THE E21C LESSON FRAMEWORK

The E21C lesson framework was launched at the beginning of September. Barak Rosenshine’s principles come from three sources: (a) research in cognitive science (b) research on master teachers, and (c) research on cognitive supports. There are 10 instructional principles that have been captured in our own framework. They ensure that our pupils have a lesson framework that supports long term memory and is consistent across the curriculum, This reduces in class variation in our schools and it means that pupils know what to expect when they walk through the doors or a classroom. Of course, it’s not a straight jacket for teachers. We don’t expect every lesson to look exactly the same

Inclusive

Every child is supported to access a full curriculum.

Focused

Powerful knowledge is explicitly highlighted through Knowledge Organisers.

Improving Outcomes

Transforming Lives

Sequenced

Five year plans are carefully spiralled using spaced learning.

Coherent

Schemata (Big Ideas) are used to link new content to previous learning.

Assessment And Reporting

In September we continued to align assessment across our schools. The purpose of doing this is so that we can bring our teachers together to moderate work more effectively, share strategies and develop responsive resources. It also means that as parents you can benchmark your child’s progress against their peers.

Behaviour And Attendance

This academic year, we introduced the Culture Rubric to assist schools with reviewing and improving rules, routines and behaviour. The rubric helps schools to identify areas for improvement and provides a framework for continuous evaluation. This year, we joined the DfE’s Behaviour Hubs programme, working with a partner MAT and primary school to ensure we have a consistent approach to routines. The behaviour and attendance forum and strategy group met twice, sharing challenges, good practice, and resources. Attendance continues to be a key focus for us. This included implementing a new graduated attendance approach, with clearer protocols for supporting and monitoring absence and punctuality.

Inclusion

Our secondary schools welcomed new special needs and disability coordinators (SENDcos). Building parental confidence has been a priority. Four schools had successful SEND reviews, showing that leaders and governors are working together, to establish a clear vision and strategic intent for pupils with SEND. Schools have worked on better meeting the needs of pupils through a combination of in-class interventions, SEND champions who run specialist groups and the use of external services.