52. Teaching and developing vocabulary

Speech and language has been identified as one of the areas most impacted by the Covid-19. There is evidence to show that developing vocabulary in our pupils to narrow the word gap has a positive impact on academic achievement. Having a well-planned focus on vocabulary is beneficial to all children.

This staff meeting starter encourages staff to consider the vocabulary we choose in our curriculum and the methods we use to deliver high-quality vocabulary teaching in our classrooms.

Linked resources

Premium subscribers can access a number of training modules which focus on vocabulary development. In the ‘Effective Vocabulary Instruction’ module we explain how best to teach vocabulary, sharing a wide range of practical examples which can be used with children from early years through to year 6. We also explore how we learn language and the importance of pupils building vocabulary breadth and depth. We also focus on oral language development strategies in our ‘closing attainment gaps’ series, which you can find in the raising achievement section on our training module page.

51. Effective use of teaching assistants

There are many highly trained, expert teaching assistants who are well-managed, well-deployed and whose work makes real impact: but this is not the picture everywhere. If TAs spend their time in classrooms supporting lower-attaining pupils and those with SEN, then it may be time to take stock of TA deployment. It is down to teachers and the senior management team to make sure that teaching assistants are used effectively.

This staff meeting starter encourages staff to reflect on TA deployment and management to ensure effective and meaningful impact for learners.

Linked resources

Premium subscribers can access a suite of training modules relating to teaching strategies, behaviour management and understanding how memory works – all of which impact on learning. These training modules are suitable for teacher and teaching assistants. Take a moment to explore what is on offer.

50. Developing listening skills

Effective listening is a critical skill for learners to develop. Listening is not a passive process. In fact, the listener can, and should, be at least as engaged in the process as the speaker. The phrase ‘active listening’ is used to describe this process of being fully involved. By incorporating active listening strategies into lessons, teachers can help learners to become more engaged, attentive, and successful listeners.

This staff meeting starter encourages staff to consider how they can teach and model active listening skills through using a variety of strategies and exercises.

Linked resources

Premium subscribers can access a training module which explores active listening. Whilst this is from an adult’s perspective, the same principles do apply. This can be viewed in our ‘Utilising coaching in school’ training module which appears in the self-optimisation section. The video chapters document shows you that the active listening section occurs 12 minutes 26 seconds into the video.

49. Assessing personal development

It is often tricky to measure personal development because teachers may not actually see pupils ‘perform’ the knowledge they have gained in school. However, it is important to check pupils’ recall to ensure they have learned the specific content you have taught as new knowledge builds on prior learning. Assessment doesn’t have to be cumbersome, over complicated or excessive; in fact being manageable is the key. Given the pandemic, there are likely to be knowledge gaps and leaders should know what these are in case curriculum alterations are required.

This staff meeting starter provides staff with opportunities to discuss the way personal development is assessed across the school to ensure it is both effective and manageable.

48. Safeguarding: low-level concerns (staff)

Keeping Children Safe in Education (KCSiE) states that it is vital there is a whole-school approach to safeguarding, and everyone works to create a safe culture within the organisation. This means all concerns and allegations against adults working in the establishment, including school staff, supply teachers, volunteers, and contractors, are dealt with promptly and effectively.

This staff meeting starter provides opportunities for staff to discuss what constitutes a low-level concern, when and how to record and report it to ensure inappropriate, problematic or concerning behaviour is identified early.

47. Pupil engagement and ‘proxies for learning’

Professor Rob Coe asserts that as teachers we sometimes confuse pupil engagement as learning. He discusses a number of ‘poor proxies’ for learning which are easily observed, but not really about learning. ‘Poor proxies’ is a powerful prompt to probe further to establish whether learning has happened rather than to assume it has.

This staff meeting starter encourages staff to consider how they can combat these poor proxies rather than focusing on task completion, immediate performance and behavioural compliance.

46. SEND ‘five-a-day’ principle – using technology

Technology has the potential to improve teaching and learning in a wide variety of ways. Understanding how technology’s potential can be realised is a key question for teachers and school leaders today. To improve learning, technology must be used in a way that is informed by effective pedagogy.

This staff meeting starter will provide opportunities for staff to discuss how they currently use technology to support learning for all pupils, in particular, those identified as having additional or special educational needs.

Linked resources

Premium subscribers can access a training module which includes information about how technology can be used to assist learners. This can be viewed in our ‘Adaptive teaching’ training module. The video chapters document shows you that the ‘using technology’ section occurs 29 minutes 24 seconds into the video.

45. Higher order thinking skills

Many teachers are familiar with Bloom’s taxonomy as a resource for focusing on higher order thinking skills. It identifies the skills as: analysing, evaluating and creating. Pupils that display these skills can connect different concepts, problem-solve, communicate, and apply reasoning to areas outside of their learning. Higher order thinking skills or critical thinking needs regular deliberate practice for it to develop.

This staff meeting starter encourages staff to consider and discuss how they develop learners’ skills and abilities to ‘think hard’ about what they are learning to connect ideas and prior knowledge.

44. Establishing and maintaining expectations

Setting expectations is an essential aspect of managing behaviour in our classrooms. High expectations form the foundations on which effective teaching is built. The expectations you have of your pupils can impact their progress and outcomes. Research has shown that when teachers have high expectations for their pupils, their outcomes are better.

This staff meeting starter encourages staff to consider their behavioural and academic expectations and how these align with the school’s policies and practices.

Linked resources

Premium subscribers can access two training modules which focus on setting high expectations and teaching pupils how to behave through clearly taught routines. Visit our training module page to find out more.