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Teaching & Learning At South Hylton Primary Academy

South Hylton Primary Academy is dedicated to inclusive, accessible and sustainable teaching and learning. We provide our pupils with cutting-edge technology, alongside traditional teaching methods, to empower students - encouraging them to excel and develop a lifelong love of learning and reading. High-quality feedback and personalised learning help students take ownership of their progress. With a focus on resilience, we believe in learning from mistakes, embracing challenges, and using technology to become creators. Offering students the opportunity to demonstrate their knowledge through the power of choice and innovation.

Contents SHPA Non-Negotiables

Introduction & Purposeful Digital Implementation

Behaviour and Routines

Ensuring Active Participation (AFL)

Assessment Expectations

Teaching & Learning

Marking & Feedback

Homework

Inclusion

SHPA Non-Negotiables Every lesson will: • Begin with retrieval/vocabulary review • Include explicit modelling • Be a Voice 21 lesson • Include guided practice • Include checks for understanding • Ensure all pupils participate, through a strong use of AFL • Include independent application • End with review/check of learning • Demonstrate adaptive teaching

Every classroom is: • • • • • • •

Calm and purposeful Language rich Highly inclusive Explicitly taught Assessment responsive Participation rich Ambitious for all

Introduction & Purposeful Digital Implementation This handbook outlines the shared teaching and learning approaches, routines and expectations that support consistent classroom practice across South Hylton Primary Academy. It should be used alongside: •

Assessment Policy

•

Marking and Feedback Policy

•

Curriculum documentation

•

Handwriting Policy

•

SEND and inclusion approaches

•

SHPA Showbie Implementation Guidance

This handbook supports our commitment to ambitious, inclusive and extraordinary learning experiences through shared approaches and high expectations.

Introduction & Purposeful Digital Implementation South Hylton has chosen Showbie as its central teaching and learning platform because its DNA of Learning* closely aligns with our instructional approach and shared teaching and learning principles. Through purposeful implementation, Showbie supports consistent classroom routines, visible learning and participation, responsive assessment and accessible learning experiences for all pupils.

This supports: •

Clear explanations, modelling and scaffolded guided practice

•

Retrieval, revisiting and independent review of prior learning

•

Visibility of pupil thinking, participation and assessment information

•

Responsive feedback, assessment and adaptive teaching approaches

•

Accessibility, personalised support and inclusive classroom practice

•

Consistent teaching, learning and participation approaches across classrooms

Showbie acts as a strategic enabler of high-quality teaching and learning, rather than a standalone digital initiative.

*A pedagogy-led framework centred around instruction, practice, feedback and assessment. (Showbie DNA of Learning)

Routines & Behaviour PACE in school is a trauma-informed, therapeutic communication framework (Playfulness, Acceptance, Curiosity, Empathy) designed to build trust, reduce anxiety, and foster emotional safety in students. Developed by Dr. Dan Hughes, it helps teachers and staff respond to challenging behaviors with regulation rather than punishment.

Non-Negotiable Routines Consistent routines create calm, purposeful and predictable learning environments. The following routines are non-negotiable and should be explicitly taught, practised and reinforced from the beginning of the academic year, then refined and revisited regularly throughout the year: • • • •

Entering the classroom at the start of the day and following break and lunchtime transitions. Listening attentively during teacher input. Moving appropriately and safely around the classroom. Moving calmly and respectfully around the school environment.

Additional routines may be established to reflect the specific needs of individual classes, phases or curriculum areas.

Expectations Please ensure your class can meet these expectations and that they are aware of them Build these routines and practice them: Area

Ready

Respectful

Safe

Classroom

Equipment ready, listening, following routines

Listening to others, taking turns, using kind words

Keeping hands and feet to self, moving sensibly

Corridors

Walking quietly and promptly

Holding doors, respecting displays

Walking at all times

Assembly

Sitting quietly, ready to learn

Listening to speakers, applauding appropriately

Staying in own space

Playground

Playing positively and joining in

Sharing equipment, including others

Following playground rules, reporting concerns

Dining Hall

Lining up sensibly, clearing trays

Using good manners

Walking and eating safely

Toilets

Returning promptly to learning

Respecting privacy and facilities

Using toilets appropriately

Trips and Visits

Following adult instructions

Representing SHPA positively

Staying with adults and group

Online

Using devices for learning

Kind and appropriate communication

Keeping information private and reporting concerns

Digital Expectations Shared approaches and routines create predictable learning environments that support engagement, participation and consistency.

