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Teacher Playbook

Unlocking Academic and Personal Potential

Unlocking academic and personal potential

WAT Teacher | Playbook

Contents

Contents: Introduction: The WAT Teacher Playbook

Technique 6: Strong Voice .................................................................................... 44 Technique 7: Choral Response.......................................................................... 46

Chapter 1: The Teaching and Learning Model 0: Select Curriculum

3: Prioritise Literacy

Technique 1: Technique 2: Technique 3: Technique 4:

Preparing to Teach....................................................................... 12 Preparing Relevant Retrieval............................................. 14 Preparing for Error ..................................................................... 16 Preparing for Assessment ................................................... 18

1: Create an Inclusive Culture Technique 1: Technique 2: Technique 3: Technique 4: Technique 5: Technique 6: Technique 7:

Clear and Observable What-To-Do (WTD) Directions ......................................... 20 Radar and Be Seen Looking .............................................. 22 Positive Narration ...................................................................... 24 Least Invasive Intervention ................................................ 26 Strong Start .......................................................................................28 Warm Strict .......................................................................................30 Culture of error ...............................................................................32

2: Secure and Maintain Attention Technique 1: Technique 2: Technique 3: Technique 4: Technique 5:

Silent Solo .......................................................................................... 34 STAR ....................................................................................................... 36 Attention Builders........................................................................38 Turn and Talk ................................................................................. 40 ABC Discussion.............................................................................. 42

Technique 1 : Explicit Teaching of Vocabulary .................................... 48 Technique 2 : Use High-Quality Texts............................................................ 50 Technique 3 : Thinking Aloud When Reading ....................................... 52 Technique 4 : FASE Reading ................................................................................. 54 Technique 5: Choral Reading ............................................................................. 56 Technique 6: Echo Reading.................................................................................. 58 Technique 7: Close Read ........................................................................................ 60

4: Optimise Explanation and Modelling Technique 1: Communicate Content in Small Steps...................... 62 Technique 2: Use memorable analogies and storytelling to explain ................................................. 64 Technique 3: Concrete Representation of Abstract Ideas ......................................................................... 66 Technique 4: Use a Variety of Excellent Examples and Non-Examples ......................................... 68 Technique 5: Narrate Thinking Live During Modelling ............................................................ 70 Technique 6: Backwards Faded Modelling: I Do, We Do, You Do .................................................................... 72 Technique 7: Scaffold minimally...................................................................... 74

Windsor Academy Trust Teacher Playbook

Active Observation ................................................................... 90 Call and Response ..................................................................... 92 Show Me.............................................................................................. 94 Show Call ........................................................................................... 96 Exit Ticket ......................................................................................... 98 Stamp Knowledge .................................................................. 100 Whole Class Feedback........................................................... 102

7: Ensure Consolidation Technique 1: Technique 2: Technique 3: Technique 4:

Retrieval Practice ..................................................................... 104 Spaced Practice ......................................................................... 106 Interleaved Practice................................................................ 108 Promote Metacognition....................................................... 110

Introduction: Standards ........................................................................................ 114 Technique 1: Affect Attunement.................................................................... 116

Technique 1: Technique 2: Technique 3: Technique 4: Technique 5:

Strategy: Right Student, Right Content, Right Time ................................................ 146 Strategy: Focus on Five ........................................................ 148 Strategy: Exposure and Pitch.......................................... 150 Strategy: Walking Talking Questions ....................... 152 Strategy: Mental Rehearsal or ‘’First Ten Minutes’ .....................................................................154

Thank You WAT Teacher Playbook Reference List

REFERENCE

Chapter 2: Culture and Behaviour: Standards

Chapter 3: Raising Attainment CHAPTER 3

Technique 1: Technique 2: Technique 3: Technique 4: Technique 5: Technique 6: Technique 7:

CHAPTER 2

6: Gather and Give Feedback

CHAPTER 1

Technique 1: Wait Time ........................................................................................... 76 Technique 2: Cold Call (No Opt Out, Stretch It, Right is Right) SW SP .................................... 78 Technique 3: Everybody Writes ....................................................................... 80 Technique 4: Stop and Jot .................................................................................... 82 Technique 5: Plan Higher Order Questions............................................ 84 Technique 6: MOP Sequencing ........................................................................ 86 Technique 7: Batch Call........................................................................................... 88

Technique 2: Take-Up Time................................................................................. 118 Technique 3: Correcting to Keep .................................................................. 120 Technique 4: Secondary Behaviours .......................................................... 122 Technique 5: Power Play - Stopping the Get Out............................ 124 Technique 6: The Nudge ...................................................................................... 126 Technique 7: Restorative Recovery ............................................................ 128 Technique 8: Duty - What You Permit, You Promote.................... 130 Technique 9: Corridor Calm ............................................................................... 132 Technique 10: Providing the Choice............................................................... 134 Technique 11: Building and Maintaining Strong Parental Relationships ....................................... 136 Technique 12: Warm: Strict ................................................................................... 138 Technique 13: Private Individual Precise Praise (PIPP) ................ 140 Technique 14: Narrating the Positive .......................................................... 142

INTRODUCTION

5: Drive Thought

Introduction

WAT Teacher Playbook

WAT Teacher Playbook Introduction

The WAT Teacher Playbook is an instructional tool containing high leverage techniques that will help teaching staff and leaders to become even better. That said, we know that teaching will only improve when ‘we use the right technique, at the right time, for the right reason’ (Kennedy 2016; Cottingham, Hughes and Kohlbeck, 2026) based on the specific needs of our students. This highlights the critical role that lesson preparation will play alongside the playbook.

Windsor Academy Trust Teacher Playbook

• The WAT Teaching and Learning Model. • Standards: Culture and Behaviour. • Raising Attainment.

•

our classrooms. This technique works best when used with…

How will the Playbook help me to develop as a leader? The Playbook will support senior and middle leaders to

REFERENCE

drive sustainable improvement by providing a set of models of excellence so that teachers and leaders use a shared language for strong practice. This ensures a concept of quality, so that leaders can support teachers to continually celebrate, reflect upon and evolve their practice over time. Furthermore, it will offer leaders the flexibility to use evidence to select the highest leverage professional development goals based on the needs of their school community.

CHAPTER 3

Furthermore, many techniques are exemplified through video models, alongside practical examples of how digital technology and AI can enhance their impact.

to continually improve, providing clarity, consistency and a common language around models of excellence. It will sit at the heart of our professional development during whole staff rehearsal, subject planning, development time and instructional coaching.

CHAPTER 2

• What the technique is. the technique • Why benefits ALL students. • What is it not. the technique can • How be implemented into

The playbook helps teachers

CHAPTER 1

The Playbook contains the following chapters:

INTRODUCTION

Each technique includes a summary overview that explores:

How will the Playbook help me to develop as a teacher?

Introduction

The WAT Teaching and Learning Model

The WAT Teaching and Learning Model 4. Optimise explanation and modelling 3. Prioritise literacy

Have you selected the specific vocabulary and high quality text to effectively teach this content?

5. Drive thought

Are you using memorable analogies and storytelling to make abstract ideas concrete? Are you using high quality modelling to exemplify excellence? Are you removing scaffolds over time to ensure mastery?

Are you leveraging the most relevant prior knowledge to teach this content? Are you anticipating common misconceptions as part of your delivery? Is student engagement ratio high?

2. Secure and maintain attention

6. Gather and give feedback

Do you consistently build, maintain and check student attention? Is silent solo honoured during independent work? Is your classroom fully wired?

Are you frequently assessing all students’ learning and responding appropriately?

Working memory Attention Forgetting

1. Create an Inclusive Culture

Have you built the necessary routines and environment for learning? Is there a sense of belonging for all?

0. Select Curriculum Do you know the curriculum? Have you prepared to teach it well? Have you planned a coherent sequence of learning tasks to ensure knowledge and application are developed over time?

7. Ensure consolidation Are you supporting students to consolidate and remember their learning?

WAT Teaching and Learning Model Adapted from Steplab’s Simple Model of Teaching

The WAT Teaching and Learning Model is grounded in the research about how learning happens and illustrated in a model that is adapted from the excellent work of Josh Goodrich and Oliver Caviglioli’s Simple Model of Teaching (Goodrich, 2022).

Windsor Academy Trust Teacher Playbook

We start by selecting the curriculum.

Principle 1: Create an Inclusive Culture: It

Principle 2: Secure and Maintain Attention:

Without attention, learning cannot take place. This means teachers need to secure and maintain attention as part of their teaching delivery to ensure students think hard and participate.

are teachers of literacy. This means they should consider their selection of high quality texts as part of classroom delivery, the vocabulary to be taught explicitly ahead of reading, and how reading will be modelled in a classroom environment.

01 All

It creates a shared language for great teaching across our family of schools.

Principle 5: Drive thought: Teachers should ensure high student engagement and thinking at all points of our lessons. This means leveraging the most relevant prior knowledge to teach content, anticipating common misconceptions as part of delivery and monitoring student participation in these tasks,

Principle 6: Gather and Give Feedback:

Leaders

With strong, clear, specific feedback, students can take ownership to move their learning forward. It also informs teachers of what students know, have misunderstood and therefore, what they might teach next.

It supports teachers to make effective decisions and as a result, continually develop their practice in and outside of the classroom.

The model enables school communities to celebrate strong practice against clear, evidence based criteria, and identify patterns and trends to practice over time that can drive school improvement. We believe that these principles are important for every teacher, in every subject, phase, or setting, and mastering these is our key to unlocking the academic and personal potential of all of our students.

REFERENCE

Principle 7: Ensure consolidation: We understand that learning will only take place over time as a change in long term memory. To achieve this, we should support students to consolidate their learning or retrieve knowledge after a delayed period from when it was taught.

Teachers

CHAPTER 3

Principle 3: Prioritise literacy: All teachers

communicating content in small steps and gradually releasing responsibility to our students through specific strategies support students to make abstract ideas concrete, or use models to exemplify excellence. Removing scaffolds over time supports students to become experts in their own right.

CHAPTER 2

is focused on establishing a predictable, positive classroom, where all of our students can feel a sense of belonging and flourish through an intentional environment and clear routines, particularly those students whose learning is most vulnerable.

Principle 4: Optimise explanation and modelling: To support novice learners,

CHAPTER 1

Teachers should have ‘expert knowledge of the subjects that they teach’ (Ofsted, 2025) and should consider the content, what students are expected to already know and what they should be able to know or do is critical to anticipating misconception and teaching to the context of the students in our classrooms.

This model supports colleagues for 3 main reasons:

INTRODUCTION

Our Core Principles

Windsor Academy Trust Teacher Playbook

11 INTRODUCTION CHAPTER 1 CHAPTER 2 CHAPTER 3 REFERENCE

Chapter 1: The Teaching and Learning Model

Chapter 1 | The Teaching and Learning Model

0: Select Curriculum

Technique 1

Preparing to Teach What is it? The preparation process that a teacher completes ahead of teacher delivery in the classroom. This includes considering the point that the students have reached in their curriculum journey, what they now need to learn and what prior knowledge will need to be secure to now learn new content.

Why is this a technique that benefits ALL students? Preparing to teach is a core part of a teacher’s role: the curriculum outlines the knowledge, skills and understanding that students will be taught, but a teacher knows their students well to be able to determine what they should already know, what students typically misunderstand and what content needs to now be taught or skills practised. The curriculum is the plan: a teacher brings that plan to life with valuable context about the students they teach.

What it is not?

resource to deliver • Atogeneric students e.g. slide deck, worksheet or digital resource.

activities that will • Planning keep students engaged, but not always learning.

medium term • The curriculum plan.

Windsor Academy Trust Teacher Playbook

Preparing relevant retrieval. Preparing for error.

INTRODUCTION

This technique works best when used with:

Ignitor: Technology/AI

How do I implement it into my classroom?

CHAPTER 1

Video Tutorial

Before teaching, consider: What relevant prior knowledge do students need to access. this content?

What do I want students to learn and how will I show them a model ahead of their own practice?

CHAPTER 3

What are the common misconceptions or knowledge gaps at this stage, and how do I design a task to check student understanding and reveal misconceptions?

CHAPTER 2

What content is due to be covered next.

REFERENCE

Chapter 1 | The Teaching and Learning Model

0: Select Curriculum

Technique 2

Preparing Relevant Retrieval What is it? Retrieval practice is a learning strategy that involves actively recalling information from memory to enhance long-term retention, rather than passively reviewing material. It forces the brain to pull knowledge “out,” strengthening neural pathways and improving memory, often referred to as active recall or the “testing effect.”

Why is this a technique that benefits ALL students? Students need to retrieve information to ensure it is retained to their long term memory. If students don’t use information, over time, retrieving it becomes more challenging and students are less likely to be able to use this information in future when learning new content that may be linked in some way.

What it is not?

that test information very • Tasks recently learned (spacing boosts learning by spreading retrieval opportunities out over time forgetting is good for learning).

• High stakes assessments. tasks designed for • Extended students to apply learning and practice.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Preparing to teach. Preparing for error.

INTRODUCTION

Retrieval practice.

How do I implement it into my classroom?

Use previously taught content that is linked to what is about to be taught.

CHAPTER 2

Design low-stakes tasks: these should be challenging enough to be effortful, but not so hard that students cannot succeed.

CHAPTER 1

Ignitor: Technology/AI

Require students to produce answers from memory without notes. CHAPTER 3

Use active observation to provide immediate feedback and correct common misconceptions.

REFERENCE

Chapter 1 | The Teaching and Learning Model

0: Select Curriculum

Technique 3

Preparing for Error What is it?

What it is not?

Planning for error is using your knowledge of your subject and students to consider the likely misconceptions students may make. It is using lesson preparation to consider who may make them and how you will support students in overcoming those errors ahead of time.

until a • Waiting misconception arises. expectations or • Lowering overloading student cognitive

Why is this a technique that benefits ALL students?

load with a range of ways that they could make errors.

Naturally, all humans will have preconceived misconceptions. In order for students to recognise how to overcome their misconceptions beyond the classroom, they need to be taught what a misconception is and strategies to work through them. Great teaching isn’t defined by a classroom where misconceptions do not occur; it’s defined by how effectively and efficiently the teacher guides students out of them. Plan for error ensures that student struggles are treated as a natural, expected highway to mastery rather than an unexpected roadblock.

content • Reteaching following exposure of error or misconception.

Windsor Academy Trust Teacher Playbook

Preparing to teach. Culture of error. Use a variety of excellent examples and non-examples.

How do I implement it into my classroom?

Select the most common or impactful error that typically arises when teaching this content.

CHAPTER 2

Normalise the culture where misconceptions are not a problem but a learning opportunity within the classroom.

CHAPTER 1

Ignitor: Technology/AI

INTRODUCTION

This technique works best when used with:

Plan for the error during lesson preparation and have an exemplar front-facing during active observation.

Use techniques to check for understanding.

CHAPTER 3

During active observation, intentionally hunt for the preplanned errors using the data sheet and exemplar.

Use Show Call or modelled examples to address misconceptions normalising error to the class. REFERENCE

Chapter 1 | The Teaching and Learning Model

0: Select Curriculum

Technique 4

Preparing for Assessment What is it?

What it is not?

As part of their preparation to teach process, teachers ensure that ahead of assessment, they have prepared students well and set them up for success. This includes retrieval critical knowledge, exposing students to modelled exemplars, providing them with opportunities to practice and giving them regular, precise feedback.

doing past papers • Repeatedly without feedback.

Why is this a technique that benefits ALL students? Including this in teacher preparation ensures they consider how prepared students are ahead of sitting an assessment, and to what extent teachers have developed students assessment literacy.

students the • Giving assessment early.

• Teaching to the test. that students • Assuming know how to approach an assessment.

