The Pillars of Excellence
The Pillars Of Excellence Statements
The Pillars of Excellence represent best practise for developing the intention of our curriculum.
They are based on best practice, such as Rosenshine’s Principles for evidence based strategies, which lead to better pupil outcomes.
The Pillars are not a checklist to be seen in every lesson but a set of principles for teachers to use when planning, teaching and assessing.
The Pillars will be used at appropriate times by the teacher to support the development of vocabulary, skills and knowledge needed for deeper learning.
Through effective implementation, the Pillars of Excellence will inspire and enthuse children, sparking curiosity and risk taking.
Our Pillars of Excellence are built upon our teachers’ expert knowledge alongside a culture of high expectations, principled and caring relationships and consistent routines.
We ask a wide range of different questions to assess how much pupils have understood and adapt the lessons accordingly.
We plan for pupils to be able to evaluate their own, and each other’s learning, to assess how much progress they are making over time.
We demonstrate to pupils how to think and provide opportunities for them to think about their learning in a variety of ways. This means they are better able to control their own learning and have empathy for other points of view.
We demonstrate and provide opportunities for pupils to conduct inquiry and research, communicating their findings in a variety of ways. This means our pupils are better able to find solutions to problems and educate others.
We demonstrate, and plan opportunities to practise, debating so as to develop a wider range of communication skills.
We ‘teach to the top’ using challenging learning objectives so all pupils have the opportunity to reach their potential.
So all pupils can aim for the top, we provide different levels of support. Over time, we aim to reduce support so pupils become more independent.
As we introduce new vocabulary, skills, knowledge and understanding to pupils, we model possible ways of learning and provide lots of practice.
We provide opportunities for pupils to work by themselves, and with others, so they can practise their vocabulary, skills, knowledge and understanding.
We provide timely feedback in a variety of ways to encourage the pupils’ continued learning of vocabulary, skills, knowledge and understanding for the long term
Pupils are taught skills to transfer knowledge, skills and vocabulary from their short-term working memory to their long-term memory.
Pupils will be given opportunities to retrieve knowledge, skills and vocabulary learnt over time and apply these through assessments to show progress.