Aurora schools have the freedom to design their own teaching and learning policies. However, we have agreed as a Trust that that principles below should apply in all schools. Annual provision reviews help Aurora schools explicitly identify the features of effective teaching that form the entitlement for all pupils. 

Teaching

• Teachers are trained and supported to have excellent subject knowledge in all the subjects they teach.
• Teachers structure lessons and sequences of lessons carefully so that new knowledge and skills are understood and remembered. This will include: modelling, showing, explaining, encouraging, recalling, questioning and challenging.
• Teachers understand the needs of pupils in their classes, particularly those with SEND, and provide adaptations and scaffolds as required so all pupils are able to learn effectively.
• Teachers understand the importance of language development and model the use of vocabulary precisely and deliberately.
• Teachers ensure that feedback, retrieval and assessment are used effectively to help pupils learn and to inform future lessons.
• Teachers have a clear understanding of curriculum end points and use these to inform sequences of learning.

Assessment

• Teachers use a range of strategies to check pupils understand new content that is being taught.
• Teachers use assessment to check that pupils have embedded key learning in their long-term memory.
• Pupils progress towards curriculum end points is used to adjust or adapt teaching sequences or approaches; if required, changes or adaptations are made to key curriculum content. This results in pupils knowing and remembering key knowledge or skills and preparing them appropriately for the next stage of their education.

Environment

• Safeguarding is prioritised. The physical environment is safe and support for pupils is evident in the environment. This may include worry boxes, ChildLine information or signposts to other support.
• Learning is highly visible. This may be physically through the use of displays, washing lines and resources or through what can be seen and heard in classrooms.
• Classroom routines are well understood and embedded. They contribute to excellent behaviour and support learning.
• The curriculum is well resourced and teachers and pupils have the tools they need to learn well.
• Classrooms are tidy, free from clutter and support pupils in learning.
• Careful consideration is given to the needs and age of pupils. This is reflected in the choices made in the physical environment.