Windsor Academy Trust Teacher Playbook

Preparing relevant retrieval. Retrieve Knowledge

Study Good Examples

Opportunity To Practice

Give Regular, Precise Feedback

Use a variety of excellent examples and non-examples.

Ignitor: Technology/AI

CHAPTER 1

Whole class feedback that moves learning forward.

INTRODUCTION

This technique works best when used with:

How do I implement it into my classroom?

Have I delivered retrieval tasks that ensure knowledge is secure for this assessment?

CHAPTER 2

Ahead of an assessment, teachers should consider preparing lessons that consider these questions:

Have students seen multiple exemplars of success for this assessment?

Have students had the opportunity to practice independently for this type of task or question?

REFERENCE

How often have students been provided with feedback following their independent practice?

CHAPTER 3

Where do students typically make errors, and how have I mitigated against this in my teaching for this assessment?

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 1

Clear and Observable What-To-Do (WTD) Directions What is it? The teacher gives clear, observable directions for each task e.g., “Silent Solo, in your notes, bullet points, 2 minutes…go.”

Why is this a technique that benefits ALL students? When implemented well, this technique is arguably one of the most powerful for setting our students up for success, particularly those students whose learning is most vulnerable. When language and routines are consistent, it frees the working memory to focus on learning. Teachers should lean into technology e.g. the visualiser to model how to set out work and non-verbal cues e.g. teacher raising their own pen in the air, to enhance student understanding.

What it is not?

• Allowing false starts. full attention until you • Expect signal to the students to start and stop those students who try to start early e.g. “When I say go, and not before...”

Windsor Academy Trust Teacher Playbook

Preparing to teach. Radar and be seen looking. Positive narration.

INTRODUCTION

This technique works best when used with:

Least invasive intervention.

How do I implement it into my classroom? Give precise, actionable directions e.g. pencils down, tracking me.

Specify action and time limit e.g. “Respond to question 1 using our tier 3 vocabulary, silent solo, 3 mins, begin.”

Front load instructions e.g. “When I say go and not before…”

Ignitor: Technology/AI CHAPTER 3

Make directions sequential i.e. in the order they are to be completed.

Primary Clip

CHAPTER 2

Use observable directions to make it easier for students to follow through and easier for you to scan and see which students need support e.g., “iPads closed and flat on the desk” versus “Stop working on your iPads”.

Secondary Clip

CHAPTER 1

See it in action

Use consistent language for regular tasks so directions become routine. REFERENCE

Give a clear signal to start e.g.” ...go.”

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 2

Radar and Be Seen Looking What is it? Radar and be seen looking is where the teacher looks deliberately for follow-up after key what-to-do directions. The teacher intentionally scans the room to ensure all students have started the task.

Why is this a technique that benefits ALL students? Radar signals to students that their teacher sees and cares whether they follow through on directions. This technique supports all students, especially those whose learning is most vulnerable, to be sent into the task in an efficient and positive way. Furthermore, it enables the teacher to identify key students who may need more support during active observation.

What it is not?

opportunity to give • An false praise.

Windsor Academy Trust Teacher Playbook

Give clear and observable what to do directions. Radar and be seen looking.

INTRODUCTION

This technique works best when used with:

Least invasive intervention.

See it in action

How do I implement it into my classroom? Give a clear, concise direction.

Scan the room to see whether all students have started the task.

Least invasive intervention

Ignitor: Technology/AI

CHAPTER 2

Stand where you can clearly see all students (Pastore’s Perch/ front corners of the room).

CHAPTER 1

Follow with active observation.

Narrate the positive for students who follow-through quickly to amplify norms. CHAPTER 3

Use non-verbals actions e.g. dance moves/swivel to make it clear to students that you are looking for follow-through.

REFERENCE

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 3

Positive Narration What is it? Positive narration is the practice of publicly acknowledging students who are following your instruction, allowing you to guide the rest of the class towards compliance.

Why is this a technique that benefits ALL students? It allows teachers to recognise and acknowledge students that are meeting expectations helping build positive learning habits. It is a reminder and reinforcement of the instruction. It builds belonging through recognising and acknowledging students who are following instructions.

What it is not?

is not praise for following • Itinstructions, rather an acknowledgement.

should be reserved for • Praise students who are exceeding your expectations within the learning activity.

Windsor Academy Trust Teacher Playbook

The approach of ‘Radar’ and be seen looking. Least invasive intervention.

INTRODUCTION

This technique works best when used with:

‘Active Observation.’

‘Narrate’ the positive as expectations are met by students, e.g. “90% of pens are moving” “Thank you, back row have all started”. Use economy of language.

Primary Clip

Secondary Clip

CHAPTER 3

Ignitor: Technology/AI

CHAPTER 2

Establish a classroom position to be seen looking, scanning and observing the whole class.

See it in action

CHAPTER 1

How do I implement it into my classroom?

REFERENCE

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 4

Least Invasive Intervention What is it?

What it is not?

A brief, low-key intervention that corrects a student’s behaviour in the least confrontational and disruptive way.

A prescriptive framework that must be followed exactly every time a student is not behaving in the desired manner.

Why is this a technique that benefits ALL students? calm and steady way of redirecting student behaviour whilst • Akeeping the flow of teaching alive for the other students in the class.

avoids confrontation and is a great way of • Itimproving relationships.

provides a toolkit of techniques that teachers can leverage if a • Itstudent does not respond to the first intervention.

Great teachers maintain fidelity to what works and sometimes may go straight to a consequence if the behaviour warrants it.

Windsor Academy Trust Teacher Playbook

Clear and observable what to do directions. Radar and be seen looking.

INTRODUCTION

This technique works best when used with:

Least invasive intervention.

See it in action

How do I implement it into my classroom? Positive group correction using a quick verbal reminder to the whole class, advising them to take a specific action or reminding them of what they should be doing.

Private individual correction involves a brief intervention, explaining what the student should be doing at a time when the rest of the class may be working.

Consequence should be issued when a student does not respond to previous interventions or if the initial behaviour warrants it.

REFERENCE

Lightening-quick public correction is when you are required to give reminders to individual students in public moments. This should focus on telling the student what to do rather than what they did wrong.

CHAPTER 3

Anonymous individual correction describes what students should be doing but makes it explicit that there are people (as yet anonymous) who have not met expectations.

Least invasive intervention CHAPTER 2

Non-verbal intervention using gestures or intentional modelling of action you expect students to take.

CHAPTER 1

Follow with active observation.

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 5

Strong Start What is it? Strong Start ensures that learning takes place from the moment students arrive at the lesson. Predictable routines around knowledge retrieval ensure foundational knowledge is in place before introducing new learning.

Why is this a technique that benefits ALL students? It enables the teacher to connect with students as they enter the lesson creating a sense of belonging and reinforcing expectations. Consistent routines create safety and predictability whilst silence allows students to concentrate. The teacher can check that students have the prior knowledge in place to access new learning in the lesson. A low stake retrieval task builds confidence and supports memory, allowing the teacher to surface misconceptions early and address gaps. Having a strong start, also enables the teacher to check-in with those vulnerable learners so that all students are set up for success.

What it is not?

• A settling exercise. • Ignoring gaps in knowledge. • A hook.

Windsor Academy Trust Teacher Playbook

Use active observation. Use what to do instructions. Retrieve Knowledge

Predictable Routine

Ready for New Learning

Students self-regulate: Completing their low stakes Do Now/ Smart Start in silence.

See it in action Primary Clip

Secondary Clip 1

Secondary Clip 2

Actively observe: To hunt for error and exemplary responses. Focus on only 1-2 global errors or misconceptions to re-teach quickly.

CHAPTER 3

Keep it short: The Do Now/Smart Start takes no longer than 10 mins including feedback on misconceptions (not all questions).

Interleave relevant prior learning.

CHAPTER 2

The lesson starts at the threshold: Meet students warmly at the door by name, setting clear expectations and a positive tone. Position with one foot in/one foot out to have a clear view of the inside and outside of the classroom.

Stamp knowledge. CHAPTER 1

How do I implement it into my classroom?

Employ silent solo.

INTRODUCTION

This technique works best when used with:

Ignitor: Technology/AI REFERENCE

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 6

Art of the consequence/ Warm Strict What is it? Upholding high behavioural expectations for students while emphasising personal warmth and care.

Why is this a technique that benefits ALL students? Boundaries are essential for all students to feel safe, secure and purposeful at school. They reinforce positive social norms and help build a learning culture for every student to be successful and valued members of society. However, we must uphold boundaries in a way that shows students we care through friendly, warm and kind interactions.

What it is not?

is not being too warm by • Itallowing students not to meet the expectations as a way of building relationships.

not being too strict that • Itweisfail to demonstrate that we are upholding the boundaries because we care deeply about that student.

Windsor Academy Trust Teacher Playbook

Arrival and exit to the lesson. Giving instructions. Setting off a task.

INTRODUCTION

This technique works best when used with:

During questioning.

How do I implement it into my classroom?

Emotional consistency: Manage emotions by speaking slower and quieter. When you insert your emotions into your interactions with students, especially when managing behaviour, you confuse the matter.

Use universal language: Use pronouns like “us” and “we” rather than “I” and “you” to emphasise universal expectations.

REFERENCE

Use please and thank you: Say “Please” and “Thank you” to communicate mutual respect in your classroom. This is especially important in moments that might tend to become emotional.

CHAPTER 3

Use purpose not power: When correcting a student, briefly give the why behind your expectations. E.g., “Make sure you’re looking at the speaker, it will help you better follow the discussion.”; “Make sure you’re writing this down, I don’t want you to miss it.

Secondary Clip

CHAPTER 2

Warm by default: Adopt a warm and positive tone as your default when interacting with students.

Primary Clip

CHAPTER 1

See it in action

Chapter 1 | The Teaching and Learning Model

1: Create an Inclusive Culture

Technique 7

Culture of Error What is it?

What it is not?

A Culture of Error is normalising mistakes as positive risk taking and an essential part of the learning rather than a failure.

A celebration of incorrect answers or allowing students to hear incorrect answers without ‘stamping’ their knowledge of the correct answer.

Why is this a technique that benefits ALL students? Promotes participation for all by encouraging students to answer even when they are unsure. By socialising risk-taking, we encourage students to attempt difficult tasks in an environment where ‘getting it right’ follows ‘getting it wrong’. It removes the fear of judgment that may prevent students from participating and provides the teacher with the data of misconceptions. For our vulnerable learners, it empowers them to be part of the rich dialogue in the classroom.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Provide think time. Turn and talk. Stop and jot.

INTRODUCTION

Stamp knowledge.

How do I implement it into my classroom?

Praise Effort: Use phrases that encourage and value the effort students put into their work.

Stamp Knowledge: Ensure that all students hear and recognise the correct answer/information at the end of discussion.

CHAPTER 3

Withhold the Answer: Delay revealing whether an answer is correct. ‘I’m not going to react until we have heard a few answers and then we can agree on the correct one.’

Ignitor: Technology/AI

CHAPTER 2

Normalise Error: Acknowledge that a question might be tricky and that it is good to try to answer. ‘That is not the correct answer, but I’m so glad you made that mistake so we can learn from you!’

Primary / Secondary Clip

CHAPTER 1

See it in action

REFERENCE

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 1

Silent Solo What is it? Building Silent Solo as a consistent norm in your classroom will lead to increased student engagement, provide students with the opportunity to think and improve their ability to sustain focus when reading and writing.

Why is this a technique that benefits ALL students? If we want our students, particularly those whose learning is most vulnerable, to be able to sustain their attention on the meaningful and challenging work we put in front of them, we owe them a distraction-free environment in which they can start to build their ability to sustain focus and to think deeply about their work.

What it is not?

not merely silence where • Ittheis environment is not truly honoured by all, which can lead to off-task behaviour.

mindful that just because • Be students are working in silence doesn’t necessarily mean that great learning is happening.

Windsor Academy Trust Teacher Playbook

Clear and observable WTD directions. Radar and be seen looking.

INTRODUCTION

This technique works best when used with:

Positive narration.

How do I implement it into my classroom?

Use radar/be seen looking to ensure a swift and efficient start by all students.

Build value in the work of writing or reading - “Excited to see so many of you using our key terms.”

CHAPTER 3

Narrate the positive: start with the basics like “I see pencils moving,” then progress to “great evidence from Lamees and Jon already.”

CHAPTER 2

Give clear directions for the task and use the same phrase to launch - “When I say go, question 1, use our key terms, 4 minutes silent solo, go.”

Silent Solo

CHAPTER 1

See it in action

Silence matters! REFERENCE

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 2

Star What is it? STAR is a set of habits that help students focus on learning, listen actively and show that others’ ideas matter. S – Sit up to stay engaged. T – Track the speaker. A – Appreciate others’ ideas through positive body language. R – Rephrase or build on what others have said.

Why is this a technique that benefits ALL students? is the gateway to learning; students learn what they pay • Attention attention to. participation from all students, not just the • Encourages most confident. • Builds active listening and supports high-quality discussion. • Develops self-regulation, metacognition and independence. • Creates a culture of belonging where students feel valued and heard. • It is predictable, supporting cognitive load.

What it is not? STAR is not about silent compliance or controlling pupils. It is not: Power over purpose by asking students to look at the teacher “because I said so.”

•

posture without a • Correcting clear purpose. without thinking • Compliance or listening. STAR should feel warm, purposeful and inclusive.

Windsor Academy Trust Teacher Playbook

Use a variety of excellent examples and non-examples. Least invasively correct.

INTRODUCTION

This technique works best when used with:

Cold call. Track

Appreciate

Rephrase

Turn and talk.

See it in action

How do I implement it into my classroom? Teach each element explicitly and explain why it matters.

Primary 1 Clip

Reinforce positively using brief reminders such as “Track” or “Show appreciation”.

Primary 2 Clip

CHAPTER 2

Model examples and non-examples. Rehearse routines regularly through discussion and questioning.

CHAPTER 1

Sit

CHAPTER 3 REFERENCE

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 3

Attention Builders What is it?

What it is not?

Building students’ attention so they focus on the right things at the right times during learning.

Telling students to pay attention or leaving it to chance that they actually are paying attention by relying on them only tracking the speaker or looking in the right direction.

Why is this a technique that benefits ALL students? Attention and thinking are the mechanisms by which learning happens. If our students don’t pay attention to something, they won’t end up learning about it. Attention is the steely gatekeeper of learning (Peps Mccrea). For all of our learners, we have to be intentional and specific about what they should be attending to, and thinking about, during all parts of the lesson to ensure that they are learning what we want them to..

Windsor Academy Trust Teacher Playbook

Using choral response. Naming the child for cold calling.

See it in action

How do I implement it into my classroom? Select the most appropriate technique as part of your lesson prep: Direct attention e.g. “Meet me on page 1 and point to the first word.” before scanning the room and checking all students are. Step away from the speaker so all students feel involved in the discussion.

Follow up a discussion with “What did X say…?” or “What did your partner say ?” Ask students “Can you repeat the question?”, if they say “I don’t know.” when asked a question.

Use Mini Whiteboards/Show Me to ensure mass participation from all students.

REFERENCE

Provide listening notices e.g. “Listen carefully as I am going to ask someone to say back what X says.”

CHAPTER 3

Break eye contact when a student is speaking to check the rest of the class are tracking.

Ignitor: Technology/AI

CHAPTER 2

Use Call and Response/I Say, You Say regularly during instruction.

Primary / Secondary Clip

CHAPTER 1

Using frequent turn and talks during explanations to rehearse key ideas.

INTRODUCTION

This technique works best when used with:

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 4

Turn and Talk What is it?

A short, contained paired discussion, where students actively share their thoughts on a topic or question.

is not a technique • Itwhere only confident

Why is this a technique that benefits ALL students?

