Our Approach to Teaching

We have a simple way of looking at our lessons at The Hewett Academy - focusing on teaching rather than testing: 

Our school exists to provide the highest quality education for our students. We have a strong focus on ensuring top-quality teaching and learning and, together with our knowledge-rich curriculum, will provide a first-class education to the children in our community.

We have a simple way of looking at our lessons at Hewett Academy - putting knowledge at the core of what we do. Students and staff all use the same ten-point list as a guide for their lessons

1. The start of the lesson 

Our lessons will start with the teacher greeting students at the door. Students should enter the room calmly and then stand behind their chairs with equipment and book(s) out on the desk and wait for further instruction/signal from the teacher. 

2. Low stakes quizzing / interleaving retrieval 

We begin the lesson with a 5-10 mark knowledge quiz. This re-caps prior learning AND provides opportunity for the learning to be linked to the bigger picture/overarching question/topic/composite task the pupils are working towards.    

3. Acting on feedback 

Student books are marked in line with the assessment and marking policy. Common misconceptions must be picked up by the teacher through regular ‘live checking’ and ‘live marking’ with green pen. Feedback is delivered to individuals and/or the whole class. Students are given time in lessons to edit and correct work in a purple pen to demonstrate an improved understanding of the concepts taught. 

4. High leverage activities  

Lessons will be planned to incorporate the delivery of high leverage activities which involve ALL pupils actively learning. In planning and delivering lessons, we endeavour to find the most effective strategies to allow pupils to progress.  

5. Pre-teaching of vocabulary 

As part of our whole school literacy strategy, all subject specific and/or key vocabulary is carefully selected and pre-taught so that pupils engage intentionally with this vocabulary to secure meaning, before they encounter it in the context of the lesson.  

6. Reading and reading aloud 

As part of our whole school literacy strategy, where key vocabulary and core knowledge is being taught, this is done via reading. A variety of classroom strategies are used to ensure all pupils engage with reading and particular reading aloud. 

7. Writing  

Students will be given opportunities to ‘apply’ their knowledge via a range of writing tasks. We provide models, lots of guided practice, leading to more independent writing tasks. Where appropriate, pupils verbally rehearse work prior to writing. The actual writing tasks are completed in silence.  

8. Formative assessment “checking” 

Formative assessment occurs throughout the lesson to; assess understanding, diagnose misconceptions and adjust teaching/planning accordingly. To do this effectively our techniques are planned with the goal of maximising participation. 

9. Presentation of student work  

Student work is well presented with titles underlined with a ruler, written work in black pen and diagrams in pencil, any mistakes are crossed out with a single line through it. No work should fall out of the books. 

10. End of the lesson 

Time is made to revisit how the lesson fits into the bigger picture/overarching question/topic/composite task the pupils are working towards. At the end of the lesson some final questioning, quizzing or choral response might be done while pupils are waiting to be dismissed. Pupils must be ready to leave before the bell to ensure that they are punctual to their next lesson. They are dismissed in an orderly manner.