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Curriculum Implementation – 9 Principles

Our curriculum design is based upon 9 principles

At Ninestiles: 

  1. We deepen knowledge through the acquisition of a broad and academically rich vocabularythat deepens understanding. The limits of my language, are the limits of my world.
  2. We adopt a ‘no excuses’  approach to discipline which explicitly teaches and models the values of respect and commitment. Our central focus is on learning and achievement.
  3. We develop fluency in numeracy, reading, writing and oracythrough practise and mastery so that students are able to communicate what they understand.
  4. We ignite an independent excitement, curiosity and drive to explore and discover the world around us and our place in it. 
  5. We deliver a broad and knowledge-rich curriculumthat uses intelligent assessment processes; memorisation, practice and repetition.  Students will be able to remember, connect and apply their knowledge, skills and understanding independently.
  6. Studentsread daily for at least 20 minutes. Reading skills underpin success in every subject as well as improving vocabulary and conversational skills. 
  7. Students are taught how to keep themselves safeand develop physical and mental resiliencefor life.
  8. students produce beautiful workduring their pursuit of academic excellence.
  9. We believe that cultural capital gives students the power and freedom to achieve goals and become successful. We provide experiences that seek to reflect and celebrateour diverse cultural heritage.

Students will: 

  • Have their individual needs addressed, both within the school and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge. 
  • Be given additional support if they start to fall behind in their learning, helping them get back on track quickly. 
  • Receive co-ordinated support to enable them to make the appropriate curriculum choices at key stages 4 and 5. 

Students will: 

  • Have their individual needs addressed, both within the school and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge. 
  • Be given additional support if they start to fall behind in their learning, helping them get back on track quickly. 
  • Receive co-ordinated support to enable them to make the appropriate curriculum choices at key stages 4 and 5. 

In practice students in Years 7, 8 and 9 follow a broad and balanced curriculum, weighted to support excellent progress in the academic core (English, Mathematics and Science), but offers students an opportunity to experience The Arts, Humanities, Technology, HAL and Aspire. All students follow this curriculum and in accepting a place at Ninestiles School, they and their parents are accepting that their children will experience and take part in the whole of this curriculum.

In Years 10 and 11, Students are able to choose the subjects they will study alongside the core of English, Mathematics, Science, RE and HAL. In addition all students in Years 7 to 11 are offered a variety of other enrichment activities, through extra-curricular opportunities.

Ninestiles Academy Teaching and Learning Policy

Quality First in everything we do.

The foundation of every state is the education of its youth’ Diogenes

It is our fundamental belief that all students, regardless of background or circumstance, have a right to a high quality education; this is their entitlement. At Ninestiles, we see it as a privilege to provide all of our students with a stimulating, rich and successful learning experience. Our aim is to encourage our students to develop their curiosity, creativity and independence so that they acquire a love of learning that will stay with them throughout life. We have high expectations and want our students to be aspirational, highly-skilled global citizens who act with compassion and integrity. Our Teaching and Learning Policy underpins these core beliefs. 

Our lesson structure 

  1. Students will be greeted on arrival
  2. All lessons will start briskly with a Do Now Activity
  3. Learning Intentions will be shared with students and clearly written in workbooks
  4. The teacher will connect to prior learning before activating new learning
  5. Teachers will explain/model key information and concepts
  6. Teacher questioning will be used to check understanding and develop mastery
  7. Students will engage in deliberate practice to apply their knowledge/skills
  8. Feedback will be provided so that students can improve their work
  9. Time will be given so that students can act on advice given (D.I.R.T)

What does this look like in the classroom?   

‘Student progress is the yardstick by which teacher quality should be assessed’.  Coe et al.

  1. Every teacher will have an in depth knowledge of the learners in the class and use this effectively to support planning 

a. Every teacher is aware of the starting point of each individual learner:  HPA, MPA. LPA, PP, LAC, SEND, EAL and has a context sheet to reflect this.

b. Every teacher uses their knowledge of their class to create effective seating plans that enhance the learning experience

c. Every teacher uses learner data to tailor the learning to their students in order to  maximise progress

‘A good plan is like a road map: it shows the final destination and usually the best way to get there.  H. Stanley Judd

  • Every teacher will provide students with clear learning intentions and measurable learning outcomes 

a. Every teacher will use Schemes of Learning to create meaningful learning intentions which build on prior learning and signpost new knowledge and skills

b. Every teacher will provide students with success criteria in the form of measurable outcomes  

‘If you can’t explain it simply, you don’t understand it well enough.’  Albert Einstein  

