ROSEACRE PRIMARY ACADEMY
CURRICULUM & TEACHING
HABITS PLAY BOOK 2026 - 2027
LEARNING HABITS
ATC TRUST
The Habits Playbook (Primary)
Introduction to the Habits Playbook At its heart, the Habits Playbook is about equity, clarity, and consistency. It is built on research from the science of learning and informed by the practical wisdom of teachers in real classrooms Its purpose is to create the conditions in which every pupil can thrive and every teacher can teach with impact, confidence, and sustainability
Rather than prescribing a one-size-fits-all model, the Playbook offers a shared framework a common language of routines and habits that reduce cognitive overload and increase focus for both pupils and staff. These routines aren’t about compliance for its own sake; they’re about ensuring that every moment counts, particularly for those who need school to work the most
The Playbook doesn't aim to replace creativity or professional judgement; on the contrary, it’s designed to enable them By removing unnecessary distractions, smoothing transitions, and establishing clear expectations, it gives teachers more time and freedom to focus on modelling knowledge, asking rich questions, offering meaningful feedback, and building strong relationships. This framework helps ensure that every classroom is a place of calm, purposeful learning, no matter who is teaching or who is being taught Ultimately, the Playbook is about helping teachers teach smarter, not harder.
Roseacre Primary
Roseacre Primary
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
Research demonstrates that sentence stems lower the cognitive load for students; by providing the initial grammatical structure, children can dedicate their mental energy to higher-order thinking and reasoning rather than struggling with sentence construction This is particularly transformative for disadvantaged pupils and those learning English as an Additional Language (EAL), as it shifts them from passive listening to active, confident articulation of complex ideas
Furthermore, studies by organisations such as Voice 21 and Oracy Cambridge highlight that sentence stems are vital for developing "talk tactics" and disciplinary literacy across various subjects In mathematics and science, for instance, introducing explicit stems like "I agree with X because..." or "My strategy differs from yours because..." forces students to move beyond short, one-word answers and speak in full, logically rigorous sentences. Research from piloting schools shows that this systematic modelling improves metacognition, increases active listening as students must listen to a peer to accurately build on or challenge their point and drives measurable boosts in reading comprehension and subjectspecific academic attainment.
Partner Variations
Build or Challenge Pair: Partner A shares an idea Partner B replies using a reciprocal stem (e g , "I agree because "), developing active listening and essential "talk tactics"
Coach and Player Rehearsal: Partner A practises aloud Partner B verifies they are using a full, logically rigorous sentence before sharing with the wider class
Stem-Splitting: Partner A reads a teacher-provided stem Partner B completes it using higher-order reasoning, then they swap, which lowers cognitive load
Oracy in the Classroom : Stem Sentences Routine #1
How to Use
1. Provide the Stem: Introduce a specific sentence starter on the board (e g , "I agree with X because " or "The numerator is because ”
2 Model: Demonstrate how to say or complete the stem, ensuring the use of accurate subject-specific terminology
3 Apply: Requires students to use the stem to formulate their responses, ensuring they move beyond one-word answers to speak in full, logically rigorous sentences
When to Use
In-the-Moment Corrections: Use instantly to fix short or oneword answers
Maths & Science Tasks: Use during problem-solving to encourage pupils to explain their logical reasoning
During or after Input: Provide a stem to help pupils process newly taught information
Before Class Discussions: Give a stem to table partners to practice their answers before sharing with the room
Tackling Complex Problems: Introduce a stem to lower the cognitive load when posing a difficult new question
Warm-Ups & Plenaries: Use at the start of a lesson to discuss past learning, or at the end to review new content
LEARNING HABITS Roseacre Primary
Oracy in the Classroom : Turn and Talk Routine #2
How to Use
1. Question: Pose a question or prompt for students to discuss and tell them how much time they will have A one-to-two minute discussion is most productive
2. Turn: Have students turn to a specific partner
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned question or prompt When time is up, ask partners to share the thoughts and ideas from their discussion.
