High quality teaching, learning and assessment is central to successfully delivering our promises to our students, securing them with the best possible outcomes in order to achieve their career goals.  Teaching, learning and assessment across The Deanes challenge and support learners to make sustained and substantial progress in all aspects of their curriculum. Throughout the school, teachers have consistently high expectations of what all students can achieve and draw on their expertise to deliver purposeful, engaging lessons in an environment of mutual respect. 

Lesson Expectations


Before the lesson           
  • Teachers plan their lessons, adapting departmental schemes of work according to the context of their class.   When planning, teachers understand and accept the accountability of their role in ensuring students' knowledge and skills are developed over the course of study.
  • All departments have curriculum maps, termly overviews and schemes of work which demonstrate clearly the curriculum intent and implementation of learning.  Teachers refer to these documents frequently in their planning so that they are clear on where the unit and lesson they are teaching fits into the sequence of learning.
  • Teachers use the data and information available to ensure that they are aware of the needs of students in their lessons in order to plan accordingly e.g. SEND, Disadvantaged, Most Able and EAL.  These key groups should be indicated on seating plans.
  • Planning starts backwards from the desired results and the success criteria should be related to the learning objectives. Teaching is adaptive in that teachers respond to their assessment of students' understanding by adapting their planned teaching accordingly.
  • Teachers organise resources before the lesson, including photocopied resources, to ensure that learning time is maximised.
  • Staff arrive promptly for lessons to meet and greet students as they enter the classroom.  Where this is not possible, or the teacher considers it appropriate, students line up outside the classroom.


During the lesson


Teachers ensure that:

  • Students are engaged in learning from the start of the lesson.  
  • Set and clear and high expectations and communicate these to students. 
  • Learning objectives are shared with students and that these are understood.  These are not written down by students as this takes time out of learning at the start of a lesson.
  • They deliver a variety of well-resourced tasks that challenge and engage all the students in the class. The teacher's choice of learning activities closely match the needs of the students in their learning journey.  Expectations are explicit and linked to the learning objectives.   
  • Where appropriate in the learning sequence, teachers should:
    • Provide clear explanations of any new content. Content should be divided into smaller chunks, making sure that key concepts have been understood.
    • Model and provide exemplars to allow students opportunities to make progress. 
    • Follow teacher input with opportunities for application of new knowledge and skills.
  • They regularly check for understanding.  This enables misconceptions to be identified and addressed, and informs future planning.
  • Students receive regular feedback.  Feedback can take a variety of forms including individual verbal and written comments, whole class and scaffolded peer and self-assessment.
  • Students are being productive in their learning and are provided with additional support or challenge where necessary.
  • Students’ independent learning and literacy skills are encouraged.
  • Students are never left unsupervised at any time during the lesson.






Revisit prior learning.  This helps students to appreciate the bigger picture and reinforces their learning.

Examples of teaching strategies:

  1. Retrieval quizzes and MCQs

  2. Mix and Match Exercises

  3. Reordering Text/Diagrams

  4. Annotations of photos/diagrams

  5. 'Brain Dumps' and Mind Maps


Ensure that students receive clear explanations of new content.  Divide content into smaller chunks, making sure that key concepts have been understood.

Examples of teaching strategies:

  1. Breaking down vocabulary

  2. Planned explanations

  3. Dual coding

  4. Highlight common misconceptions

  5. Modelling

Follow teacher input with opportunities for application of new knowledge and skills.  Support growth in confidence with new material through guided practice.

Examples of teaching strategies:

  1. Extended writing and exam questions

  2. Independent practice

  3. DART activities

  4. Composing or Making

  5. Responding to feedback

Regularly check understanding to inform planning and feedback on how to progress.

Examples of teaching strategies: 

  1. Questioning

  2. Show me boards

  3. Live checking of student practice

  4. Quizzing

  5. Assess submitted work



At the end of the lesson


  • Students pack away and leave promptly at the end of the lesson. This ensures that all subsequent lessons start punctually.
  • At the end of each lesson, the room is left tidy with nothing on the floor, a clean whiteboard and all the furniture in place.
  • Students stand behind their chairs in silence before being dismissed by their teacher in an orderly manner, and on time.
  • The teacher stands by the classroom door as students leave the room and is ready for the next lessons ‘meet and greet’.
  • The teacher's assessment of students' knowledge and understanding is used to inform future planning.