Turn and talk boosts participation as all students share their ideas in a short space of time. It enables all students to rehearse their answer before potentially presenting to the whole group. It also enables all learners to hear responses in full sentences supporting them to refine their own answers.

What it is not?

and talk is not an unstructured conversation. Without clear teacher instructions • Turn and expectations, discussions can drift away from the intended learning. is not to be used as a means of generating knowledge - students should have • Itsufficient background knowledge to develop or rehearse ideas. is not simply giving students time to talk for extended periods. If too much time is • Itgiven, engagement can decrease; if too little time is allowed, students may not have equal opportunities to contribute. Effective turn and talk should end while discussion is still purposeful and energetic, rather than once conversation has faded.

•

students dominate. Students must be explicitly taught the habits of discussion. It is not effective when students are unclear about the purpose of the discussion. Students need to understand the importance of active participation so that all partners remain engaged and no student to ‘opt out’ of the learning.

Windsor Academy Trust Teacher Playbook

Providing a high quality key question/topic for the students to discuss.

INTRODUCTION

This technique works best when used with:

Carefully considering timing. Ending during a crescendo.

How do I implement it into my classroom?

Set up - Ensure students know who their talk partner is and their role (partner 1 or partner 2). Mitigate for absence.

Giving clear and observable WTD directions.

See it in action Primary 1 Clip

Voice equality - Instruct who will speak first and for how long. When asking for feedback you may ask for partner 2 to share partner 1’s idea.

Primary 2 Clip

CHAPTER 3

Track - Students turn to track the speaker and listen with their eyes and ears.

CHAPTER 2

Ensure when you send the students to a turn and talk that students have some knowledge to talk about.

Creating a culture where all pupils contribute and engage in learning.

CHAPTER 1

Thoughtfully pairing students.

Time - Share length of turn and talk and set timer. REFERENCE

Ignitor: Technology/AI

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 5

ABC Discussion What is it?

What it is not?

Students respectfully agree, build and challenge an idea or answer given by another student or staff member.

An opportunity to bounce unrelated ideas around the classroom. For this technique to be effective, it requires strong curriculum knowledge that guides students’ thinking through questioning and facilitation.

Why is this a technique that benefits ALL students? Deep listening and strong discussion habits support a culture of belonging and collective learning. This shows that students have listened to and care about the answers of others, before giving them the opportunity to validate or respectfully disagree with one another.

Windsor Academy Trust Teacher Playbook

Build

Challenge

This technique works best when used with: Wait time. Stop and Jot. Active Observation.

INTRODUCTION

Agree

Cold Call.

See it in action

How do I implement it into my classroom?

Allow students ‘wait time’ This provides students with time to think and compose themselves before responding to key questions. Teachers can use wait time at key points in lessons to check for understanding by expecting students to justify, challenge and extend ideas. Ask students to respond to each others’ answers rather than taking a new answer from each student e.g. “When you build on another person’s idea, you should reference what they said.”

Students use agree, build or challenge language at the start of their responses e.g. “I would like to agree with xx idea that.”

REFERENCE

Students show whether they wish to agree, build or challenge using hand signals, e.g. thumbs up to show agreement.

Primary 2 Clip

CHAPTER 3

Ask students to track peers.

Primary 1 Clip CHAPTER 2

Share the purpose of using ABC discussion e.g. “By listening to one another and building on, or disagreeing with each other, we communicate that we care about what our peers are saying.”

CHAPTER 1

Plan higher order questions.

Chapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 6

Strong Voice What is it? Students use a confident voice that can be heard by the rest of the class together with confident body language. Answers are in full sentences and aim to use correct tier 3 vocabulary.

Why is this a technique that benefits ALL students? It boosts participation as student answers can be heard by all and responded to. It ensures voice equity; school offers a chance for all children and the only chance for some children to develop a repertoire of talk which includes projection and pronunciation. Strong voice provides a perception that all voices are worthy of being heard. Benefits reluctant speakers by normalising verbal answers and increasing the clarity of answers in the classroom.

What it is not?

• Overly loud or shouted answers. students to provide • Expecting a full verbal answer without adequate thinking time.

framing, ‘come on, • Negative I can’t hear you, speak up!’

Windsor Academy Trust Teacher Playbook

Direct students to track the speaker.

Model voice projection and clarity of pronunciation in a voice that can be heard by all in the classroom and at a regular pace.

CHAPTER 2

Positive encouragement towards a strong voice, ‘a little louder, we all want to hear your good ideas.’

Step away from the speaker.

CHAPTER 1

How do I implement it into my classroom?

Use choral response to practice pronunciation.

INTRODUCTION

This technique works best when used with:

Model the use of gestures and varying tone of voice to convey meaning. CHAPTER 3

Encourage students to speak as a subject specialists using tier 2 and tier 3 academic vocabulary.

REFERENCE

CChapter 1 | The Teaching and Learning Model

2: Secure and Maintain Attention

Technique 7

Choral Response What is it?

What it is not?

Posing a question that has a short answer and cueing all students to respond in unison.

It is not ‘I say, you say’ where students repeat exactly what the teacher has just said.

Why is this a technique that benefits ALL students? Choral response promotes 100% participation and provides students with an opportunity to rehearse key content. It also helps develop vocabulary acquisition and builds attention by raising accountability that students are actively listening.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Teacher explanations. Require a short answer.

INTRODUCTION

Use be seen looking to raise participation. CHAPTER 1

How do I implement it into my classroom? Use the explain and frame structure.

Frame a question and cue students to respond in unison e.g. “A prime number has how many factors on 3, 1…2…3.”

CHAPTER 2

Explain the key content to students e.g. “A prime number has only 2 factors, itself and 1.

CHAPTER 3 REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 1

Explicit Teaching of Vocabulary What is it? Explicit teaching of vocabulary is a planned, direct instructional approach where teachers intentionally select and teach specific words. It involves providing student-friendly definitions and examples, ensuring students learn to use new words in context to boost comprehension.

Why is this a technique that benefits ALL students? Explicit vocabulary instruction improves reading comprehension and academic mastery. It addresses the foundational need for word knowledge, which acts as a glue for comprehension across all subject areas. Students cannot access the curriculum without key tier 2 and 3 vocabulary - explicit teaching of vocabulary ensures that our students have the prerequisite to access the learning whilst also closing the “Matthew Effect” gap (where ‘the rich get richer’ in vocabulary, and the ‘poor get poorer’) by providing all learners the opportunity to develop necessary language skills (Stanovich 1986).

What it is not?

opportunity for teachers • An to overload students with key word banks and definitions out of context.

of phonemics, phonics • Teaching or fluency (however oracy techniques may be used to support this within the lesson context e.g. choral response and ‘I say, you say’ with unfamiliar vocabulary).

Windsor Academy Trust Teacher Playbook

Use high quality texts. Narrate thinking during live modelling. Select

Teach

How do I implement it into my classroom?

Retrieval practice.

See it in action Clip

CHAPTER 1

Use in context

INTRODUCTION

This technique works best when used with:

In lesson prep, use the curriculum to inform vocabulary selection. Use a Frayer model to show definitions, examples, synonyms and antonyms.

Ignitor: Technology/AI

CHAPTER 2

Teachers say the word, display it, define it and use it.

‘I say, you say’ and ‘choral response’ used for unfamiliar vocabulary and to check understanding.

Include in retrieval practice/smart starts in subsequent lessons.

CHAPTER 3

Include vocabulary as part of the success criteria for an independent task later in the lesson.

REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 2

Use High-Quality Texts What is it?

What it is not?

The selection of a text for students to use as a resource for learning. The text should be intellectually valuable, subject-specific, include language and ideas that challenge thinking, be accessible through expert-led delivery and finally, help bring the curriculum to life for students.

• Not just engaging or relatable. chosen purely for • Not readability level.

Why is this a technique that benefits ALL students?

included as a bolt-on to tick • Not representation boxes.

Exposing all learners to high quality texts enables all students to hear rich language, be exposed to different worlds, countries and places and experience the world beyond their locality. High quality texts are one of the key mechanisms through which the curriculum is enacted. If the curriculum is what we want pupils to know and be able to do, then texts are often the medium through which that knowledge is built, organised, and expressed. They also show students what experts in that subject create, or the texts they use to know and do more: a report in science, or a source in history for example. It is the teacher’s way to share excellence.

simplified to avoid • Not challenge.

an interchangeable filler • Not within an intentional curriculum journey.

Windsor Academy Trust Teacher Playbook

Subject specific Challenges thinking Brings curriculum to life

This technique works best when used with: Select curriculum. Explicitly teach vocabulary. Model reading.

Clip

How do I implement it into my classroom?

Is this age relevant and age challenging? How do I know? What vocabulary can I pre-teach from this text to support learning?

Ignitor: Technology/AI

CHAPTER 2

When selecting a text to exemplify a concept or idea, quality assure a text by asking:

CHAPTER 1

See it in action

INTRODUCTION

Intellectually valuable

Where will I pause and what questions will I pose? CHAPTER 3

How does this text support future learning?

REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 3

Thinking Aloud When Reading What is it?

What it is not?

‘Thinking Aloud’ is when we, as teachers, make visible our reading processes (such as inferences, comparisons, predictions) to show children that we are not merely deciphering the language on the page but comprehending and considering what we read and making meaning from it.

Simply reading the text aloud or writing the answer to a question on the board.

Why is this a technique that benefits ALL students? Abstract thoughts are not tangible for students especially those with vulnerabilities with their learning. By thinking aloud, students are making the abstract visible and meaningful. It means there is no guess work behind what the adult at the front is thinking. Students automatically monitor their understanding and use background knowledge to unpack text. Since this process is entirely internal, teachers must deliberately show students how it works to prevent successful reading strategies from remaining a mystery.

Windsor Academy Trust Teacher Playbook

Preparing relevant retrieval. Use a variety of excellent. examples and non-examples.

INTRODUCTION

This technique works best when used with:

Plan higher-order questions.

How do I implement it into my classroom?

Primary 1 Clip

CHAPTER 1

See it in action

Read the text aloud to model effective reading. Share the conclusion you’ve reached and why. Name the strategy e.g. What I’ve just done there is inference. I’ve used the exact words in the sentence and thought about what they imply.”

Ignitor: Technology/AI

CHAPTER 2

Reveal the thinking move or deliberation in the text.

CHAPTER 3 REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 4

FASE Reading What is it? A reading strategy designed to ensure that oral reading in the classroom is Fluent, Accountable, Social, and Expressive. It involves students reading aloud in a way that maximises engagement, builds reading stamina, and ensures all students are following the text closely while hearing a high-quality oral model.

What it is not?

round robin reading: It does • Not not follow a predictable order where students can zone out until their turn.

Why is this a technique that benefits ALL students?

popcorn reading: It is • Not teacher-directed to maintain

teacher can cold call on any student at any time, it ensures • The every student is tracking the text.

a performance: While • Not expressive, the focus remains

students with a model of what the text should sound like, • Provides bridging the gap between decoding and comprehension.

• Strengthens vocabulary and comprehension simultaneously. students whose learning is vulnerable by making expert • Supports reading processes visible and removes the barrier of decoding for them.

pace and ensure the reader is capable of modelling the text well.

on comprehension and curriculum enactment.

Windsor Academy Trust Teacher Playbook

Identify key stopping points and plan what students will do at each pause (e.g. retrieve information, summarise, predict, infer, discuss).

Model reading. Explicitly teach vocabulary.

Ignitor: Technology/AI

CHAPTER 2

Select the text and purpose for reading (e.g. building knowledge, modelling fluency, analysing language, gathering evidence).

Prepare for error and misconception.

CHAPTER 1

How do I implement it into my classroom?

Prepare to teach.

INTRODUCTION

F Fluent A Accountable S Social E Expressive

This technique works best when used with:

Plan which words will be explicitly taught before reading and which can be addressed during reading.

Plan participation - where you will read, and where students will.

CHAPTER 3

Annotate for fluency: mark opportunities to model expression, pacing, stress, and phrasing. Decide how readers will be selected and the routine for moving from one reader to the next.

REFERENCE

Prepare checks for understanding: write the questions you will ask during and after reading and ensure they do not distract from the core purpose of reading the text and unintentionally cause cognitive overload.

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 5

Choral Reading What is it? A strategy where a group or class reads a text aloud in unison guided by the teacher pacing. It is typically used following a teacher modelling effective reading, and is used to build student’s fluency by modelling fluent reading and increasing their confidence in reading aloud.

Why is this a technique that benefits ALL students? It acts as a scaffolding tool to build fluency, boosts vocabulary and the confidence of readers by removing individual pressure. It ensures participation from all as it normalises social reading.

What it is not?

reading or • Independent silent reading. is not students reading in • Itisolation from the teacher in an unmonitored or robotic fashion, teacher pacing is an essential ingredient.

is not completed for the • Itwhole lesson as a substitute for comprehension.

is not decoding words • Itwithout following it up with class discussion and checks for understanding.

is not completed cold or • Itwithout modelling; as a way to catch inattention.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Explicitly teach vocabulary. Model effective reading.

INTRODUCTION

This technique works best when used with:

Check for understanding.

How do I implement it into my classroom?

Model the reading: The teacher reads the text aloud first to demonstrate pace and expression.

CHAPTER 2

Select a short passage: You want to keep the practice targeted and tight.

Ignitor: Technology/AI

CHAPTER 1

Promoting active engagement 100% participation.

Choral reading: Students then read the passage together with the teacher - the teacher continues to control the pace. CHAPTER 3

Scaffold as required: The teacher can allow students to continue reading without their support but can jump back if the pace changes or the group loses their synchronisation.

REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 6

Echo Reading What is it?

What it is not?

A strategy where a teacher reads a short segment of text aloud, focusing on the pace, fluency and expression. The student then immediately ‘echoes’ or repeats the text back mimicking the expression. It works to bridge the gap from decoding to comprehension.

every word, or word • Echoing by word repetition.

Why is this a technique that benefits ALL students?

substitute for reading • Ainstruction or vocabulary

It provides students with immediate access to what fluent, expressive reading sounds like. It builds confidence and also improves comprehension as texts are broken into meaningful phrases so the students can process meaning without the barrier of decoding.

teacher or • Exaggerated student performance.

pre teaching.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Explicitly teach vocabulary. Check for understanding.

Teacher models first: Read the text aloud with a focus on prosody pitch, rhythm and timing.

CHAPTER 2

Select a manageable chunk: Choose reading which is most relevant to the curriculum content, break texts into 2-6 sentences.

CHAPTER 1

How do I implement it into my classroom?

INTRODUCTION

This technique works best when used with:

Students echo: Students immediately echo the reading matching intonation, pace and expression.

Provide immediate feedback: Praise effort and correct errors before moving on.

CHAPTER 3

Target key/difficult words: overemphasise multisyllabic words to help students decode them.

REFERENCE

Chapter 1 | The Teaching and Learning Model

3: Prioritise Literacy

Technique 7

Close Read What is it? Close reading is a structure for teaching reading that is designed to engage pupils in deeper exploration of the texts. The aim is to carefully consider the ways authors use language and the impact this language has on different readers.

Why is this a technique that benefits ALL students? Close reading encourages students to see that texts can be interpreted in different ways - some shared, some personal - and that these interpretations are worth investigating.

What it is not?

is not reading a text and • Itanswering questions about it covering different reading skills.

is not reading a text out of • Itcontext in isolation.

is not attaching one, definitive • Itinterpretation of a text.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Prepare to teach. Use high quality texts. Explicitly teach vocabulary.

INTRODUCTION

Check for understanding.

Focus on a small part of a text (anywhere between a paragraph and a few pages). You can focus on a pattern of language choices that can be explored e.g. author’s use of figurative language.

Consider the task design used to check for understanding.

CHAPTER 3

Read aloud and prepare questions to ensure students are thinking hard about the themes, language choices and their thoughts on the text.