When to Use
Partner Variations
Eyeball Partners: When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other
Shoulder Partners: When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other This may also be done when students are seated in rows
Clock Partners: Using a clock template, have students “make appointments” with four other classmates, one for 12 o ’clock, one for 3 o ’clock, one for 6 o ’clock, and one for 9 o ’clock
Use Turn and Talk at any time during a lesson to encourage accountable talk:
As a warm-up activity to discuss previous lesson or homework assignment
After five to seven minutes of oral or written input, to help student process what they have just heard or read
During class discussions as a way for students to discuss ideas before sharing them with the class
As a closing activity so that students can review what was learned in the lesson
As a clarification tool for a complex problem or new guiding question posed by the teacher.
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
Nesting acts as a vital psychological scaffold, helping children bridge the gap between private thought and public speech while lowering the anxiety often caused by whole-class participation Organisations like Voice 21 use strategies like small peer trios or 'inner circle' hubs to reduce the stakes, creating a safe space for exploratory talk where pupils can test ideas and vocabulary without fear.
Instead of traditional, high-pressure questioning, nesting allows teachers to act as coaches, circulating between groups to gather insights and integrate them into the wider lesson. Research from Oracy Cambridge and the EEF shows this approach boosts reading comprehension, mathematical reasoning, and social-emotional regulation potentially adding six months of academic progress for lower-income pupils
Oracy in the Classroom : Nesting Routine #3
How to Use
1.Group: Organise students into small peer groups or 'inner circle' hubs
2 Prompt: Pose an exploratory question or concept for discussion
3 Circulate: Instead of using high-pressure whole-class questioning, act as a coach by circulating among the groups to gather insights
4 Integrate: Bring the gathered insights into the wider lesson, using them to guide the next phase of instruction
When to Use
Partner and Group Variations:
Table-Based Nests: Shoulder partners simply invite another peer or two from across their table to join them, forming a quick "inner circle" without needing to leave their seats
Networked Hubs: Pupils use a pre-arranged system to rotate and form fresh, small groups with peers from different table groups, helping them build broader speaking confidence
Reading & Maths: Boosts comprehension and reasoning New Vocabulary: Provides a safe space to test unfamiliar words
After Input (5–7 mins): Lets pupils process new information Before Discussions: Clarifies complex ideas before sharing with the class
Warm-Ups & Plenaries: Reviews past or present learning Assessing: Allows you to circulate as a coach to gather formative insight
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
The A B C (Agree, Build on, Challenge) strategy creates 'disciplined discussion' by giving students a shorthand for active listening and collaborative reasoning Instead of isolated answers directed at the teacher, the ABC model encourages students to evaluate peers ' contributions before responding, boosting engagement and accountability
Studies show the framework enhances metacognition and critical thinking. By moving beyond recall to evaluation, students justify their reasoning, improving attainment in subjects like Maths, Science, and History. Additionally, it offers social-emotional benefits: by normalising 'Challenge' as a respectful tier of dialogue, it deescalates the anxiety of disagreement, teaching children to challenge ideas without personal attacks.
Oracy in the Classroom : A, B, C Routine #4
How to Use
1. Listen: Have a student share an initial thought or answer with the class
2 Prompt: Ask another student to explicitly state whether they Agree, Build on, or Challenge the first student's point
3 Justify: Require the responding student to evaluate the peer ' s contribution and logically justify their reasoning before answering Agree (A): Validates and justifies "I agree with [Name] because "
Build On (B): Extends and elaborates "Building on [Name]’s point, I also noticed " / "I agree, and want to add "
Partner Variations
Think Through the Pen Partners: Pupils jot their ideas on mini-whiteboards first, then turn and talk to evaluate their views using A, B, C against their partners
Discursive Launchpads: The teacher poses a question with four options (e g , "To what extent do you agree ?") to prompt broad thinking Partner A selects an option, and Partner B evaluates it using an A, B, or C stem
Excellent practice: when pupils are able to independently use socratic questions with each other to A, B, C a peer ’ s point
Challenge (C): Offers alternative views or spots errors "I see it differently because "
When to Use
Warm-ups: Peers agree, build on, or challenge a presented answer
After Input: Pause for a pupil to share a thought and a peer to evaluate it
Complex Problems: Use A-B-C to test solutions before sharing with the class
Subject Tasks: Pupils evaluate peer methods instead of seeking teacher validation.
