabulary generation, planning, drafting, redrafting and the final product.

       Create displays of children’s work to celebrate their amazing achievements. Make sure that children’s names are included next to the work. Also display photographs to illustrate the learning process as well as the products of learning – for example, capturing moments when children are working on collaborative tasks.

       Create a stimulating reading area that includes texts related to the topics that children are studying.

       Create a display about the text that the children are studying in English.

      You should expect children to show respect to you, each other and to their learning environment. If your expectations are too low, these will be reflected in their behaviour. Young children learn very quickly what your expectations are. They may test you initially, but when they realise that your expectations will not alter, they usually comply.

      You must make sure that the classroom is a safe place for children to learn by removing resources or equipment that might be dangerous. If the school hall is used as a dining room, but also used for physical education, it is worth checking that it is fit to use before you take children in, especially if the policy is for children not to use footwear. Although this might feel like a menial job, it is important to protect children from accidents.

      Take 5

       Use open questions to promote cognitive demand.

       Scaffold questioning to ensure that pupils cannot opt out.

       Have routines and procedures in place that support pupils to manage themselves.

       Insist that pupils use precise, technical vocabulary.

       Communicate regularly with parents in order to establish positive relationships.

      Classroom example

      It is important to support pupils to provide right or valid answers to any questions that they are asked. When pupil responses include ‘I’m not sure’ or ‘I don’t know’, it is essential that action is taken to develop confidence and understanding. In these cases, you should adapt your approach to questioning to ensure that the sequence ends with the pupil providing a right or valid answer to the question that you initially posed. It may be appropriate to ask the question in a different way, or to model the answer and ask the pupil to repeat it after you. You may also find it helpful to ask another pupil the question and then ask the initial pupil to repeat the answer. In some cases, it may be possible to deconstruct the question and in doing so ‘chunk’ the content that you are discussing to enable the pupil to find the answer. Similarly, other pupils can be called upon to provide cues and prompts, and the initial pupil can then use these to find the answer to the question that you originally posed. These questioning approaches ensure the highest expectations of pupil involvement as it significantly reduces their ability to opt out of your questioning.

      Examples of what good practice in high expectations looks like in the classroom

      Plan your lesson to build on pupils’ existing knowledge and skills. Your assessments of children’s learning will determine your starting point for planning lessons. Include plenty of questions that promote thinking during the lesson and plan for these in advance. Include challenge tasks for those children who need additional cognitive demand during the lesson. Plan for pupils working at lower levels of development to achieve the same learning outcomes as other pupils by breaking tasks down further or by providing additional adult support and resources to support them. Do not automatically set them a less challenging task unless the learning outcomes that have been set for other pupils are not developmentally suitable for pupils operating at lower stages of development.

      Summary

      This chapter has outlined the importance of setting high expectations of all pupils and it has highlighted how teachers’ beliefs can have a substantial impact on pupil learning. Having high expectations is essential in order to ensure that all pupils are exposed to cognitively demanding experiences and advanced learning opportunities. The chapter has also explained why it is important to ensure that you demonstrate the highest standards of your own professional behaviour and it has indicated your roles and responsibilities as a role model. Practical guidance has been offered to support your own professional practice and a range of strategies have been discussed in relation to pedagogical approaches to support challenge and participation. The chapter has also provided some practical examples of effective classroom practice and a selection of takeaways to support your teaching.

      Learning progress checklist

      The checklist below is from the ITT Core Content Framework. It outlines what you need to Learn that and what you need to Learn how to do.

      Track your own progress in this learning by noting the date that you first accessed the learning, the date you feel secure that your learning on this point is developing and the date at which you are confident that you have covered this. Using this checklist will support you to:

       track your learning journey throughout your course;

       focus on the key content of your course;

       identify areas where more learning is needed;

       seek further support for specific points if needed;

       feel confident and secure that you have covered this content in your training.

       This book provides you with key knowledge and support. It is not, and should not be, the only resource you use to support you with this learning. The final table here is for you to reflect on, and note down, the learning resources you found most useful for your learning against this standard.

      High Expectations (Standard 1 – ‘Set high expectations’)

      Source: Department for Education and Education Endowment Foundation (DfE/EEF) (2019) The ITT Core Content Framework. Manchester: DfE. Crown copyright.