Devices should support learning and not distract from instruction, discussion or participation. •

Clear routines for transitions and teacher input

•

“Apples Up” used to support focus during teacher input

•

Jamf and class management tools used purposefully

•

Devices positioned appropriately for learning

Pupils use devices differently depending on the learning intention. Viewing Mode - iPads are used to engage with teaching content through modelling, retrieval, discussion, reading and listening activities. Writing Mode - iPads are used as a writing surface for annotation, guided practice and written responses with appropriate handwriting posture and stylus grip.

Clear routines and organisation support independence, responsibility and readiness.

Shared approaches support familiarity and smoother transitions across classrooms.

•

Devices charged and ready for learning

•

Organised digital spaces and resources

Shared Language - Consistent language and routines support familiarity across classrooms and learning experiences.

•

Purposeful transitions between learning activities

•

Responsible handling and storage of devices

Predictable Expectations -Shared expectations support smoother transitions, accessibility and participation for all pupils.

•

Ensuring Active Participation (AFL) Establish and maintain strong routines for listening, participation and classroom discussion to ensure all pupils are actively engaged in learning. Senior leaders can provide support to develop and embed these routines.

•

Use Voice 21 strategies, including Talk Partners, Turn and Talk, and structured classroom discussion, to ensure every pupil has regular opportunities to articulate, explain and refine their thinking.

•

Use Showbie to make learning visible during guided practice and checks for understanding. Annotations, quizzes, quick responses and written responses enable teachers to see and share pupil thinking, identify misconceptions, provide timely support and adapt teaching in real time.

Assessment Expectations Teacher assessment at SHPA is informed by a range of evidence. The following assessment approaches provide consistent evidence to support accurate teacher judgement and inform next steps for teaching and learning: •

In-lesson formative assessment (AFL) through questioning, discussion, retrieval practice, cold calling, Talk-Pair-Share, work in books and using Showbie to make learning visible.

•

End-of-lesson and end-of-unit quizzes completed using Showbie to check understanding in foundation subjects.

•

Teacher assessment (Foundation Subjects) recorded using Showbie Overview, informed by classroom learning, independent application and evidence gathered from Showbie quizzes.

•

Standardised assessments using NTS (Reading, Maths and SPaG) and past-SATs papers in Yr 6

•

Accelerated Reader assessments to monitor reading progress and inform targeted reading support.

Assessment Expectations Term

National Tests

Diagnostic & Baseline

End of Unit (Showbie)

Autumn 1

RBA

Accelerated Reader Baseline

EOU quizzes are completed using Showbie throughout the year to support ongoing assessment in foundation subjects.

Autumn 2

Accelerated Reader Assessment

Spring 1

Accelerated Reader Assessment

Spring 2

SATs

Accelerated Reader Assessment

Summer 1

PSC MTC

Accelerated Reader Assessment

Summer 2

Accelerated Reader Assessment

Summative Assessment

NTS Tests (Reading, Maths, SPaG)

Tracking and Analysis

• •

•

Autumn EOY Predictions Autumn data for all subjects (Insights)

Spring EOY Predictions Spring data for all subjects (Insights)

End-of-year assessment data for all subjects (Insights)

Actions • • •

Baseline review Set reading targets Identify initial support

• • •

QLA (Boost Insights) Review targets Adapt interventions

• •

Review reading progress Update interventions

• • •

QLA (Boost Insights) Review targets Adapt interventions

• •

Review reading progress Update interventions

• • • •

SATs QLA QLA (Boost Insights) End-of-year reports Transition information

Teaching Sequence in Practice At South Hylton, instructional routines are designed to support explicit instruction, guided practice, participation and independent application through the gradual release of responsibility. Our shared instructional approach:

Instructional Phase

Purpose

Value Link

Vocabulary and Recall

Revisiting prior learning, strengthening vocabulary and connecting new learning to existing knowledge.

Fast

I Do

Explicit instruction, teacher modelling and clear explanation to introduce and scaffold new learning.

Curious

We Do

Guided practice, questioning and responsive support to develop understanding through participation and collaboration.

Determined

You Do

Independent application and practice to develop fluency, confidence and ownership of learning.

Ambitious

Review

Reflection, consolidation and opportunities for pupils to articulate and connect their learning.

Extraordinary

Explore a full classroom example: [Insert link]

‘I DO’

I Do is often the most important part of the lesson: if pupils are confused here, they struggle later.

I DO – Explicit Instruction:

The teacher clearly models new learning through direct instruction.