Plenaries: One pupil summarises while others build on or challenge the points.
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
"Say it again, better" develops high-level verbal expression and disciplinary literacy by rejecting brief, low-effort, or incomplete responses Since a student's initial answer is often a "half-formed thought," the teacher validates the attempt and provides an immediate, low-stakes opportunity to re-frame it with greater depth, technical vocabulary, and syntactic precision
This strategy increases classroom participation and think ratios, bridging the gap between informal speech and academic Standard English for EAL and disadvantaged learners Linked to Rosenshine's Principles of Instruction, this deliberate verbal rehearsal strengthens long-term memory retrieval and oral fluency, maintaining high expectations for all
Oracy in the Classroom : Say it again “better”
Routine #5
How to Use
1 Receive the initial answer: A student provides an initial response
2 Validate the attempt: The teacher deliberately validates the student's initial effort.
3.Prompt for improvement: The teacher does not settle for the brief nature of the response. Instead, they provide an immediate, low-stakes opportunity for the student to try again.
4.The student says it again, better: The pupil re-frames their response to include deeper reasoning, precise grammar, and subject-specific vocabulary
Partner Variations
The 'Upgrader': Partner B challenges Partner A to translate their informal answer into academic Standard English by requiring the use of specific technical vocabulary
The 'Sentence Stretcher': Partner B prompts Partner A to improve their answer ' s depth and syntactic precision by using specific conjunctions like because or however
Coach and Player: Before sharing with the class, Partner A rehearses their answer, while Partner B acts as a coach, requiring them to improve any low-effort responses
When to Use:
When an answer is globally right but articulated poorly
Transitioning from verbalising to writing
When Tier-3 (subject-specific) vocabulary is missing
When a response is embryonic (half-formed)
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
The "Pose, Pause, Pounce, Bounce" strategy is regarded as a technique for transforming traditional classroom questioning into a dynamic, inclusive dialogue It is designed to dismantle the "Initiation-Response-Evaluation" routine, where the teacher acts as the absolute arbiter of every answer Instead, PPPB establishes a "basketball questioning" dynamic, pushing the ownership of talk directly into the court of the learners and shifting the classroom climate from mere compliance to deep, exploratory thinking
Research shows that increasing wait time improves student response quality and confidence, especially for lower-attaining and EAL learners
Paired with a "no-hands-up" policy, the "Pounce" phase prevents dominant students from taking over The "Bounce" phase redirecting answers to peers eliminates passive listening, encourages metacognition, and provides immediate formative assessment data
Partner Variations
Unanimous Hands: Partners discuss during the pause Hands only go up when both pupils agree and feel confident explaining the answer
Tag-Team Bounce: A pupil with their hand up answers To maintain a "basketball questioning" dynamic, the teacher immediately bounces to another pair with hands up to evaluate or build on the point
Divided Roles: Partner A raises their hand to answer Partner B must actively listen because the teacher may bounce the follow-up question to them to explain the reasoning, eliminating passive listening
Oracy in the Classroom : Pose, Pause, Pounce, Bounce Routine #6 How to Use
1. Question: Pose a question or prompt for students to discuss and tell them how much time they will have A one-to-two minute discussion is most productive
2. Turn: Have students turn to a specific partner.
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned question or prompt. When time is up, ask partners to share the thoughts and ideas from their discussion.