CHAPTER 2

Place up and coming reading in a wider context. If you are using an extract, explain how this relates to the rest of the text and what has happened before, and what it might lead to later on.

CHAPTER 1

How do I implement it into my classroom?

REFERENCE

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 1

Communicate Content in Small Steps What is it? Providing a succinct and simple student-friendly summary of the new learning to ensure clarity and reduce cognitive load by keeping teacher talk lean and displaying just a few intentionally chosen words to reinforce key points.

Why is this a technique that benefits ALL students? Because working memory is limited, students can only process a few ideas at a time or they struggle with cognitive overload. This means explanations need to be clear and memorable to help students to engage with the material and improve their retention.

What it is not?

multiple images, • Displaying quotations and key dates and talking over the top of them because this would cause cognitive overload.

prolonging • Excessively knowledge or instruction that students need to access the content.

Windsor Academy Trust Teacher Playbook

Preparing to teach.

See it in action

How do I implement it into my classroom?

Review the criteria to ensure it meets it and identify misconceptions prior to the lesson and address these in the explanation.

REFERENCE

Pausing to process: students need to spend time actively thinking about new content to help them commit it to long-term memory.

Ignitor: Technology/AI

CHAPTER 3

Building on prior knowledge by connecting to what students already know. It is often more effective to ask students to retrieve their prior learning, with prompts if needed, rather than re-explaining what has already been taught.

Secondary Clip CHAPTER 2

Focusing attention on the most crucial concepts, identifying essential learning points in advance that students must master and script their explanations using lean language, removing distractions. List the elements of new information you are to share with students during an explanation. If necessary, chunk the explanation into stages allowing students to process each episode.

CHAPTER 1

Primary Clip

INTRODUCTION

This technique works best when used with:

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 2

Use Memorable Analogies and Storytelling to Explain What is it? Using stories to exemplify a concept or a big idea. Teachers use stories and analogies to deliberately connect something students already understand to something they don’t yet know.

Why is this a technique that benefits ALL students? Helps students to engage with the information we want them to learn, and help students to understand ideas deeply and to remember them later. Using storytelling techniques, teachers can create connections between concepts, making the material more meaningful and memorable. It also makes new learning more emotionally engaging and easy to remember. Metaphors and analogies can help students to visualise abstract ideas and relate them to familiar concepts.

What it is not?

that might entertain • Stories students but that don’t have a clear link to the concept or idea. If students remember the story but not the learning, this means the story acted as a tool of distraction rather than enabling learning through students making connections.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Relevant retrieval. Think aloud.

INTRODUCTION

This technique works best when used with:

Check for understanding.

How do I implement it into my classroom?

Identify an analogy or story to compare it to: make this relevant and accessible as a concept.

Secondary Clip

CHAPTER 2

Identify the idea to teach: Select an important concept that can be a challenge to understand. Limit this content.

Primary Clip

CHAPTER 1

See it in action

Be specific: ensure the crucial learning point is clear and remove any unnecessary elements from the analogy.

Analyse: script and unpick the analogy to show children how it aligns to the concept or topic.

CHAPTER 3

Pre-empt: consider what misconceptions children might hold about this concept and check the analogy removes rather than perpetuates them.

Check for understanding: use a check to ensure that children have understood the meaning within the analogy. REFERENCE

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 3

Concrete Representation of Abstract Ideas What is it? Concrete representation of abstract ideas is a teaching strategy in which the teacher grounds an abstract concept in a specific, tangible example - an object, image, analogy, worked model, or demonstration - before or while teaching the abstract concept directly. The concrete example provides a starting point that students can relate to before they develop a more general or abstract understanding.

Why is this a technique that benefits ALL students? cognitive load by grounding abstract concepts in something • Reduces students can see, handle or easily imagine. all students, but particularly students with working • Supports memory difficulties. a shared reference point in the classroom that can be recalled • Creates and revisited during later learning. • Makes the implicit structure of an abstract concept explicit and visible. retention because students have a memorable image, • Improves experience or example to connect to the new concept. teachers to check understanding by observing how students • Helps engage with the representation.

What it is not?

a one-off demonstration; • Not effective representation is returned to and built upon across a sequence of lessons.

using props or resources • Not for their own sake without clear conceptual purpose.

replacing direct • Not instruction with activity or discovery learning.

assuming that all students • Not need the same concrete representation: some may be ready to work more abstractly.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Prepare for error. Communicate content in small steps.

How do I implement it into my classroom?

Select or design an analogy, model, image, object, or worked example that directly maps onto the abstract idea you are teaching.

Use the representation consistently across a teaching sequence so students can refer back to a stable mental image.

REFERENCE

Ask students to explain the concept using the representation first, then without it, to check transfer to abstract thinking.

CHAPTER 3

Where appropriate, explain how pupils have previously misunderstood the concept and why you are using this particular representation to make the learning clearer.

CHAPTER 2

Identify the idea or concept that students are likely to find difficult or abstract and decide where a concrete representation will support understanding.

CHAPTER 1

Ignitor: Technology/AI

INTRODUCTION

This technique works best when used with:

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 4

Use memorable analogies and storytelling to explain What is it? Using a variety of excellent examples and non-examples is a teaching strategy in which the teacher deliberately selects high-quality models of a concept or idea alongside carefully chosen cases that are clearly not instances of it. Together, these help students build a precise understanding of what a concept is and what distinguishes it from related or superficially similar ideas.

Why is this a technique that benefits ALL students?

students develop accurate success criteria for what • Helps something is, and is not. in examples prevents students from attaching the concept • Variety to surface features rather than its defining characteristics. the kind of flexible, transferable understanding needed to • Builds apply knowledge in other contexts. misconceptions before they become embedded, because • Reduces students encounter non examples early. all students by providing multiple points of access and • Supports comparison rather than a single example.

What it is not?

simply providing one strong • Not example and assuming understanding

• • • • •

will follow. Not using non-examples that are so obviously wrong they offer no analytical challenge. Not selecting examples that share only surface features rather than the critical attributes of the concept. Not presenting examples and nonexamples without explicitly naming what makes each one a valid or invalid instance. Not a strategy reserved for introducing new content — revisiting examples at later points deepens understanding. Not the same as providing a definition; examples and nonexamples work alongside, not instead of, explicit instruction.

Windsor Academy Trust Teacher Playbook

Preparing to teach. Preparing for error. Active observation.

How do I implement it into my classroom? Identify the success criteria of the concept before selecting examples.

Choose non-examples that share some but not all success criteria: the closer they are to valid examples, the more analytical work they require.

Ask students to articulate why each case is or is not an example, using precise vocabulary.

REFERENCE

Return to the same examples at later points in a sequence to test whether understanding has deepened or been revised.

Ignitor: Technology/AI

CHAPTER 3

Present examples and non-examples together or in deliberate sequence.

Secondary Clip

CHAPTER 2

Choose examples that vary superficially so students cannot rely on superficial pattern-matching.

Primary Clip

CHAPTER 1

See it in action

INTRODUCTION

This technique works best when used with:

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 5

Narrate Thinking Live During Modelling What is it? Live narration during modelling is the practice of explicitly speaking your internal, expert thought processes aloud while you solve a problem, write a sentence, or analyse data live in front of the class. Instead of just showing students what to write, you are showing them exactly how to think during the process.

Why is this a technique that benefits ALL students? Live narrated modelling is universally effective for all students because it translates invisible, expert cognitive processes into explicit, step-by-step instructions, allowing novice learners to replicate the exact thinking patterns required to succeed.

What it is not?

is not simply giving the • Itanswer or reading from a premade lesson slide or handout but the live thinking of your professional decision-making, including the false starts, selfcorrections, and evaluations that experts do automatically with you narrating every aspect and modelling for all to see.

Windsor Academy Trust Teacher Playbook

Preparing for error. Check for understanding. Prepare to teach.

See it in action

How do I implement it into my classroom? To implement this you need to:

Limit your narrated modelling to 3 to 5 minutes. Cognitive load drops quickly if students just sit and watch. Once the thinking pattern is established, hand the reins over to them to try a parallel step.

Ignitor: Technology/AI

CHAPTER 3

Using flip-chart paper, a visualiser or the iPad, live model explicitly talking through each aspect e.g. I am adding a capital letter here as it is the proper noun of Paris, which is a city.

Secondary Clip CHAPTER 2

Do the task beforehand displaying a modelled answer and identifying where key misconceptions may arise and planning for these in advance to model how to overcome them.

CHAPTER 1

Backwards fading modelling: I do, we do, you do.

INTRODUCTION

This technique works best when used with:

REFERENCE

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 6

Backwards Faded Modelling: I Do, We Do, You Do What is it? A teaching approach where the teacher starts with a fully worked model / answer / example. The steps taken to reach this model are explained and then gradually removed, so that students take on more responsibility for completing the final steps themselves. Over time, pupils are able to complete the whole task independently.

Why is this a technique that benefits ALL students? Students see an example at point of completion, the process used to construct it and the value of practising successful completion, not just starting a task. This reduces cognitive load, builds confidence through success and keeps expert thinking visible for longer.

What it is not?

scaffolding - it is a very • Just specific sequence of removing steps from the end of the task.

a model and moving • Showing on without dissecting why it is strong.

• Breaking a task into parts.

Windsor Academy Trust Teacher Playbook

Prepare to teach.

? Show the complete model.

Script how to deliver your worked model so you are thinking aloud, making invisible decisions visible and naming the process (‘I’m choosing this word because….’).

Ignitor: Technology/AI

CHAPTER 3

Deliver your script with clear language and tight routines (narrate the model, give precise instruction, check for understanding, share responses).

Narrate thinking live during modelling.

CHAPTER 2

Decide the fading sequence (Teacher does all steps and pupils do final step, for example).

Check for understanding. CHAPTER 1

How do I implement it into my classroom?

Fade modelling over a series of lessons.

INTRODUCTION

This technique works best when used with:

Check readiness before fading further: remove teacher-led steps when students are successful in the part they took on to complete. REFERENCE

Chapter 1 | The Teaching and Learning Model

4: Optimise Explanation and Modelling

Technique 7

Scaffold Minimally What is it?

What it is not?

Scaffold minimally is a teaching strategy where the teacher provides just enough support to enable students to access a task or concept, but deliberately avoids over-explaining or over-structuring, so that students must do the cognitive work required for learning.

leaving students to “figure it • Not out” with no support.

Why is this a technique that benefits ALL students?

minimal preparation • Not or planning.

• Keeps cognitive demand on students rather than the teacher. • Prevents dependency on teacher guidance. • Builds fluency, resilience, and metacognition. • Helps teachers identify genuine misconceptions quickly. retention because students must actively think and • Improves retrieve knowledge.

withholding key knowledge • Not or instructions.

removing modelling • Not entirely when it is needed.

a refusal to intervene when • Not students are stuck.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Provide a series of examples over a number of lessons.

Ignitor: Technology/AI

Identify the knowledge or skill students need first. Modelling briefly and precisely (just enough to set direction, not every variation).

CHAPTER 2

How do I implement it into my classroom?

CHAPTER 1

Prepare for error and misconceptions.

INTRODUCTION

This technique works best when used with:

Provide clear success or example, not a full template. Circulate and intervene at key points of misconception, not every error.

CHAPTER 3

Remove sentence starters, prompts, or worked steps gradually.

Use precise questioning to nudge thinking rather than re-explaining. REFERENCE

Design tasks that force retrieval, decision-making, or application rather than repetition.

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 1

Wait Time What is it? Effective wait time involves intentionally giving students sufficient silent thinking time (typically 3–5 seconds or more) after posing a question to ensure all students are thinking hard and participating in the lesson as a result.

Why is this a technique that benefits ALL students? Wait time is important because it creates the conditions for thinking, improving the quality, equity, and durability of student learning. It improves student thinking and outlines that a high quality response is as a result of thinking hard and planning their response. It also ensures that all students are participating in thinking hard.

What it is not?

because students are • Silence not confident to respond.

• A rushed pause of one second. gap before the teacher • Aanswers their own question. substitute for participation • Astrategies such as agree, build and challenge.

Windsor Academy Trust Teacher Playbook

Preparing to teach. Culture of error. 3-5 Seconds

Plan higher-order questions.

INTRODUCTION

This technique works best when used with:

CHAPTER 1

Signal wait time ‘I’m going to give you all time to think about this…’ Ask the question that you have planned - then pause (3-5 seconds) without rephrasing the question or taking responses.

CHAPTER 2

How do I implement it into my classroom?

Signal the end of the wait time ‘be ready..’ CHAPTER 3

Follow up with a verbal rehearsal if needed (e.g. turn and talk).

REFERENCE

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 2

Cold Call What is it?

What it is not?

Cold call involves calling on students regardless of whether they have raised their hands, ensuring everyone thinks hard and stays engaged in lessons. There is no opt out, so every student is expected to attempt a response, even if it is partial or uncertain. Once a student has responded, their answer can be extended through others being asked to add to it, build on it, or challenge it, helping to deepen and refine understanding across the class.

is not allowing an • It‘I don’t know’.

Why is this a technique that benefits ALL students? Cold call is important because it creates a culture of consistent focus, improving the equity, engagement, and accountability of student learning. It increases student attention and reinforces the expectation that every individual is expected to think hard and be ready to contribute. It also ensures that all students are included, preventing individuals or small groups from dominating classroom discussion. In addition, it provides the teachers with a more accurate understanding of student thinking and levels of understanding across the whole class.

is not accepting an answer • Itthat is only partially accurate.

is not moving on to a new • Itstudent as soon as a correct answer is given.

is not a random process • Itwithout teacher intentionality or follow up.

not a tool used to catch out • Itorispenalise students.

Windsor Academy Trust Teacher Playbook

No opt out. Choral response. Stop and jot.

Clip

How do I implement it into my classroom?

Ask the question and put the student’s name at the end to build ratio.

CHAPTER 2

Ask a question that you have planned for the whole class, then pause or provide a ‘stop and jot’ to allow everyone time to think.

CHAPTER 1

See it in action

INTRODUCTION

This technique works best when used with:

Ask the student, or another student, to add to, build on or challenge the response.

REFERENCE

When using this technique to check for understanding, if whole class data is not available then teachers should select a representative sample of the class.

CHAPTER 3

Deliver the routine consistently and positively so that participation becomes normalised and all students remain accountable for their thinking.

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 3

Everybody Writes What is it? Everybody Writes is a teaching strategy in which all students are required to generate a written response to a prompt, question, explanation, or idea before discussion or feedback takes place. The writing may be brief or extended, but participation is universal. The strategy is built on the principle that thinking improves when it is made visible through writing. Instead of relying on a small number of confident students to verbalise ideas, every learner processes, rehearses, and records their thinking.

Why is this a technique that benefits ALL students? In many classrooms, discussion can become dominated by a small number of students. “Everybody Writes” removes passive participation because all students are cognitively engaged.

What it is not?

• Copying from slides. • Silent busy work. • Excessive transcription. • Writing without purpose. that replaces • Writing discussion entirely.

and jot: stop and jot • Stop focuses on a brief pause that checks for understanding or captures a learning point in time ahead of discussion.

Windsor Academy Trust Teacher Playbook

Preparing to teach. Silent solo.

INTRODUCTION

This technique works best when used with:

See it in action

How do I implement it into my classroom? Teach the content: model or explain the key knowledge clearly. Give thinking time: allow silent processing time before writing. Everybody writes: all students write a response independently.

CHAPTER 3

Share and refine: sample responses, then students have the opportunity to refine their responses.

Ignitor: Technology/AI

CHAPTER 2

Pose a precise question: ask a focused, thinking-heavy prompt.

