Teaching and Learning Statement
At Ennerdale and Kinniside Primary School learning is defined as: The process of acquiring the essential knowledge, skills understanding and behaviours required for deep understanding.
Provision is designed to advance understanding, gradually throughout a Key Stage. Lessons are not an event in themselves but are part of the process of learning and therefore we do not expect pupils to complete learning within a single lesson. Many lessons will carry on over several days or even weeks until a pupil is showing the required degree of understanding. Many lessons will involve multiple learning objectives, some of which may be encountered for the first time whilst others are being revised in a new context.
Progress is defined as: The widening and deepening of essential knowledge, skills understanding and behaviour. This means that pupils will experience the same content over and over again, each time in a richer and more challenging context as it is important that pupils have sophisticated problems that challenge them in a wide variety of different and diverse situations.
Pupils will be given increasingly challenging activities at each stage of development which we call “cognitive domains”. The table below shows the cognitive domains, the type of teaching they will receive in each domain and the typical nature of tasks.
|
Cognitive domain |
Predominant form of teaching |
Type of thinking |
Type of activities |
|
Basic |
Modelling, explaining |
Low level cognitive demand involves following instructions |
Name, describe, follow instructions or method, complete tasks, recall information, ask basic questions, use, match, report, measure, list illustrate, label, recognise, tell, repeat, arrange, define, memorise |
|
Advanced |
Application activities with review |
Higher level of cognitive demand involves mental processing beyond recall. Requires some degree of decision making. |
Apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. |
|
Deep |
Coaching and mentoring |
Cognitive demands are complex and abstract. Involves problems with multi-steps or more than one possible answer. Requires justification. |
Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove. |
Pupils are assessed according to the curriculum standards at the end of Key Stage One, Lower Juniors (Year 4) and end of Key Stage Two and whether they have a basic, advanced or deep understanding of them. It is expected that by the end of each stage, the vast majority of pupils have an advancing understanding and some will have a deep understanding.