At SHPA, effective "I Do" includes:: • • • • • •

Clear explanations using simple, precise language. Breaking learning into small, manageable steps. Thinking aloud to make expert thinking visible. Modelling multiple examples and non-examples. Explicit teaching of vocabulary and misconceptions. Anticipate and address misconceptions before guided practice.

Technology at SHPA: • Use Showbie to capture or revisit teacher explanations when this strengthens learning. • Record key explanations or modelling to support retrieval, revision and adaptive teaching. • Provide pupils with access to models, worked examples and scaffolded support beyond whole-class teaching. • Ensure pupils can revisit teacher explanations independently when they need further support.

Before the lesson, ask: • Can I explain this learning clearly and simply? • What prior knowledge do pupils need? • What misconceptions are likely to arise? • What scaffolds or adaptations will some pupils require? • If pupils lack prerequisite knowledge, revisit prior learning before introducing new content.

AI to support planning: AI tools may be used professionally to: • Generate clear explanations and examples. • Identify likely misconceptions. • Suggest scaffolds and adaptive approaches. • Create worked examples, models and hinge questions.

‘WE DO’

WE DO – Guided Practice and Participation:

Assessment for Learning (AFL)

The "We Do" phase is where teachers and pupils work together to develop understanding before independent application. Teachers check understanding, respond to misconceptions and adapt teaching so every pupil is ready for independent learning.

AFL is continuous and responsive throughout the lesson. Teachers regularly check understanding through: • Cold calling • Mini whiteboards/digital whiteboards • Showbie "See and Share" • Retrieval questions • Discussion and pupil explanations • Hinge questions

At SHPA, effective "We Do" includes: • • • • • • •

Teach from Showbie to make learning visible and interactive. Pupils engage in guided practice using Showbie through annotations, guided examples and live responses. Model and rehearse vocabulary, sentence stems and disciplinary talk. Use Voice 21 strategies to ensure every pupil speaks and reasons. Employ Talk Partners and Turn & Talk so every child participates. Use cold calling and "No Opt Out" to maintain high expectations for all. Encourage pupils to explain, justify and challenge ideas respectfully.

Teaching should adapt in response to what pupils know, say and do.

‘WE DO’

Technology at SHPA

Before moving to "You Do", ask:

• •

Can all pupils do it independently? Use a hinge question to determine whether to: • Move on; • Provide additional practice; or • Re-teach key concepts.

•

Pupils record, share and refine their thinking using Showbie. Apple Classroom is used to share examples celebrate successes and make pupil thinking visible. Digital tools support participation, collaboration and responsive assessment.

Inclusion and Participation

AI to support planning:

• •

• • • •

•

Every child is expected to participate. Appropriate scaffolds and adaptations enable all pupils to succeed. High expectations for presentation, handwriting and participation are maintained when using technology.

Generate hinge questions. Anticipate misconceptions. Create scaffolded discussion prompts. Suggest scaffolds and adaptations to support access for all pupils.

‘YOU DO’ YOU DO – Independent Practice

Before moving on, ask:

The "You Do" phase allows pupils to apply new learning independently. Teachers assess understanding, provide feedback and use independent work to inform next steps. Evidence gathered during independent practice informs future teaching, assessment and planning.

• Have pupils demonstrated the learning independently? • Who is secure, and who needs further support? • What evidence will inform the next lesson? • Which misconceptions need addressing in the next lesson?

At SHPA, effective "You Do" includes: • • • • •

Provide purposeful independent practice matched to the learning intention. Circulate purposefully to assess, support and challenge pupils. Adapt teaching in response to what pupils know, say and do. Use Apple Classroom to view pupil work and respond to misconceptions in real time. Encourage pupils to reflect on, improve and take ownership of their learning.

AI tools may be used professionally to: • • • •

Generate independent practice tasks. Create scaffolded and extension activities. Produce success criteria and worked examples. Suggest planning of next teaching steps

Marking & Feedback

Feedback at SHPA is intended to be timely, purposeful and focused on moving learning forward. Feedback may be provided in exercise books or digitally through Showbie, depending on the learning and intended outcome. Recording and Marking Expectations • Pupils complete independent application in exercise books, unless a digital outcome has been planned. • All learning is uploaded to Showbie to provide a consistent digital record of learning and assessment. • English and Mathematics are marked in exercise books in line with the school's marking policy. • Foundation Subjects feedback is normally provided through Showbie using annotations, voice notes or written comments. • Where Foundation Subjects feedback has been provided digitally, teachers should indicate this in pupils' books using the agreed code: DF (Digital Feedback), written in a contrasting coloured biro. • The use of "DF" will only be in place while Showbie becomes fully embedded across the school. • Any corrections or improvements identified through Showbie feedback must be completed in pupils' books. Uploading work to Showbie • Pupils use 'Scan a document' option to upload written work from their exercise books. • Teachers may provide feedback through annotations, voice notes or written comments. • Showbie provides a shared record of learning, assessment and feedback for teachers, pupils and leaders.