  • Every teacher will provide effective explanations which allow all students to acquire new knowledge and access complex concepts

a. Every teacher will have expert Subject Knowledge which allows them to confidently impart complex ideas in an accessible way 

b. Every teacher will be aware of and be able to anticipate potential misconceptions and address them swiftly 

‘Every teacher is a teacher of English because every teacher is a teacher in English.  We cannot give a lesson in any subject without helping or neglecting the English of our students.’   George Samson 

  • Every teacher understands the unique language demands of their subject and is able to teach the distinct writing conventions of their subject through the modelling of academic writing in their subject.   
  • All teachers will use the whole school literacy codes to improve the quality of the written communication of their students.   
  • Every teacher will model the use of Standard English at all times to ensure their students understand the importance of a formal register, both verbally and in writing.      

‘How can students produce truly excellent work if they don’t understand the process by which such works are produced.’   John Tomsett

  • Every teacher will use high level modelling to explicitly outline the thought processes which allow students to apply new knowledge and skills independently 
  •  Every teacher is able to able to identify and deconstruct the key elements by modelling step by step the fundamental processes

‘If you would have your son to walk honourably through the world, you must not attempt to clear the stones from his path, but teach him to walk firmly over them – not insist on leading him by the hand, but to let him learn to go alone.’   Anne Bronte

  • Every student will independently apply knowledge, skills and understanding (deliberate practice)

a. every teacher provides adequate opportunity for deliberate practice of new knowledge and/or skills 

b. every teacher supports students to build confidence, resilience and Growth Mindsets during independent practice. 

‘Question everything.  Learn something.’  Euripides 

  • Expert teacher questioning which not only assesses learning, but contributes to the building of ‘cultural capital’
  • teachers facilitate student questioning which demonstrates a real enthusiasm and curiosity in every subject
  • every teacher will ensure that questions are planned before each lesson in order to promote deeper thinking and mastery.
  • every teacher will actively encourage students to be agile and perceptive questioners

‘The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.’ Dylan Williams  

  • Incisive, high quality and timely feedback which allows students to reflect, act and improve on their work

a. every teacher will provide quality feedback (verbal, written, live) which identifies strengths and areas for development

b. every student will be given the opportunity through Directed Improvement Reflection Time (D.I.R.T) to respond to this feedback and refine their skills 

c. students have the opportunity to assess their own work and that of their peers in a  meaningful and useful manner

‘What we want for our students we should want for our teachers; learning, challenge, support and respect.’   Andy Hargreaves

  • All teachers will be reflective about their own classroom practice and take ownership of their own professional development 
  • every teacher will partake in high quality in-house CPD around teaching and learning. All teachers are expected to engage in professional learning.   
  • staff are proactive in improving their classroom practice by engaging with research informed best practice 

Our lesson structure supports these principles;

  1. Students will be greeted on arrival
  2. All lessons will start briskly with a Do Now Activity
  3. Learning Intentions will be shared with students and clearly written in workbooks
  4. The teacher will connect to prior learning before activating new learning
  5. Teachers will explain/model key information and concepts
  6. Teacher questioning will be used to check understanding and develop mastery
  7. Students will engage in deliberate practice to apply their knowledge/skills
  8. Feedback will be provided so that students can improve their work
  9. Time will be given so that students can act on advice given (D.I.R.T)

Whole school Commitment to literacy: key principles

‘Every teacher is a teacher of literacy’.

“To be literate is to gain a voice and to participate meaningfully and assertively in decisions that affect one’s life … in a nutshell, literacy empowers.” Y Kassam’s 1994

  1. Every teacher fosters a love of reading in their classroom
  2. All teachers will be aware of the Reading Ages of all their learners and respond appropriately to any needs that may arise
  3. Every teacher promotes Standard English in written and verbal communication
  4. Every teacher takes responsibility for promoting technical accuracy in written communication – spelling, punctuation and grammar
  5. Every teacher takes responsibility for the explicit teaching of Tier 2 and Tier 3 vocabulary 

Every teacher is a teacher of numeracy:  key principles 

  1. Every teacher is responsible for finding opportunities to promote numeracy in their subject area 
  2. Teachers should develop students’ numeracy and mathematical reasoning in all subjects so that they can consolidate their skills and understanding 
  3. Every teachers is familiar with key mathematical terminology 

Lead Practitioners and Senior Leadership Team: 

We have 8 Lead Practitioners across the school who lead and drive on embedding the Principles and lead on Professional Learning  essions across the school both in departments and whole school. They also quality assure T&L alongside the senior team, coach staff and showcase their teaching to others too. Lead Practitioners and the Senior Leadership Team work to improve T&L which in turn enables our curriculum to be implemented as designed.