When to Use
Use Turn and Talk at any time during a lesson to encourage accountable talk:
As a warm-up activity to discuss previous lesson or homework assignment
After five to seven minutes of oral or written input, to help student process what they have just heard or read
During class discussions as a way for students to discuss ideas before sharing them with the class
As a closing activity so that students can review what was learned in the lesson
As a clarification tool for a complex problem or new guiding question posed by the teacher
LEARNING HABITS Roseacre Primary
Developing Habits:
Research & Evidence
Intentional Questioning
Learning to formulate good questions is critical to improving teachers’ discourse in the classroom and leveraging their students’ deeper thinking
According to Pelo (2006), growing a culture of inquiry requires professional development rooted in the inquiry process, one that aims to foster and grow the values, dispositions and skills of researchers These values, dispositions, and skills include curiosity; willingness to linger with questions; commitment to constructing knowledge with others through dialogue, disagreement, and challenge; and attentive observation
Teachers naturally serve as models for their students; thus, modeling and reflecting on their questions leverage the students’ thinking. Students who are able to ask their own questions can follow their curiosity and tap into their own interests. Ritchhart (2012) claimed that questions are culture builders; thus, a productive way to approach this matter is for teachers to examine their own motives and goals for questioning in the first place. Teachers who visibly model and reflect on their questions motivate their students to think
The formula
The Structure of Discursive Questions
Discursive questions generally fall into a few formats:
"To what extent do you agree or disagree...?" (e g , To what extent does social media improve communication?)
"Discuss the advantages and disadvantages of..." "What are the implications of...?"
Example Answers and Options
Giving 4 possible answers is a great way to structure pupil responses and ensure broad thinking
Questioning in the Classroom : Discursive Questions
How to Use
1. Question: Present the question on the interactive board using the correct formula
2. Thinking time: Allow pupils to consider the options and weigh up their thoughts and responses
3. Think through the pen: Alternatively, allow pupils to jot their ideas down on their mini whiteboards before talking
4.Turn and Talk - ask pupils to share their opinion with their partner and evaluate and consider their own views in relation to their partner’s opinion (accomadate)
5 Share time: Teacher explores pupils answers and evluates and comments in an open forum - reminding pupils that there is no “right” or “ wrong ” answer
When to Use
Use Discursive questions at any time during a lesson to encourage explorative and gernerative talk:
Great when introducing a new topic
Useful when reading a text and making inferences
Helpful during class discussions as a way for students to formulate multiple or alternative interpretations and perspectives on a topic
As a closing activity so that students can review what was learned in the lesson
As a structured response to a more open ended topic of conversation - a great way to broaden thinking.
LEARNING HABITS Roseacre Primary
Developing Habits: Evidence
Socrates, the early Greek philosopher and teacher, believed that disciplined and thoughtful questioning enabled the student to logically examine and validate ideas Using Socrates’ approach, the instructor feigns ignorance of the topic in order to engage in dialogue with the students.
Why it works: By using Socratic questioning, instructors promote independent, higher-level thinking in their students, giving them ownership of what they are learning through discussion, debate, evaluation, and analysis of material
Socratic questions are open-ended prompts used in a cooperative dialogue where teachers guide students to discover answers themselves, rather than lecturing them Instead of rapid-fire memory checks, these questions probe assumptions, explore consequences, and challenge logic.
When to Use
Every time a pupil provides a response - there is a potential opportunity to use socratic questions.
Partners: Allow pupils to use Socratic question stems with each other to support opinion based dialogue and discussion
Socrates Stems: Having a display of questions stems is a useful reminder for teachers to use these questions regularly during lessons to engage in meaningful dialogue
Questioning in the Classroom : Socratic Questions
Types of Socratic Questions
You can use a structured framework like the one developed by educational theorist Richard Paul to target different areas of thought:
1.Clarification: "Why do you say that?" or "Can you give me an example?"
2.Probing Assumptions: "Is that always the case?" or "How did you arrive at that belief?"
3.Reasons and Evidence: "What evidence do you have to support that?"
4.Viewpoints: "How might someone with a different background see this?" “Who might think differently?” “what would be an alternative point of view on this issue?”
5.Consequences: "What would happen if this choice were made?"
6 Questioning the Question: "Why do you think this question is important?
Excellent Practice: When pupils are able to use Socratic Stems to ask the teacher questions, that’s when you know you have a classroom based on high quality and rich dialogue.