Secondary Clip

CHAPTER 1

Primary Clip

REFERENCE

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 4

Stop and Jot What is it? Stop and Jot involves asking students to respond to a specific, highquality prompt by writing for a short period of time (usually between 1-3 minutes). It is intended as a low-stakes activity to create a deliberate pause in instruction to ensure every student processes their initial thoughts in writing.

Why is this a technique that benefits ALL students? Stop and Jot is an effective technique because it creates time for low-stakes thinking, and allows students to capture their initial ideas, supporting cognitive load. It ensures that all students are actively thinking and participating. It enables students to provide higherquality verbal and written responses as a result of planning before sharing an answer which deepens confidence.

What it is not?

is not an open-ended, • It10-minute task. It is brief and targeted.

is not writing to complete • Ita task - it must be tied to a planned question.

is not a suggestion - it is a • Ittask that all students must complete.

is not just copying notes • Itfrom the board - it is the deep thinking linked to a planned question.

Windsor Academy Trust Teacher Playbook

Silent solo. Turn and talk.

How do I implement it into my classroom?

Pose question - state time allowed (e.g. 2 minutes); silent solo; scan for compliance.

Habits of Discussion - Transition to discussion of responses (turn and talk).

Secondary Clip

Ignitor: Technology/AI

REFERENCE

Questioning - Cold call to follow up and build on responses from active observation (ABC) to highlight the importance of their Stop and Jot responses.

Primary Clip

CHAPTER 3

Circulate - Circulate the room (actively observe) while students write their answer to check for understanding - looking for a common misconception or strong responses to highlight/share.

See it in action

CHAPTER 2

Plan - Clearly identify the time in your lesson and the specific, rigorous question students will answer linked directly to curriculum content. The question should be challenging and require students to apply, explain, or evaluate their learning rather than simply recall.

Active observation. CHAPTER 1

Cold call.

INTRODUCTION

This technique works best when used with:

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 5

Plan Higher Order Questions What is it? Questions that require students to think hard and therefore participate fully in learning. These typically require students to analyse, evaluate or compare ideas.

Why is this a technique that benefits ALL students? Higher order questions build disciplined thinking in subjects, supporting students to consider knowledge like experts would in that discipline. They reveal a quality of understanding where recall can sometimes mask gaps, and strengthen memory and transfer where students can apply learning in new contexts.

What it is not?

that only demand • Questions recall of information.

prompts that don’t • Vague have a clear answer (‘what do you think?’).

asking a few • Only confident students.

• Isolated from knowledge.

Windsor Academy Trust Teacher Playbook

Technique 1: Preparing to teach. Technique 3: Preparing for error. Technique 2: Call and response. Anchor

Build

Probe

Scaffold

How do I implement it into my classroom?

Ignitor: Technology/AI

CHAPTER 1

Define

INTRODUCTION

This technique works best when used with:

Define what you want students to know, be able to say or do. Build in thinking time to respond. Probe and extend responses.

CHAPTER 2

Anchor the question in knowledge content.

Scaffold where needed. CHAPTER 3 REFERENCE

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 6

MOP Sequencing What is it? MOP sequencing is a technique used to optimise student engagement, participation and focus within a lesson. It is where teachers intentionally plan how their students will obtain and use knowledge within a lesson in order to be successful in gaining knowledge and understanding.

Why is this a technique that benefits ALL students? It supports all students to effectively participate within a lesson removing the social and behavioural guesswork allowing all students to use 100% of their cognitive energy on the task without thinking about the social aspects of a classroom.

What it is not?

a MOP sequence to create an ‘engaging opportunity’ - it is • Using about ensuring every student is involved in their learning.

that comes as • Something an afterthought or an add on activity.

a question and always • Posing asking the same children who participate or asking those children who are deemed as the higher achievers or those that put their hands up.

through a lesson at • Continuing a quick pace without checking for understanding and engagement.

reactive response to • Amanaging behaviour in the classroom.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Preparing to teach. Prepare relevant retrieval. Prepare for error.

INTRODUCTION

1 2 3 4

Prepare for assessment.

How do I implement it into my classroom?

Ignitor: Technology/AI

CHAPTER 2

Before implementing MOP sequencing, it is important that all students know and understand each individual engagement strategy. To do this, you must explicitly teach each strategy, naming them out loud and practice this daily in your classroom so that it becomes habitual and a norm.

Primary Clip

CHAPTER 1

See it in action

Pick one pivotal moment: Select just one crucial, high-leverage question in your next lesson plan.

Narrate the positive: Loudly praise and highlight the students who are complying with the sequence. (WTD Cycle).

REFERENCE

No opt or non engagement: If students fail to follow the sequencereset the room and model the strategy again rather than having surface level responses.

CHAPTER 3

Script your sequence: Write down the exact MOP sequence you will use for that specific question beforehand.

Chapter 1 | The Teaching and Learning Model

5: Drive Thought

Technique 7

Batch Call What is it? A short sequence in which students have mini peer-to-peer discussion by building on one another’s ideas without prompting from the teacher.

Why is this a technique that benefits ALL students? It develops strong habits of discussion and teaches students to listen attentively and build on their peer’s ideas.

What it is not?

a traditional back • Itandis not forth discussion where the teacher responds to every comment an individual student makes. Teachers need to resist the idea of controlling the discussion and instead focus solely on directing the conversation to the next student they want to speak.

Windsor Academy Trust Teacher Playbook

Hunting not Fishing to identify who you want to participate using Active Observation.

INTRODUCTION

This technique works best when used with:

Using stop and jot. Cold Calling.

How do I implement it into my classroom?

Ensure students have adequate time (preferably as a stop and jot) to prepare for the discussion.

Primary Clip

CHAPTER 2

Only select this technique if you think there is adequate knowledge in the room.

See it in action

CHAPTER 1

Using it after a turn and talk.

Keep your question visible during the discussion.

Be transparent with how you want students to participate e.g. cold calling or hands. Decide on whether to summarise the key takeaways after the discussion or explicitly address misconceptions that may have arisen.

CHAPTER 3

Add low-transaction-cost reminders of established discussion norms within the classroom.

REFERENCE

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 1

Active Observation What is it? Active Observation is purposeful and planned monitoring of student work whilst circulating to diagnose misconceptions. It allows teachers to decide on next steps in teaching to provide immediate, targeted feedback and address misconceptions in the moment.

Why is this a technique that benefits ALL students? All students feel seen and valued, that their engagement with and completion of work matters. It gives adults in the classroom access to global and individual misconceptions that can be identified quickly and responded to live in the moment ensuring success for all before the lesson is over. This individual support can be given discreetly, so that students do not feel pressure and again makes them feel seen and valued. Further to this, exemplar work can be identified and celebrated.

What it is not?

circulating to check for • Only compliance, behaviour or task completion.

until the end of the task • Waiting to intervene.

Technique 1: Active Observation

Windsor Academy Trust Teacher Playbook

Plan key questions and laps. Plan seating plan to support circulation route.

INTRODUCTION

This technique works best when used with:

Use data to inform a Cold Call or Show Call.

How do I implement it into my classroom?

Circulate with purpose, plan how to move around the classroom to view all student work. During quick laps consider which students/ components to check. Name your laps, tell students explicitly what you are looking for so that they can be attentive to it.

Respond to the data to decide whether to reteach ‘stop the show’, redirect, or accelerate the lesson.

Secondary 1 Clip

Secondary 2 Clip

REFERENCE

Ignitor: Technology/AI

CHAPTER 3

Collect data as you circulate and examine student work, this could be on a clipboard or iPad.

Primary 2 Clip

CHAPTER 2

Lesson prep to identify key learning questions, anticipate misconceptions and prepare exemplars.

Primary Clip

CHAPTER 1

See it in action

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 2

Call and Response What is it? Call and Response is where the teacher gives a verbal or non-verbal prompt (the call) and all students provide a unified, immediate reaction (the response).

Why is this a technique that benefits ALL students? for understanding that the class is following along with • Checking a concept (‘The powerhouse of the cell is?…’ Students in unison: ‘Mitochondria!’).

• Builds attention and participation. • Creating a shared language and builds social norms. • 100% participation.

What it is not?

half-hearted response, for • Aexample moving on if only 50% of the class responds. It is not used for complex answers, but for rote learning.

Windsor Academy Trust Teacher Playbook

Preparing to teach. Explicit teaching of vocabulary or definitions.

How do I implement it into my classroom?

Use a physical gesture to indicate a unified response required, e.g. palms out to students.

CHAPTER 3

Use Explain, Frame, Reframe to build fluency e.g. Explain: ‘Mammals are warm-blooded.’ Frame: ‘Mammals are what on 3…’ Reframe: ‘What type of animals are warm-blooded on 3…’

CHAPTER 2

Share and practice the technique using simple responses initially to build confidence and rhythm.

Primary / Secondary Clip

CHAPTER 1

See it in action

INTRODUCTION

This technique works best when used with:

REFERENCE

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 3

Show Me What is it? Show me is a whole class learning check in which students show their answer using hand signals or a mini white board to allow the teacher to assess the learning of ALL students in the moment.

Why is this a technique that benefits ALL students? It allows the teacher to instantly identify and address misconceptions. Only the teacher can see individual student’s answers so misconceptions are not exposed before the class as they might be in verbal questioning. All participate and so all are seen by the teacher.

What it is not?

is an individual learning • Itcheck, students should all show their answers in unison to avoid copying and false data.

is not an effective • Itmethod of checking for an extended explanation.

‘Show me’ check measures • Aperformance in the moment, not long-term learning.

is not exclusively a retrieval • Itcheck, more difficult conceptual understanding can be checked using hinge questions.

Windsor Academy Trust Teacher Playbook

Check for prior knowledge. Prep effective hinge questions including distractors.

See it in action

How do I implement it into my classroom?

Use hand-signals for multiple choice or yes/no questions, ask students to hold up fingers to represent their answer.

Secondary Clip

Ignitor: Technology/AI

CHAPTER 2

Cue consistently for answers in unison e.g. “Hold up your answer in 3…2…1…Show Me!”

CHAPTER 1

Train students in the Show me procedure.

INTRODUCTION

This technique works best when used with:

Use mini-whiteboards for short written answers. CHAPTER 3 REFERENCE

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 4

Show Call What is it? Show Call is sharing a strong student example of excellent work with a class and identifying clear success criteria to ensure all students have a model for excellence.

Why is this a technique that benefits ALL students? excellent examples of practice supports students to have • Sharing clarity of excellent practice.

students with clear success criteria supports students to • Providing improve their own work. call builds a culture of error where all students value • Show feedback and teachers value student effort.

What it is not?

work without clear • Sharing criteria for excellence alongside sharing, or with ‘empty’ phrasing such as ‘good work’ or ‘great analysis,’ that might not aid students where learning is vulnerable.

Windsor Academy Trust Teacher Playbook

Reference relevant taught content. Provide clear success criteria.

Give time to create high quality work.

CHAPTER 1

Model teacher examples ahead of independent practice.

INTRODUCTION

This technique works best when used with:

How do I implement it into my classroom?

Narrate why the example is strong before display, to ensure students know the success criteria ahead of study.

Ignitor: Technology/AI

REFERENCE

Revise student work in light of the example through independent revision time. The teacher observes this and corrects any misconceptions or knowledge gaps through student intervention during this time.

Secondary Clip

CHAPTER 3

Share the example. EITHER teacher identifies where this example is excellent, using the success criteria OR the student narrates this, using the success criteria. Students could provide the opportunity to give suggestions for further improvement.

See it in action CHAPTER 2

Identify a strong example during independent practice or whilst looking at books.

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 5

Exit Ticket What is it? A short, focused set of questions that targets core knowledge and targeted misconceptions issued at the end of the lesson to check for mastery of the lesson objective and holds every student accountable for understanding. Students’ responses are then used to inform future planning.

Why is this a technique that benefits ALL students? It aligns tightly to a clear objective (Begin With the End), to create a data-driven feedback loop of 100% of participants, guiding the very next lesson through revealing misconceptions immediately. They work because they are intentional, efficient, and diagnostic, turning the end of a lesson into actionable insight rather than downtime.

What it is not?

reflection like “What did • Ayouvague learn today?”; An optional or volunteer-based activity; A quiz covering everything taught, not the key objective; A task given without review or follow up; Busywork to fill the last minutes of a lesson. If it doesn’t check specific mastery for every student, it isn’t an exit ticket.

Windsor Academy Trust Teacher Playbook

1 2 3 4

Focus questions on core content form your lesson prep. Target the likely misconceptions.

Ignitor: Technology/AI

How do I implement it into my classroom? The questions tightly match the objective and reveal true understanding, not effort or opinion. Multiple choice works well if answers are not obvious.

CHAPTER 2

Identify the one thing students must master by lesson end (Begin With the End).

CHAPTER 1

Review a sample.

INTRODUCTION

This technique works best when used with:

Every student completes it independently—no opting out, no volunteers. The exit ticket is a requirement to leave, reinforcing urgency and value. Sort answers quickly to identify mastery, partial understanding, and misconceptions.

REFERENCE

Use results to reteach, regroup, or extend learning in the very next lesson.

CHAPTER 3

One to three minutes maximum; focused, not exhaustive.

100

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 6

Stamp Knowledge What is it? Stamp It is important in making sure the teacher makes explicit the most important knowledge and skills to be retained by pupils in each lesson or segment of a learning experience.

Why is this a technique that benefits ALL students? It requires the teacher to write a teacher exemplar for the independent pupil work and to be prepared to provide a live model for pupils whenever necessary. They should ‘Stamp It’ throughout the lesson and critically follow discussion or moments of struggle to ensure all students are learning the concept in mind. The teacher should ensure that pupils have a record of 100% correct and in turn increases the likelihood of long-term retention.

What it is not?

is not getting students to copy • Itdown something to strengthen the evidence in their books. Nor is it just telling students the key knowledge and moving on - a check of understanding or show me should coincide with this strategy.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Provide explicit instruction. Check for understanding.

How do I implement it into my classroom?

Prompt towards the most important knowledge. Recap the work and ensure economy of language and subject specialist key words.

Script the key conceptual understanding(s) that all pupils should have in their books at the end and at key moments of the lesson. Determine if key aspects of pupil independent work should be Show Called to support retention, recall and revision.

REFERENCE

Ensure pupils are clear on the key information that they must never forget.

CHAPTER 3

Write the teacher exemplar for the independent pupil work. Be prepared to provide a live model for pupils whenever necessary.

CHAPTER 2

Predict the highest leverage misconceptions that will surface for pupils.

CHAPTER 1

Ignitor: Technology/AI

INTRODUCTION

This technique works best when used with:

101

102

Chapter 1 | The Teaching and Learning Model

6: Gather and Give Feedback

Technique 7

Whole Class Feedback What is it?

What it is not?

A teacher reviews a set of student work, identifies patterns (strengths, misconceptions or gaps), selecting exemplar work, designing a follow up task and feeding this back to the class collectively for students to form a response to move their learning forward.

‘what went well’ or • Generic ‘even better if’ comments.

Why is this a technique that benefits ALL students?

one-off activity only • Acompleted after an assessment.

Whole class feedback provides a time-efficient way to provide meaningful feedback to a class. Exemplar student work can be used to show how students may have demonstrated their learning, and the class can act on feedback in response to the feedback provided.

where feedback is • Alesstime-saver precise.

activity for the teacher, but • An not for the student.

Windsor Academy Trust Teacher Playbook

Common Errors

Prepare to teach. Use high quality modelled exemplars.

INTRODUCTION

Strong Examples

This technique works best when used with:

103

Check for understanding.

How do I implement it into my classroom?

Record your findings in a short, one page format to share with the class. Select exemplars and plan the feedback task.

Hold students accountable for their response. This could be through live feedback or a future book check.

Ignitor: Technology/AI CHAPTER 3

Script your delivery by modelling thinking aloud: ‘many of you….. Notice where this student has….’