Marking & Feedback Reflection and Improvement:

Feedback has the greatest impact when pupils respond to it, improve their work and apply it to future learning. Pupils are expected to: • • • •

Respond to feedback. Correct misconceptions. Edit and improve their work where appropriate. Apply feedback to future learning.

Teachers should: • • •

Provide opportunities for pupils to respond to feedback. Check that improvements have been acted upon. Use pupil responses to inform future teaching.

Homework At South Hylton, we believe that homework with a careful focus on the fundamentals can have a huge impact in school. We strongly encourage all pupils to read at home with an adult and to share books and stories at home. Drawing, writing and creating are also fantastic ways to encourage your child to practice key skills from school. We also have a more formalised approach to ensure that each child is properly prepared for their next stage: Early Years/Year 1/Year 2: • • •

Read. Daily reading with an adult is key to a child's early development. We will happily advise, support and provide the books Maths. Basic mathematic sheets will be shared each week to support your child's early number work Maths. Numbots can be accessed at home

Years 3 and 4: • •

Maths. Timestables Rockstar will provide a key part of weekly homework, to help practice this key skill, along with basic arithmetic sheets each week Reading x3 a week, with an adult. School will provide age/ability appropriate books

Years 5/6: • • • •

Maths homework books (CGP) Reading with an adult Timetables Rockstar Century Tech online learning

Inclusion

Pathways

SEND Interventions - Links Waves of Intervention: https://issuu.com/laidlawschoolstrust.com/docs/waves_of_intervention_?fr=sNDBlYjgzNTg2Njk The Padlet to support is: https://padlet.com/alicecrawford3/lst-waves-of-support-ym3ngyzfinv36x57 SEND Progress Pathways: SEND Progress Drives.pptx Rainbow Guide: file:///O:/Downloads/Sunderland%20Rainbow%20Guide%202026%20-%20digital%20version.pdf

Every Classroom is a SEND Classroom:

Technology to Support Learning Our 1:1 iPads can be used to support pupils' individual needs and improve access to learning. The features and tools below highlight some of the built-in accessibility options and digital resources available to support inclusive classroom practice. Many of these accessibility features are built into the iPad and can be accessed via Settings > Accessibility. Visual Impairments

Cognitive & Learning Disabilities

• • •

• Guided Access: Restricts the iPad to a single app and limits touch functionality to prevent distractions. • Speak Screen & Highlight Content: Supports reading comprehension by reading text aloud and highlighting words. • Type with Voice: Useful for pupils with dyslexia or other reading difficulties. • Predictive Text & Dictation: Makes writing easier for those with writing or language processing difficulties. • Reader: Let Siri read the text on a page • Colour Background: Change the colour of the background for dyslexic pupils. • Focus: Reduces distractions by limiting notifications. • Assistive Access: Simplified interface for pupils who benefit from reduced cognitive load.

• • •

Voice Over: A screen reader that reads aloud what’s on the screen. Zoom: Magnifies the screen for easier viewing. Display & Text Size: Adjust text size, bold text, increase contrast, reduce transparency, or use color filters. Magnifier: Turns the iPad into a digital magnifying glass. Speak Screen & Speak Selection: Reads highlighted text aloud. Live Text: Allows pupils to copy, translate or have text read from resources.

Hearing Impairments • • • •

Live Listen: Works with compatible hearing aids or AirPods to amplify sound. Subtitles & Captions: Available on supported content. Mono Audio & Balance: Helps if hearing is better in one ear than the other. Sound Recognition: Alerts users to sounds like sirens or doorbells.

Motor & Physical Disabilities • • • •

Assistive Touch: Adds a customizable on-screen menu for gestures and commands. Switch Control: Allows control of the iPad using external switches. Touch Accommodations: Adjusts how the screen responds to touch, including holding duration and touch sensitivity. Voice Control: Enables complete control of the iPad using voice commands.

Emotional & Behavioral Needs • • • •

Focus: Minimise distractions during learning. Background Sounds: Calming sounds to support attention and regulation. Mindfulness apps: (e.g. Calm/Headspace) where appropriate. Guided Access for reducing distraction.

Removing barriers through adaptation. At SHPA, we use technology to promote independence, increase participation and support every pupil to succeed