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Teaching, Learning and Assessment


Chaucer School seeks to create a positive learning environment where all members of the school community can learn together and achieve together. Quality First Teaching, Learning and Assessment is key in creating this environment and represents the school’s core business.

  • Every teacher takes full responsibility for meeting the teacher standards and improving the quality of teaching that students experience.
  • Every teacher effectively plans and delivers lessons using student data and knowledge of students’ different starting points.
  • Every teacher consistently models and expects high standards of behaviour and conduct, and uses the ‘Support For Success’ systems.
  • Every teacher recognises and rewards behaviour for success and the 5 Rs.
  • Teachers support one another through on-going professional dialogue at every level.
  • The quality of teaching results in higher student achievement and progress.

Mindframes for Visible Learning

The original Visible Learning research concluded that one of the most important influences on student achievement is how teachers think about learning and their own role. In ‘Mindframes for Visible Learning’, John Hattie and Klaus Zierer defines the ten behaviours or mindframes that teachers need to adopt in order to maximize student success. These include;

  • Thinking of and evaluating your impact on students’ learning;
  • The importance of assessment and feedback for teachers;
  • Working collaboratively and the sense of community;
  • The notion that learning needs to be challenging;
  • Engaging in dialogue and the correct balance between talking and listening;
  • Conveying the success criteria to learners;
  • Building positive relationships.

These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who constantly engage with dialogue and challenge.