Secondary Clip

CHAPTER 2

Review class books or student work and look for: strong examples; common errors or misconceptions; gaps in knowledge or application.

Primary Clip

CHAPTER 1

See it in action

REFERENCE

104

Chapter 1 | The Teaching and Learning Model

7: Ensure Consolidation

Technique 1

Retrieval Practice What is it? Retrieval practice is a learning strategy that involves actively recalling information from memory to enhance long-term retention, rather than passively reviewing material. It forces the brain to pull knowledge “out,” strengthening neural pathways and improving memory, often referred to as active recall or the “testing effect.”

Why is this a technique that benefits ALL students? Students need to retrieve information to ensure it is retained in their long term memory. If students don’t use information, over time, retrieving it becomes more challenging and students are less likely to be able to use this information in future when learning new content that may be linked in some way. Retrieval practice is also a brilliant opportunity to ascertain what students have misunderstood, so these knowledge gaps or misconceptions can be remedied.

What it is not?

that test information very • Tasks recently learned (spacing boosts

• •

learning by spreading retrieval opportunities out over time Forgetting is good for learning.) High stakes assessments: students should ideally be able to complete 80% of a set of questions/tasks for retrieval. Extended tasks designed for students to apply learning and practice. Retrieval is helpful for recall of vocabulary and core knowledge learned more than two weeks ago as a way to test whether knowledge has been remembered.

Windsor Academy Trust Teacher Playbook

Prepare to teach. Model examples and non examples.

INTRODUCTION

This technique works best when used with:

105

Check for understanding.

How do I implement it into my classroom?

Use previously taught content that is linked to what is about to be taught.

Ignitor: Technology/AI

CHAPTER 2

Design low-stakes tasks should be challenging enough to be effortful, but not so hard that students cannot succeed.

Secondary Clip

CHAPTER 1

See it in action

Direct students to produce answers from memory without notes. CHAPTER 3

Use active observation to provide immediate feedback and correct common misconceptions.

REFERENCE

106

Chapter 1 | The Teaching and Learning Model

7: Ensure Consolidation

Technique 2

Spaced Practice What is it? A plan for spacing out and revisiting key knowledge and concepts over time.

Why is this a technique that benefits ALL students? Spacing practice allows students to ‘forget’ knowledge a little so that by revisiting it they build stronger, more permanent connections. It enables connection between the original material and later learning to build schema.

What it is not?

activities such as re• Passive reading. Spaced practice must be paired with active recall such as self-quizzing to retrieve key knowledge.

Windsor Academy Trust Teacher Playbook

Week 2

Week 3

Week 4

This technique works best when used with: Review before and ahead in the curriculum plan. Ensure students have had the opportunity to ‘forget’ information.

Adapt based on performance

Use resources when needed

Use apps (Anki, Quizlet)

How do I implement it into my classroom?

Create a routine of spaced practice within lessons to encounter core concepts and skills over time and over increasingly expanding intervals.

Provide resources for students to become unstuck when they are unable to retrieve e.g. a knowledge organiser.

Ignitor: Technology/AI

CHAPTER 3

Adapt spaced retrieval practice to repeat topics that are less well remembered, review based on misconceptions in assessments.

Prioritise ‘little and often’ retrieval.

CHAPTER 2

Systematically map out consolidation of all topics - e.g. use a spreadsheet to map low-stakes quizzes across homeworks/starters.

Respond with immediate feedback.

CHAPTER 1

Plan spaced retrieval

INTRODUCTION

Week 1

107

Apps like Anki and Quizlet use algorithms to automatically calculate the best time space to revisit and review. REFERENCE

108

Chapter 1 | The Teaching and Learning Model

7: Ensure Consolidation

Technique 3

Interleaved Practice What is it? Interleaving means mixing up related topics, concepts, or problem types within a study session (lesson or homework). The focus is on the variety of material within a session.

Why is this a technique that benefits ALL students? It enables connection between the original material and later learning to build schema. Interleaving forces the brain to constantly ask: ‘What kind of problem is this, and what strategy do I need to solve it?’ and so helps students to distinguish between different types of problems. It creates that desirable difficulty that makes knowledge stick.

What it is not?

practice is the • Interleaved opposite of blocked practice focusing on one topic or skill until you master it before moving on.

Windsor Academy Trust Teacher Playbook

? Different Topics

Interleave

Interleaving within a spaced practice schedule. Stronger Connections

Better Retention

Self quiz.

Ignitor: Technology/AI

How do I implement it into my classroom?

Within homework: Interleave content within the same homework. Ensure that students have the resources to become unstuck e.g. Knowledge Organisers.

REFERENCE

Apps like Anki and Quizlet use algorithms to automatically calculate the best time space to revisit and review.

CHAPTER 3

During student practice: Within practice questions, revisit appropriate content, e.g. in maths, fractions interleaved within a question about geometry or algebra, e.g. in history, the feudal system interleaved within a lesson about the industrial revolution.

CHAPTER 2

In the starter activity: Create an interleaved starter routine combining e.g. Question 1: From the last lesson (Immediate retrieval). Question 2: From last week (Spaced practice). Question 3: From last month (Longterm spaced practice).

CHAPTER 1

Revisit misconceptions more frequently.

INTRODUCTION

This technique works best when used with:

109

110

Chapter 1 | The Teaching and Learning Model

7: Ensure Consolidation

Technique 4

Promote Metacognition What is it? Metacognition is students’ understanding of their own learning and progress. Most importantly, it is an awareness of what they are doing well and areas requiring further development. This awareness supports students on their journey towards independence.

Why is this a technique that benefits ALL students? Metacognition motivates all students, particularly those whose learning is most vulnerable. Moreover, it promotes self-reflection and an awareness of what is needed to further improve their work.

What it is not?

checking against • Shallow success criteria that students do not fully understand. Students guessing how to approach a piece of work without teacher guidance.

Windsor Academy Trust Teacher Playbook

This technique works best when used with: Share success criteria. Organise exercise books and digital classrooms clearly.

Monitor

Evaluate

How do I implement it into my classroom?

Monitor: Encourage students to keep track of their progress while working and making adjustments if necessary, e.g. checking their work against success criteria.

CHAPTER 3

Evaluate: Students reflect after completing the task, considering what went well, what was difficult, and how they might approach it differently in the future.

CHAPTER 2

Plan: Share the goal of the task, and help students to identify what they already know, and the specific strategies they will use to achieve success, e.g. ‘What do I already know about this topic?, ‘When have I completed this type of question before?’

Ignitor: Technology/AI

CHAPTER 1

Plan

INTRODUCTION

What do I know?

111

REFERENCE

112

Windsor Academy Trust Teacher Playbook

Chapter 2: Culture and Behaviour

113

114

Chapter 2 | Culture and Behaviour

Standards

Introduction: Standards Our approach to school culture is rooted in the principle of being warm: strict. The colon explicitly denotes the correlation and interdependence of these two values. We ensure a balance where expectations and routines are founded upon intentional warmth, mutual respect, and strong staff-student relationships. Through reflecting upon the “Social Discipline Window” framework (McCold and Wachtel, 2003), we work with our students by blending high expectations with high support. We combine unwavering standards for conduct and effort with relentless warmth, predictability, and emotional care students need to flourish. By consistently separating the student from their behaviour and framing our boundaries around a genuine investment in unleashing their academic and personal potential, we cultivate a safe, structured, and respectful culture where all students can thrive.

We believe that a truly supportive environment balances absolute clarity with unwavering commitment. While a predictable, consistent approach to behavioural standards is helpful for all, we recognise that it is absolutely essential for some. We hold ourselves to this high standard because we refuse to compromise on our expectations. We will not let students off, because we know that doing so would mean letting them down.

nique 6: Warm strict

115 INTRODUCTION

Warm Strict

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CHAPTER 1 CHAPTER 2 CHAPTER 3 REFERENCE

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Technique 1

Affect Attunement What is it?

What is it not?

The use of a sentence stem for reflective conversations with students, which enable the conditions for de-escalation.

Unlike traditional disciplinary conversations that start with “Why did you do that?” or “What were you thinking?”, WINE words (Wonder, Imagine, Notice, Empathy) are designed to be non-accusatory. They move the conversation from “You are a problem” to “I see you are having a problem.”

WINE: Words: Wonder, Imagine, Notice and have Empathy.

Why is this a technique that benefits ALL students? Using appropriate language is key when building an emotional connection with students. The words you use to describe feelings are important to support students to adjust their negative internal narrative. Noticing and wondering aloud can be useful strategies to help students identify their feelings and the use of the WINE word sentence stems support this. By maintaining a consistently warm, supportive, and encouraging presence regardless of a student’s behaviour, we provide a stable foundation for every child, every day.

Windsor Academy Trust Teacher Playbook

I Imagine...

I I Notice...

I Have Empathy...

This technique could be used both within and outside of the classroom, at any point when we notice a student is not presenting as we would expect them to. Sentence stems include:

CHAPTER 2

How do I use it?

CHAPTER 1

INTRODUCTION

I Wonder...

117

W Wonder if… (e.g. it felt like no one understood you). Imagine… (e.g. that was horrible when that happened).

N Notice… (e.g. how you perked up when you said you felt close to your brother).

REFERENCE

E That sounds… (e.g. painful because you were all on your own). [Empathy]; I respect you for… (e.g. your courage); Will you help me understand x?…

CHAPTER 3

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Technique 2

Take-Up Time What is it? Providing students with time after a correction to make the right choice. It involves giving an instruction or request, then deliberately turning or walking away to give the individual space and time to comply, rather than hovering and demanding compliance.

Why is this a technique that benefits ALL students? creates a ‘pause’, presenting individuals with an imaginary • Itcrossroads where they can decide the best way forward.

• Provides time to de-escalate a situation. the pressure of an audience and gives individuals a • Removes moment to regulate their emotions and make a choice. the student autonomy - they are able to make their • Allows own decision.

What is it not?

not you losing control over • Ittheis situation. By making the instruction clear, the student knows what is expected and should understand the consequences of not complying after the take-up time.

Windsor Academy Trust Teacher Playbook

119 INTRODUCTION

The Pause

Embellishment

Walk-Away

No Last Word

The directive: State exactly what you need to happen clearly and calmly. The pause: Make a brief, deliberate pause. Ensure you have gained their full attention before speaking.

The walk-away: Physically turn your back or walk away. This shows that you trust them to do the right thing without cornering them.

REFERENCE

Do not demand the last word: Hovering or arguing over an instruction instantly triggers an emotional, defensive response.

CHAPTER 3

Embellishment: Ensure you state “thank you” at the end of the instruction, this ends the interaction.

CHAPTER 2

How do I use it?

CHAPTER 1

The Directive

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Technique 3

Correcting to Keep What is it? Connecting with a student prior to correcting their behaviour and allowing the student time to make the right choice. In addition it allows students to self manage their behaviour.

Why is this a technique that benefits ALL students?

• Allows students to self manage. disruption to lessons and ensures low level disruption is • Reduces dealt with in a concise manner. a positive working relationship between both staff • Maintains and students.

• Maintains a calm and inclusive classroom environment. • Develops a culture where it is ‘OK’ to make a mistake.

students feel • Helps psychologically safe in the lesson by offering a supportive narrative to a correction.

Windsor Academy Trust Teacher Playbook

move away from having • Ahigh expectations within the classroom.

change of a school • Abehaviour policy.

for learning within a classroom.

corrections • Individual should not be public.

Using a positive to open the conversation and then move on the correction that needs to be made. This can be as simple as saying ‘good morning’ and then asking them to correct the mistake they have made. E.g.. ‘Good Morning, please could you put your blazer on’.

Correcting a student implicitly by repeating the phrase they have made, but in a more academic sense.

CHAPTER 3

Using self correction techniques through the use of visual clues or pauses to allow a student to self correct.

CHAPTER 2

How do I use it?

CHAPTER 1

complete fix in • Aimproving behaviour

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What is it not?

121

Individual corrections are private, rapid and are embellished with a “thank you”, to close the correction request.

Remember “if I let you off, I let you down”.

REFERENCE

Technique 2 “Take-up Time”, is the next step having delivered a correction.

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Technique 4

Secondary Behaviours What is it? Tactically ignoring or managing the secondary reactive behaviours (such as sighing, eye-rolling, muttering, or slow movement) that occur immediately after a student receives a correction, ensuring the focus remains entirely on compliance with the primary instruction.

Why is this a technique that benefits ALL students? minor, reactive behaviours from escalating into major • Prevents classroom disruptions. potential power struggles between the teacher • De-escalates and student.

the momentum of the lesson and keeps the collective • Maintains focus on learning.

students with the • Provides emotional space to comply without losing face in front of their peers.

a calm, consistent, • Ensures and predictable classroom climate where emotional tension is minimised.

Windsor Academy Trust Teacher Playbook

Recognise that this “gaming” is an attempt by the student to be captured negatively following a correction, and choose not to give the behaviour attention.

Ensure individual corrections are private, rapid, and embellished with a “thank you” to close the correction request.

CHAPTER 3

State exactly what you need to happen clearly and calmly, ensuring you have gained their full attention before speaking.

CHAPTER 2

Deliberately ignore the secondary behaviours which follow immediately after a correction.

CHAPTER 1

How do I use it?

It is not a move away from having high expectations within the classroom or about you losing control over the situation. By making the instruction clear, the student knows what is expected. It is not about engaging in a dialogue which is not constructive where a student may be looking for a “get-out”.

INTRODUCTION

What is it not?

123

Physically turn your back or walk away to give the individual space and time to comply, rather than hovering and demanding compliance. REFERENCE

Do not demand the last word, as hovering or arguing over an instruction instantly triggers an emotional, defensive response. Do not allow a student to find a “get-out” by refusing to engage in a dialogue which is not constructive or needed.

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Standards

Technique 5

Stopping the Get Out What is it? This term refers to a student who is looking for a way to not engage with an instruction or in some instances to “opt out” of a lesson by behaving in a particular way. The student looks for an opportunity to engage in a “back and forth” dialogue with the teacher. This often draws the attention of a class and can lead to a series of rapid escalation in poor behaviour.

Why is this a technique that benefits ALL students?

• Protects learning time for all students. classroom anxiety for all students, but is particularly • Reduces beneficial to students who rely upon classrooms being predictable and calm.

• De-escalates the individual. • Preserves student dignity.

What is it not?

• Ignoring the behaviour . a student get away • Letting with it.

is not about winning an • Itargument - there is no place for argument .

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INTRODUCTION

125

CHAPTER 1

Clear, precise instructions alongside a “thank you” embellishment and an intentional walk away to allow “Take-Up Time” (Technique 2). For example:

CHAPTER 2

How do I use it?

“I need you to start question 1. That’s what I need to see from you again today. I’ll be back in two minutes to check-in. Thank you.”

CHAPTER 3

You did this brilliantly yesterday.

REFERENCE

126

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Standards

Technique 6

The Nudge What is it? A technique to redirect off-task behaviour without interrupting the lesson’s flow. Using this subtly will allow a student to consider their behaviour, meaning they are less likely to require a formal correction.

Why is this a technique that benefits ALL students? When students are given a “nudge” to get it right, they are more likely to alter their behaviour and less likely to require formal correction.

• Allows for lessons to be uninterrupted. • It preserves the flow of learning, which continues for all other learners. confrontation between the teacher and the student and helps • Avoids maintain a positive classroom environment. the teacher to address minor behavioural issues before • Allows they escalate. approach maintains a calm and controlled • Proactive classroom atmosphere.

for a more inclusive • Allows classroom by allowing teachers

• •

to respond to students without calling attention to them. Fosters a sense of belonging through the use of the least invasive form of correction / redirection. Low-invasive corrections keep the classroom emotional climate calm and predictable. When students feel safe and unthreatened, their brains stay in a state optimised for highlevel learning.