LEARNING HABITS Roseacre Primary
Developing Habits: Whiteboards
Mini-whiteboards are one of the school's key mechanisms for checking understanding because they make every pupil's thinking visible Rather than relying on volunteers or a small number of confident pupils, they ensure that every pupil thinks, every pupil responds and every pupil is accountable. This provides teachers with immediate evidence of learning, allowing them to identify misconceptions, adapt instruction and make informed decisions about whether pupils are ready to move on.
The 'Time to Change' routine strengthens this formative assessment process by creating structured opportunities for pupils to reflect on and improve their thinking before answers are discussed fornally. Rather than simply revealing the correct answer, teachers use pupils' responses to diagnose misconceptions, ask probing questions and guide pupils towards more accurate understanding This aligns with Rosenshine's principles of checking for understanding, providing guided practice and securing a high success rate before independent work. Consistent use of this routine encourages pupils to view improvement as a normal part of learning while providing teachers with a more accurate picture of understanding before moving learning forward.
Partner Variation
Compare then Change Partners explain why they changed their answer before showing again.
Coach, Don't Tell
Partner A explains their thinking. Partner B asks questions but cannot simply give the answer.
Convince Your Partner
If partners disagree, each must justify their answer using evidence before changing
Whiteboard Routines : Time to Change
How to Use
1. Ask every pupil to record their answer independently.
2. Use "3-2-1 Show" so every board is revealed simultaneously.
3. Scan for patterns rather than individual mistakes.
4. Say "Time to Change" before any answers are discussed.
5 Pupils improve, amend or replace their original answer
6 Recheck understanding before moving on
When to Use
After hinge questions
Before introducing new content
Before independent practice
When misconceptions appear across the class
Before deciding whether to reteach or move on
Watch For
Pupils changing answers because of improved understanding
Common misconceptions
Pupils unable to explain their changes
Confidence improving after discussion
LEARNING HABITS Roseacre Primary
Partner Variations
Eyeball Partners: When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other
Shoulder Partners: When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other This may also be done when students are seated in rows
Clock Partners: Using a clock template, have students “make appointments” with four other classmates, one for 12 o ’clock, one for 3 o ’clock, one for 6 o ’clock, and one for 9 o ’clock
Reading: Creative Stimulus
1. Question: Pose a question or prompt for students to discuss and tell them how much time they will have A one-to-two minute discussion is most productive
2. Turn: Have students turn to a specific partner
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned question or prompt When time is up, ask partners to share the thoughts and ideas from their discussion.
When to Use
Use Turn and Talk at any time during a lesson to encourage accountable talk:
As a warm-up activity to discuss previous lesson or homework assignment
After five to seven minutes of oral or written input, to help student process what they have just heard or read
During class discussions as a way for students to discuss ideas before sharing them with the class
As a closing activity so that students can review what was learned in the lesson
As a clarification tool for a complex problem or new guiding question posed by the teacher.
LEARNING HABITS Roseacre Primary
Developing Habits: Whiteboards
No Opt Out establishes the expectation that every pupil will think, commit to an answer and participate in classroom learning. Rather than relying on volunteers, all pupils are expected to process information, record a response and be ready to explain their thinking This creates consistently high levels of participation and provides teachers with a more representative picture of what the whole class understands.
Carefully designed multiple-choice questions are particularly powerful because the incorrect options can be built around common misconceptions The subsequent discussion and justification reveal pupils' reasoning and enable teachers to address misconceptions before they become embedded. This reflects Rosenshine's emphasis on frequent checks for understanding and the EEF's guidance that effective formative assessment should inform teachers' next instructional decision. Used consistently, this routine increases participation, improves accountability and ensures that instructional decisions are based on evidence from every learner rather than the responses of a few
Partner Variations
Explain Before Reveal
Partners explain their choice before boards are shown Find the Evidence
Partners justify which option is correct using evidence from the lesson, text or worked example. Persuade Your Partner
Partners with different answers must convince one another before revealing.
These techniques develop reasoning rather than guessing.
