Our lessons are designed to begin by recalling prior knowledge. In doing so, students actively engage with the current topic and prepare themselves for subsequent learning. Lessons are then broken down into three sections- I do, we do, you do- where students are demonstrated the key skills and learning, complete a model of this with the teacher, and then finish with independent practice. Hinge questions and assessment for learning is used throughout and at the end, to gauge understanding of the learning. 

Every student has an individual marker of what progress looks like for them; therefore, a wide range of strategies are used to ensure that every student makes progress suitable for them. Teachers of English use retrieval practice consistently, as well as targeted scaffolding based on the individual and their class, along with structured modelling of best practice. Moreover, the curriculum is designed to challenge through extension, deeper reasoning, and independence. All learners can expect sentence stems, and EAL learners specifically will benefit from vocabulary banks and dual coding of tasks. 

Formative assessment is woven into every lesson through questioning and hinge activities. Students also carry out a marked assessment every two to four weeks, as well as completing self-assessed and peer assessed activities. Teacher marked assessments will inform students of what went well and will give a clear step for what to improve moving forward. All our English assessments have been designed to scale up in difficulty throughout the KS3 journey and provide writing frames for how to approach and answer GCSE style questions. 

Lessons are all scaffolded individually by teacher and class. This can include writing frames, sentence stems, or removing scaffolding for high achievers. Each teacher strives to meet a particular end point and works their lesson design back from this.  

Along with written feedback following assessments, students can expect live feedback from their teachers during a lesson.  

High-quality teaching is delivered by expert staff with industry experience, ensuring authenticity and engagement. Lessons are predominantly practical, enabling all learners to access the curriculum and see immediate progress. A spiralled approach ensures key skills and concepts are revisited and embedded over time.

Teaching is adaptive and inclusive: questioning, modelling, and targeted support ensure all students, regardless of starting point, can achieve. Small group teaching fosters strong relationships and allows for personalised feedback. No student is left behind.

Students are regularly introduced to new ingredients, techniques, and dishes, developing both their technical vocabulary and cultural awareness. As they progress, learning environments increasingly reflect real-life kitchen settings, preparing students for further education, employment, and training.

Opportunities for self-evaluation and reflection are integral, empowering students to take ownership of their learning and continuously improve.

Every student has a different version of success in each lesson. For one student this could be getting four correct spellings, for another it could be an analytical paragraph. Our core focus is for every student to try every lesson, and the success will come naturally, and the first step to achieving this is by attending every lesson with a can-do attitude. 

English at the Lower Academy support lifelong learning by promoting independence, and a love of curiosity. By exposing students to such a range of texts and experiences, we merely open the doors that enable them to pursue their curiosity and wonder further into life.