Windsor Academy Trust Teacher Playbook

a replacement for • Not verbal instructions. should not be • They confrontational or

See it in action

CHAPTER 3 REFERENCE

The nudge is clearly expressed to the student in a discrete way. Primary / Don’t stop talking; just calmly walk over and stand near the off-task Secondary Clip pupil while continuing your lesson. Examples could include a gentle hand / tap on their desk, pointing to the board, or a subtle hand gesture (like mimicking opening a book) tells the student exactly what to do without a single word spoken. Ensure students know you are looking at them through making eye contact. Redirect the pupil using a nod or by modelling where they need to be looking (tracking the speaker). Intentionally model the corrective action students are expected to take. Do not allow this to interrupt the flow of teaching to ensure distracted students can be corrected anonymously. Ensure this is done positively. Be emotionally constant - maintain a calm and confident posture after follow-through, adding a touch of warmth with a smile or nod so that students aren’t distracted by your emotions.

CHAPTER 2

How do I use it?

CHAPTER 1

•

intimidating. They should not cause embarrassment for a student, and rather be private and discrete.

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What is it not?

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Technique 7

Restorative Recovery What is it? Restorative recovery is focused on approaching behaviour with compassion and empathy. It centres around relationships, communication and growth and around the culture we create. The language and discussions used after a student is removed should develop an understanding of behaviour and restore relationships.

Why is this a technique that benefits ALL students? Without restorative practice we default to consequences as a way of resolving undesirable behaviour. recovery can aid in the re-building of relationships • Restorative between teacher and student.

• Allows for a “fresh start” to the next lesson to reduce anxiety.

opportunities for • Provides students to have their voice heard and feel autonomy over their decisions.

opportunities to • Provides model for students how we restore relationships after a negative interaction.

Windsor Academy Trust Teacher Playbook

What is it not?

is not a chance to • Itforce an apology from the student.

should not be • Itpresented as a should not be • Itdictated by the teacher both should be equal contributors .

Three elements to frame the conversation: What happened? - allow students to share their version of events

Who has been affected? - support students in this by linking on to parts of their story.

CHAPTER 3

What needs to happen now? - students may need guidance here so be ready with suggestions but it is key that the student is an equal partner in the decision.

REFERENCE

• “How did you feel about that?” • “What were you thinking when that happened?”

CHAPTER 2

How do I use it?

CHAPTER 1

punishment.

INTRODUCTION

129

• “Do you think anyone else might have been upset here?” • “I wonder how ‘x’ might have felt when that happened?” • “Do you think they agreed with that?” • “How do you think we could make this better?”

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Technique 8

Duty - What You Permit, You Promote What is it? Duty is the intentional, proactive presence of staff during unstructured times during the school day. This is to ensure safety, connection, and belonging.

Why is this a technique that benefits ALL students? Effective on duty presence plays a crucial role in shaping the emotional climate of a school. When adults are visible, predictable, and relational:

• Students feel safer, which reduces anxiety and dysregulation. issues are noticed early, preventing them from becoming • Small larger incidents. can model calm, respectful interactions during • Staff high traffic moments.

are strengthened • Relationships through micro interactions and our belonging queues.

times and • Unstructured transitions become smoother, reducing lost learning time and behavioural spikes. Duty is a protective factor. It communicates: “You matter. I see you. I’m here. You belong”

Technique 8: Duty - what you permit, you promote

Windsor Academy Trust Teacher Playbook

still or chatting • Standing with colleagues while students move around you.

threats, or raised voices.

for problems to • Waiting occur before engaging

CHAPTER 1

behaviour • Policing through commands,

INTRODUCTION

What is it not?

131

with students.

Duty is not about surveillance. It is about connection, prevention, and presence.

See it in action

CHAPTER 3

Primary Clip

Secondary Clip

REFERENCE

During duty, staff use active presence rather than passive supervision. This includes: Positioning with purpose; standing where you can see and be seen, not clustering with other adults. Belonging cues; “Good to see you”, “Hope your morning’s going okay”, “How’s your day going so far”. Micro check ins; noticing changes in mood or behaviour (“I notice you’re quieter today”). Pre emptive support; intervening when you see tension rising/movement. Calm tone and body language; modelling regulation even when students are dysregulated. Positive narration: acknowledging pro-social behaviour (“I appreciate how you’re giving others space”). Consistency: being present every time, not only when things go wrong.

time to complete admin • Atasks or check devices. role focused • Aondisciplinary catching students out.

CHAPTER 2

How do I use it?

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Technique 9

Corridor Calm What is it? Corridor expectations are the shared routines that guide how students move through the school and how staff support those transitions. A key part of this technique is the staff welcome at the door, using a V stance to maintain visibility of both the classroom and corridor. This ensures a calm, relational start to every lesson and smooth, safe movement around the building. Corridor expectations are a whole school culture of movement, connection, and readiness.

Why is this a technique that benefits ALL students? Clear corridor routines, combined with staff presence and staff on their doors, creates: where students know what to expect every time • Predictability they transition.

safety with a warm • Emotional greeting regulates the nervous system and reduces anxiety.

corridor incidents • Reduced with visibility prevents pushing, crowding, and conflict.

relationships and • Stronger belonging are built with interactions at the door, and this builds trust over time.

starts to lessons where • Strong students enter are settled, seen, and ready to learn.

Windsor Academy Trust Teacher Playbook

inside the • Standing classroom waiting for students to enter.

with • Chatting colleagues instead of policing exercise • Afocused on catching students out.

See it in action

CHAPTER 3 REFERENCE

Staff uphold corridor expectations through active presence, modelling, Primary and consistent routines. Staff should stand at their door in a V-stance, one shoulder facing the corridor, one facing the classroom. This allows Clip you to see both spaces simultaneously. It communicates calm authority and relational availability and supports smooth classroom entry. Use a warm welcome and follow the belonging queues. This can help to guide Secondary movement proactively. Staff members should narrate the positive by using Clip the possible phrases: “Let’s keep to the left” “Thanks for giving others space” “Nice calm walking, we appreciate that” “I notice how respectfully you’re moving” A gentle gesture and soft reminder can re-direct students early and maintain a positive corridor atmosphere. Consistent use of language will offer a supportive presence. Consistency is key with every transition, every lesson by every adult. The V stance is not just a posture, it is a relational strategy that anchors the corridor and the classroom simultaneously.

CHAPTER 2

How do I use it?

CHAPTER 1

engaging with students.

INTRODUCTION

What is it not?

133

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Technique 10

Providing the Choice What is it? An approach that supports students to make appropriate decisions by offering meaningful choices within clear boundaries. Students are more engaged, motivated and cooperative when they feel a sense of control and ownership over their learning and behaviour.

Why is this a technique that benefits ALL students? When students are given appropriate choices, they are more likely to participate positively and take ownership of their actions and learning.

• Strong teacher–student relationships. • Increased student engagement and motivation. • Greater responsibility and independence. • Improved self-regulation and decision-making.

power struggles and • Reduced challenging behaviour. sense of belonging • Aandstronger well-being.

1 2

lowering expectations.

Offering students two or more appropriate options - the desired choice alongside if there is a continuation of the current issue.

Using respectful and supportive language. Setting clear expectations and boundaries.

CHAPTER 3

Allowing choice in learning activities, tasks or ways to demonstrate understanding.

CHAPTER 2

Choices should be realistic, manageable and aligned with classroom expectations and learning goals.

students do • Letting whatever they want. boundaries, • Removing routines or expectations. consequences • Avoiding or accountability. unlimited or • Giving overwhelming options. reward for positive • Abehaviour only. bribes to get the • Using desired response / or

CHAPTER 1

How do I use it?

What is it not?

135 INTRODUCTION

Windsor Academy Trust Teacher Playbook

Encouraging students to reflect on the outcomes of their choices. Explain the consequence of each choice, embellish the conversation with a “thank you”, before progressing to Technique 2 “Take-up Time”.

REFERENCE

Supporting students to make safe and responsible decisions.

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Standards

Technique 11

Building and Maintaining Strong Parental Relationships What is it? A collaborative approach that recognises families as key partners in students learning and development. Effective parental involvement extends beyond attending school events and includes home-based support, communication with teachers, encouragement of learning, and shared responsibility for student success. The model emphasises building positive, respectful relationships between schools and families while recognising the diverse circumstances and needs of different families.

Why is this a technique that benefits ALL students? Parental involvement is associated with improved academic achievement, better attendance, increased motivation, stronger social-emotional development, and more positive attitudes towards learning. When schools and families work together, children receive consistent messages about the value of education and benefit from coordinated support. Effective partnerships also help schools better understand students’ strengths, needs, and backgrounds, leading to more responsive teaching and support.

Windsor Academy Trust Teacher Playbook

all parents to • Expecting attend school events. family • Judging commitment based sole • Placing responsibility on parents for student outcomes.

Establishing regular, positive communication with families. Sharing information about learning goals and classroom expectations.

communication • Using only when problems arise.

a one-size-fits• Applying all approach to family engagement.

that families • Assuming who are less visible are

Recognising and valuing diverse family backgrounds and experiences.

less supportive of their child’s education.

Working collaboratively with parents to address concerns and celebrate successes.

The focus should be on building trusting relationships and creating meaningful opportunities for families to support students’ learning.

that families contribute in different ways and that schools share responsibility for fostering successful partnerships.

REFERENCE

Offering flexible ways for families to engage, acknowledging that not all parents can participate in the same ways.

parental • Effective involvement recognises

CHAPTER 3

Creating welcoming opportunities for family participation.

Providing practical suggestions for supporting learning at home.

CHAPTER 2

How do I use it?

CHAPTER 1

on visible school participation.

INTRODUCTION

What is it not?

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Standards

Technique 12

Warm: Strict What is it? An approach that combines high expectations with genuine care and respect for students. It involves consistently enforcing expectations while maintaining positive relationships with students. Staff communicate they care deeply about students and believe they are capable of meeting high standards, without lowering expectations or becoming overly permissive. The colon between the words denotes their correlation and inter-dependence - we should ensure that there is a strong balance within a school where both high expectations and clarity are equalled by the warmth and respectful interactions and relationships between staff and students which are intentionally built.

Why is this a technique that benefits ALL students? Clear, consistent expectations create a safe and predictable learning environment, while positive relationships help students feel valued and respected. Strong teacher-student relationships, combined with high expectations, contribute to improved behaviour, engagement, and academic outcomes. Students are more likely to meet expectations when they believe the adult is acting in their best interests. Schools require strong systems which intentionally build both strong relationships and clear expectations.

Windsor Academy Trust Teacher Playbook

harsh, • Being authoritarian,

or intimidating.

expectations • Lowering to maintain positive permissive • Being or avoiding difficult conversations.

Clearly teaching and consistently enforcing routines and expectations. Correcting behaviour calmly, respectfully, and without personal criticism. Using positive language whilst maintaining standards.

Showing genuine interest in students’ well-being and learning. Following through on consequences consistently and fairly.

CHAPTER 3

Explaining expectations as a way of supporting pupil success. ‘If I let you off, I let you down’.

Warm: Strict is about balancing kindness with consistency, ensuring students experience both support and accountability in the classroom.

CHAPTER 2

How do I use it?

shaming or • Publicly embarrassing pupils. rewards or • Using sanctions inconsistently.

CHAPTER 1

relationships.

INTRODUCTION

What is it not?

139

Avoiding negotiation over established expectations. Examples include saying, “I need everyone tracking the speaker so we can learn together,” rather than asking, “Could you please pay attention?”

REFERENCE

Communicating confidence that all students can meet high standards.

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Standards

Technique 13

Private Individual Precise Praise (PIPP) What is it? Delivering sincere, quiet and specific positive feedback one-to-one.

Why is this a technique that benefits ALL students?

• Avoids potential embarrassment for the recipient. trust and strengthens the one-to-one relationship building a • Builds safe environment. feedback can feel more earned and sincere, creating an • Quieter even greater positive reinforcement.

• Encourages optimal behaviour and learning.

What is it not?

public praise (which • Unlike has its place in modelling to others the desired behaviours), PIPP should be focused on building the interpersonal relationships between teacher and student, and allow the student to internalise the praise rather than it being about the validation from peers for their praise.

Windsor Academy Trust Teacher Playbook

141 INTRODUCTION CHAPTER 1

PIPP should be a quiet, one-to-one conversation with praise. Delivered quietly to an individual (e.g. crouching down at their desk).

CHAPTER 2

How do I use it?

Directed specifically at the exact person doing the praiseworthy action, rather than the entire group.

The praise should ideally focus on the effort or action the person took rather than their natural talent or ability.

CHAPTER 3

Be precise - say exactly what they did well so they know exactly which behaviours to repeat.

REFERENCE

142

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Standards

Technique 14

Narrating the Positive What is it? Instead of correcting misbehaviour, narrating the positives involves publicly praising students who are meeting expectations to create a “ripple effect” of compliance through positive social reinforcement.

shifts the focus of the room • Itaway from what students shouldn’t be doing and focuses on the path to success.

Why is this a technique that benefits ALL students?

for things to praise • Scanning forces you to notice 90% of

Calling students’ attention to examples of students doing as they are asked and getting things done normalises it.

things going right rather than the 10% going wrong.

• It motivates group behaviours. • It builds momentum towards a shared goal. • It provides a clear visual and auditory model for everyone else. allows students to ‘save face’. Instead of being publicly called out • It(which can trigger a fight-or-flight response) they can simply mimic the narrated behaviour to get back on track.

Technique 14: Narrating the positive

Windsor Academy Trust Teacher Playbook

aren’t looking • You for a response from

is not about telling a • Itstudent they are “smart”

Pastor’s perch: use the Pastor’s perch to observe the room. Observe and notice behaviours you want all students to replicate.

Use economy of language: use as few words as possible. E.g., “Jeremy is ready.” rather than “Jeremy is showing me that he is ready to learn because his pencil is down and his eyes are on me.”

disruptive, you don’t “narrate around” them. You must still follow your school’s behaviour policy. Narrating is for on-task momentum, not for managing serious incidents.

REFERENCE

Avoid over-narration: positively narrate 2-4 students at most. Consider narrating groups to recognise multiple students. E.g., “Jeremy and Sashi are ready. The entire back row is on fire!”

a student is being • Ifactively defiant or

CHAPTER 3

Use acknowledgement: acknowledge or briefly describe student follow-through actions but avoid praise, which should be reserved for when students exceed expectations. E.g., “Jeremy’s heading is done.” rather than “Jeremy did a great job of getting his complete heading on his paper.”

CHAPTER 2

How do I use it?

or “good.” It is precise behavioural narration (e.g., “I see Sarah has her pen out and is looking at the board,” rather than “well done, Sarah”).

CHAPTER 1

the students you are narrating. It is a one-way broadcast designed to redirect the focus of the entire room.

INTRODUCTION

What is it not?

143

144

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Chapter 3: Raising Attainment

145

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Chapter 3 | Raising Attainment

Strategy

Technique 1

Right Student, Right Content, Right Time What is it? “Right student, right content, right time” is a principle for designing strategic, precise and targeted intervention that is responsive rather than generic or reactive.

student: identifying the specific students who need support • Right through accurate diagnostic information. content: teach the exact knowledge or skill students need • Right next in order to access the curriculum successfully. time: deliver support when it will have the greatest • Right impact (e.g. pre-teaching before new content, rapid intervention after misconceptions emerge, or strategic support before key assessment points.) This approach moves away from extra lessons for low attainers and towards carefully sequenced support that helps students rejoin and succeed in the core curriculum as quickly as possible.

Why is this a technique that benefits ALL students?

intervention is • Ensures purposeful and efficient. students from falling • Prevents further behind. misconceptions • Addresses before they become embedded. students to access the • Supports core curriculum successfully. the impact of • Maximises intervention time and staffing.