LEARNING HABITS Roseacre Primary
Partner Variations
Eyeball Partners: When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other
Shoulder Partners: When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other This may also be done when students are seated in rows
Clock Partners: Using a clock template, have students “make appointments” with four other classmates, one for 12 o ’clock, one for 3 o ’clock, one for 6 o ’clock, and one for 9 o ’clock
Whiteboard Routines : Think through the pen
How to Use
1. Question: Pose a question or prompt for students to discuss and tell them how much time they will have A one-to-two minute discussion is most productive
2. Turn: Have students turn to a specific partner
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned question or prompt When time is up, ask partners to share the thoughts and ideas from their discussion.
When to Use
Use Turn and Talk at any time during a lesson to encourage accountable talk:
As a warm-up activity to discuss previous lesson or homework assignment
After five to seven minutes of oral or written input, to help student process what they have just heard or read
During class discussions as a way for students to discuss ideas before sharing them with the class
As a closing activity so that students can review what was learned in the lesson
As a clarification tool for a complex problem or new guiding question posed by the teacher
LEARNING HABITS Roseacre Primary
Developing Habits: Manipulatives
Manipulatives are one of the school's key mechanisms for developing deep, secure and lasting mathematical understanding. They make abstract mathematical concepts visible and tangible, enabling pupils to explore, represent and reason about mathematical ideas before progressing towards more formal methods. Rather than being used only when pupils are struggling, manipulatives are a powerful teaching tool that benefits all learners by revealing mathematical structure and strengthening conceptual understanding
Guidance from the EEF and NCETM highlights the importance of using concrete and pictorial representations to support mathematical thinking
Effective use of manipulatives helps pupils make connections between representations, identify patterns and develop a deeper understanding of number, calculation and mathematical relationships. Teachers should introduce manipulatives deliberately, ensuring pupils explain what the equipment represents rather than simply using it to obtain an answer As understanding becomes secure, support is gradually withdrawn so pupils can move confidently between concrete, pictorial and abstract representations Used in this way, manipulatives promote mathematical reasoning, precise mathematical language and understanding that is both secure and transferable.
Partner Variations
Build It – Explain It: Partner A builds the representation Partner B explains the mathematics Swap roles
Spot the Difference: Each partner models the same calculation differently. Discuss which representation best shows the mathematics.
Prove It: Partner A states an answer. Partner B must prove it using manipulatives.
Multiple Representations: Challenge partners to show the same concept using two different manipulatives.
Maths: Manupulatives
How to Use
Introduce the mathematical idea using concrete resources. Ensure clarity about the representation is achieved. Ask pupils to explain what the manipulatives represent.
Move between concrete, pictorial and abstract representations.
Remove manipulatives gradually once understanding is secure. Reintroduce them whenever misconceptions emerge.
When to Use
Introducing new mathematical concepts
Exploring mathematical structure
Addressing misconceptions
Supporting mathematical reasoning
Explaining methods rather than procedures
Before pupils move to abstract recording
Manipulatives are for everyone.
Watch For
Pupils describing what the equipment represents
Secure links between concrete and abstract
Over-reliance on equipment
Mathematical language improving
Conceptual misconceptions
LEARNING HABITS Roseacre Primary
Partner Variations
Eyeball Partners: When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other
Shoulder Partners: When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other This may also be done when students are seated in rows
Clock Partners: Using a clock template, have students “make appointments” with four other classmates, one for 12 o ’clock, one for 3 o ’clock, one for 6 o ’clock, and one for 9 o ’clock
Reading: teacher Modlelling (prosady)
1. Question: Pose a question or prompt for students to discuss and tell them how much time they will have A one-to-two minute discussion is most productive
2. Turn: Have students turn to a specific partner
3. Talk: Set a timer for the allotted time, and have students begin discussing the assigned question or prompt When time is up, ask partners to share the thoughts and ideas from their discussion.
When to Use
Use Turn and Talk at any time during a lesson to encourage accountable talk:
As a warm-up activity to discuss previous lesson or homework assignment
After five to seven minutes of oral or written input, to help student process what they have just heard or read
During class discussions as a way for students to discuss ideas before sharing them with the class
As a closing activity so that students can review what was learned in the lesson
As a clarification tool for a complex problem or new guiding question posed by the teacher.