Planning provision in KS1 using characteristics of effective learners.

Peer feedback during sentence writing.

Whole class feedback and expectations.

monitoring and providing feedback.

Writing development and feedback.

Making deliberate decisions about provision for individual children to secure progress.

High expectations set in the learning environment.

Reflecting on engaging children.

Articulation of metacognition, self regulation and the use of success criteria in English Pedagogy .

Modelling the process to answer inference questions in reading comprehensions.

Modelling the process of answering vocabulary questions to aid comprehension.

Modelling the process of answering retrieval questions to aid comprehension. The modelling demonstrates metacognitive...

Modelling reading for meaning with a whole class.

Reflecting on teaching reading and the learning skills needed as well as the reading skills.

Practising the equivalence of fractions, decimals and percentages.

Modelling the representation of fractions, decimals and percentages in visual number lines.

Whole class modelling and explanation of the equivalence of fractions, decimals and percentanges.

Recalling prior knowledge in maths.

The pupils are writing sentences and the teachers talks about the inclusion of all children in the learning community.

An explanation of active and passive verbs in sentences and the impact of them.

An explanation of how to use a semi-colon in a sentence to affect the reader.

Examples of sentences with commas and clauses, to demonstrate their purpose and uses particularly when subordinating.

An explanation of apostrophes.

Grammatical rules for sentences.

Considering subject access requests where mutliple people's data is present in files.