Windsor Academy Trust Teacher Playbook

intervention • Generic for all/ groups of low attainers.

whole lessons • Repeating without identifying support • Reactive delivered too late to impact learning.

Identify the precise component/ composite knowledge gap or misconception using formative and summative assessment.

excluding • Removing/ students from curriculum content and learning unnecessarily.

This technique works best when used with:

Review understanding, address emerging misconceptions and use the data gathered to evaluate the impact of the intervention.

Preparing to teach. Communicate content in small steps. Active Observation.

CHAPTER 3

Provide targeted instruction and practice focused on the identified component/ composite or misconception.

CHAPTER 2

How do I implement it into my classroom?

CHAPTER 1

precise gaps.

INTRODUCTION

What is it not?

147

Ignitor: Technology/AI REFERENCE

148

Chapter 3 | Raising Attainment

Strategy

Technique 2

Focus on Five What is it? A targeted approach in which teachers use the latest data to identify five key students who require additional focus to improve attainment. These are typically under served students (disadvantaged, SEND, low reading ability, or disengaged) and should align with whole school priorities.

Why is this a technique that benefits ALL students?

• Focuses teacher attention on students who need it most. • Ensures equitable access to support within lessons. • Enables rapid intervention to address misconceptions. • Fosters and develops a sense of belonging. • Strengthens home - school communication for priority students.

improved progress • Drives for key groups of under served students.

the ‘floor’ for ALL • Raises students as many of the measures for the five students will benefit the rest of the class.

Technique 2: Focus on Five Windsor Academy Trust Teacher Playbook

static list that is not • Areviewed or updated. support for • General all students without

INTRODUCTION

What is it not?

149

prioritisation.

purposeful interaction.

Identify five students using current data and school priorities. Seat strategically to enable easy access and monitoring. Check in regularly during lessons to ensure understanding and task compliance.

lessons — all students should still receive support as needed.

This technique works best when used with:

Prioritise marking of their work for timely feedback.

Active Observation.

Contact parents proactively / early to build support and accountability.

Whole class feedback that moves learning forward.

Ignitor: Technology/AI Data analysis software

REFERENCE

Building and maintaining strong parental relationships.

CHAPTER 3

Intervene immediately where misconceptions arise.

CHAPTER 2

How do I implement it into my classroom?

without • Monitoring action or intervention. list of the only students • Awho receive support in

CHAPTER 1

students • Seating together without

150

Chapter 3 | Raising Attainment

Strategy

Technique 3

Exposure and Pitch What is it? This strategy combines two powerful ideas: giving students regular practice with exam layouts and teaching content at a consistently high level. Teachers pitch all examples and models to a Grade 5, 7, or 9. At the same time, teachers plan ahead to ensure the class looks at and exposes students to exam questions at least 10 times ahead of formal examinations. This double-impact strategy demystifies the exam format, makes exam literacy second nature, and raises attainment for every student.

Why is this a technique that benefits ALL students?

exam anxiety and cognitive load: Achieving a threshold of 10+ exposures means students no longer waste working • Reduces memory decoding how to navigate a paper; they can focus entirely on what they are writing. the glass ceiling of attainment: Pitching every model and exemplar to at least a Grade 5, 7, or 9 establishes a high • Eradicates baseline, forcing students to routinely engage with sophisticated tier-3 vocabulary and complex structures. value-added progress: It actively moves borderline students across grade boundaries by exposing them to the exact • Drives mechanics required for top-tier success, rather than teaching to the “middle.” mental rehearsal and fluency: Repeated interactions allow students to practice the physical and mental pacing of • Fosters the exam long before formal mock seasons begin.

Windsor Academy Trust Teacher Playbook

exhaustive exam • An marathon: It is not sitting

Map the “10x Exposure” Track: Audit your medium-term planning to ensure students interact with the paper’s layout, question types, or mark schemes at least 10 times through low-stakes starters, walking-talking mocks, and plenaries.

Establishing a routine of mini walking talking questions rather than saving papers for formal assessment windows. Maintaining consistency in using high-tier academic vocabulary. Using data from previous assessments to determine whether your models should target a 5, 7, or 9.

REFERENCE

Deconstruct the model: Explicitly break down why the highpitched model secures those marks. Highlight the vocabulary, critical analysis, or precision that differentiates it from a Grade 4 or 5. Narrate exam literacy so that students are exposed to the thinking process. Refer to the examiners report - for e.g. ’the examiner awarded marks for X because of X.’

This technique works best when used with: CHAPTER 3

Teach to the top and scaffold support: Present the high-grade model to all students. For those who need support, provide temporary scaffolds (e.g., sentence stems, word banks, or structured questioning) to help them climb up to the pitch, rather than lowering the standard.

•

CHAPTER 2

How do I implement it into my classroom?

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•

students down to complete 10 full mock papers under timed, stressful conditions. A predictable, passive routine: It is not just looking at a paper layout; it requires active, varied interaction with the assessment’s success criteria demands. A substitute for deep subject knowledge: It is an acceleration tool for exam literacy, not a replacement for teaching the core curriculum content.

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Strategy

Technique 4

Walking Talking Questions What is it? The process of a teacher demonstrating an assessment or exam question in real-time or recording in advance how to approach a specific aspect of a task - often using a visualiser, writing on an interactive board or typing on a shared document - while narrating their thought process (‘Think Aloud’) to make implicit skills explicit. It bridges the gap between teacher instruction and independent student practice.

Why is this a technique that benefits ALL students? cognitive load by breaking complex tasks into • Reduces manageable steps.

students with preparation or planning ahead of writing • Supporting to make their independent practice more effective.

the ‘invisible’ visible by • Makes sharing the expert thought process, choices, and self-corrections.

a clear standard of • Provides excellence, showing students exactly what ‘good’ looks like.

student confidence, • Increases particularly for under served or anxious learners who struggle to start.

Windsor Academy Trust Teacher Playbook

Narrate the ‘Think Aloud’: Explain why you are making certain choices (e.g. ‘in question four, students need to consider the key words within the task which are…. I know this because…”)

Leave the model visible: Keep the completed model (or the steps) on the screen as a reference point for students during independent work.

Prepare for Error. Preparing for Assessment. Explicit Teaching of Vocabulary. Narrate Thinking During Live Modelling. Be granular in the task or question you prepare to narrate. Prepare with other sources e.g. examiner’s report or assessment information. Be clear in your instructions Summarise the key points to remember.

See it in action Secondary Clip

REFERENCE

Model error: Purposefully include an error or where students typically misunderstand the task (e.g. ‘in the examiner’s report, some students lost marks because they didn’t use evidence from the text….’

This technique works best when used with:

CHAPTER 3

Use a visualiser, interactive whiteboard or shared document: ensure every student can see the work clearly as it is being produced. Consider recording this to repurpose for use with students who typically have the same knowledge gaps.

assessment, which would be cognitively overloading and difficult to attend to specific gaps in knowledge. Teacher led instruction without high student participation. A replacement for student independent practice.

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Identify the specific task or question a specific group of students struggle with.

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How do I implement it into my classroom?

exemplar responses • Sharing without deconstructing them. talking process • Aofwalking an entire exam paper or

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Technique 5

Mental Rehearsal or ‘’First Ten Minutes’ What is it? Mental Rehearsal is a process whereby the teacher narrates through an assessment or exam paper to ensure all students have clarity of how to approach the paper when in a real exam scenario. This is especially valuable for students whose learning is vulnerable to exemplify ‘what to do in the first ten minutes’ of an assessment to help students get started.

Why is this a technique that benefits ALL students?

•

Increases student confidence, particularly for under served or anxious learners who struggle to start.

cognitive load by breaking complex tasks into • Reduces manageable steps.

the ‘invisible’ visible by • Makes sharing the expert thought process, choices, and self-corrections.

a clear standard of • Provides excellence, showing students exactly what good assessment literacy looks like.

for ‘in-the-moment’ • Allows scaffolding, where the

teacher can address common misconceptions or refer to learning points in the examiner’s report before students begin work.

Strategy: Mental Rehearsal or ‘’First Ten Minutes’ Windsor Academy Trust Teacher Playbook

1 Q1

to teach • Attempting all students a universal approach to passing exams.

passive lecture where • Astudents are not engaged long, drawn-out • Ademonstration of an

entire paper that loses student focus.

This technique works best when used with:

CHAPTER 3 REFERENCE

Prepare your chronological approach to an assessment or exam paper. Imagine yourself as the student: what would you do first? How do you plan Narrate thinking your time? Which section of the paper do you attempt first and why? What live during modelling. does preparation ahead of responding to questions look like? Ignitor: Technology/AI Look over any previous learning points from assessment data, examiner’s reports, and include this in your preparation script with ‘some students might think…’ to explicitly mention misconceptions. Use a visualiser, interactive whiteboard or shared document: ensure every student can see the work clearly as it is being produced. Narrate why you are making certain choices (e.g. “I will start with Section B, noting that I need to plan, write and check my work in 45 minutes. This is to ensure I dedicate time to the question with the greatest amount of marks that will require most writing stamina.”) Model error: Purposefully include an error or a difficult decision to show students how to move past a challenge to help them to become unstuck. Leave the model visible: Keep the completed model (or the steps) on the screen as a reference point for students during independent work.

CHAPTER 2

How do I implement it into my classroom?

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or prompted to think.

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We would like to thank all our wonderful colleagues from across our family for the part they have played in co-creating this important instructional tool for our staff. Their wisdom and insights have been invaluable to the success of the WAT Teacher Playbook. Abbey Underhill Beth Garbett Ben Walsh Becky Anderson Becky Shephard Craig Cannings Chris Dunleavy Chloe Law Craig Mortlemans Chelsea Stone Carly Wall Caty Reid Charlotte Pottinger Dennis CampbellRoberts

Dominic Simpson Emily Griffiths Emma Dodds Emma Wilson Gemma Brough Grant Land Gareth Pass Georgina Golden Grace Oakley Hannah Gould Helen Kinsey Helena Brothwell Jatinder Dhanoya Jemma Bridgewater Jo Proctor

Jamie Smith James Brown Jemma Bridgewater Jemma Garside Jennie Twells Jon Studholme Karen Hannan Kerrie Tinson Katherine Howard Kelly Wilton Kirsty Tinsley Luke Garner Laura Kelly Laura Brettle Laura Warner

Leanne Bridgwood Liam Stanton Lisa Buffery Lydia Williams Martin Lopez Matt Porter Melissa Mifflin Megan Thompson Max Wakeman Nik Rowlands Nita Powell Paul Warriner Qamar Riaz Rosie Chesworth Richard Pearce Rich Porter

Rebecca Young Su Hutchinson Stefan Langford Sophie Malhi Shina Sandhu Simon Scarth Sally-Jo Wilkinson Sarah Wilkinson Sal Khan Sarah Ayres Scott Wells Sonya Lanckham Sophie Popratnjak Stephen Lanckham Zena Chadwick

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WAT Teacher Playbook Reference List Bennett, T., 2020. Running the Room: The Teacher’s Guide to Behaviour. London: John Catt Educational. Bjork, E.L. and Bjork, R.A. (2011) ‘Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning’, in Gernsbacher, M.A. and Pomerantz, R.W. (eds.) Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society. New York: Worth Publishers, pp. 56–64. Bomber, L.M., 2007. Inside I’m Hurting: Practical Strategies for Supporting Attachment Difficulties in Schools. London: Worth Publishing. Brand, C., Loibl, K. and Rummel, N. (2025) ‘Prior knowledge activation as preparation prior to instruction: does the coverage of relevant prior knowledge affect learning?’, Instructional Science, 53(6), pp. 1633–1661. Christodoulou, D. (2017) Making Good Progress?: The Future of Assessment for Learning. Oxford: Oxford University Press. Coe, R., Aloisi, C., Higgins, S. and Major, L.E. (2014) What makes great teaching? Review of the underpinning research. London: Sutton Trust. Coe, R., Rauch, C.J., Kime, S. and Singleton, D. (2020) Great Teaching Toolkit: Evidence Review 2020. Cambridge: Evidence Based Education. Cottingham, S., Ausubel, D. and Caviglioli, O. (2023) Ausubel’s Meaningful Learning in Action. Woodbridge: John Catt Educational. Dix, P., 2017. When the Adults Change, Everything Changes: Seismic shifts in school behaviour. Old, Carmarthen: Crown House Publishing.

Education Endowment Foundation, 2017. Improving Literacy in Key Stage 2: Guidance Report. London: Education Endowment Foundation. Education Endowment Foundation, 2019. Improving Literacy in Secondary Schools: Guidance Report. London: Education Endowment Foundation. Education Endowment Foundation, 2020. Improving Literacy in Key Stage 1: Guidance Report. London: Education Endowment Foundation. Finnis, M., 2019. Restorative Practice in Schools: The Power of Human Connection. Independent Thinking Press. Finnis, M., 2021. Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities. Carmarthen: Crown House Publishing. Fletcher-Wood, H. et al. (2019) The Steplab Learning Curriculum 3.0. London: Steplab. Foster, L., 2023. Behaviour: The Lost Modules. London: Corwin Publishing. Glasser, W., 1998. Choice theory: A New Psychology of Personal Freedom. New York: HarperPerennial. Goodrich, J., McCrea, E. and Lovell, O. (2025) The Science of Learning Model. Adapted from Caviglioli (2019) and Willingham (2009). Hornby, G., 2011. Parental involvement in childhood education: Building effective school-family partnerships. New York: Springer. Kennedy, M.M. (2016) ‘Parsing the practice of teaching’, Journal of Teacher Education, 67(1), pp. 6–17.

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Effective Teaching, Behaviour Management and Colleague Support. 4th edn. London: SAGE Publications. Rogers, C., 1957. The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), pp. 95–103. Rosenshine, B. (2012) ‘Principles of Instruction: Researchbased strategies that all teachers should know’, American Educator, 36(1), pp. 12–19. Shulman, L.S. (1986) ‘Those who understand: Knowledge growth in teaching’, Educational Researcher, 15(2), pp. 4–14. Stanovich, K.E., 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), pp. 360–407. Steplab (2024) Evidence Informed Teaching Course. Steplab Resources. Steplab (2026). Steplab Learning Library Trauma Informed Schools UK, 2026. Trauma Informed Schools UK Homepage. Willingham, D.T. (2012) Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass.

INTRODUCTION REFERENCE

Lemov, D., 2015. Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College. San Francisco, CA: Jossey-Bass. Lemov, D., 2021. Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. San Francisco, CA: Jossey-Bass. Lemov, D., Woolway, E. and Driggs, C. (2023) The Teach Like a Champion Guide to the Science of Reading. Hoboken, NJ: Jossey-Bass. McCold, P. and Wachtel, T., 2003. In pursuit of paradigm: A theory of restorative justice. Bethlehem, PA: International Institute for Restorative Practices. McCrea, E., Barker, C. and Goodrich, J. (2025) Inclusive Teaching: Securing Strong Educational Experiences and Outcomes for All Students. Woodbridge: John Catt Educational. Meij, van der, N. et al. (2025) ‘Which principles of learning do teachers and teacher educators use and how are they articulated in their pedagogical decision-making?’, Teaching and Teacher Education, Advance online publication. Oakley, B., Johnston, M., Chen, K.-Z., Jung, E. and Sejnowski, T.J. (2025) ‘The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI’, arXiv https://doi.org/10.48550/ arxiv.2506.11015 Ofsted (2025) School inspection handbook. GOV.UK. Quigley, A., Muijs, D. and Stringer, E. (2025) Metacognition and self-regulated learning: guidance report. Updated edn. London: Education Endowment Foundation. Rogers, B., 2015. Classroom Behaviour: A Practical Guide to

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