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  • Support for early career teachers
  • Teach First
  • Year 1: First half-term: what makes classroom practice effective?

    • Related Early Career Framework strands

    High expectations

    1f. Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).

    How pupils learn

    2k. Increasing challenge with practice and retrieval as knowledge becomes more secure (e.g. by removing scaffolding, lengthening spacing or introducing interacting elements).

    Classroom practice

    4.6 Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.

    4.7 High-quality classroom talk can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.

    4m. Including a range of types of questions in class discussions to extend and challenge pupils (e.g. by modelling new vocabulary or asking pupils to justify answers).

    4n. Providing appropriate wait time between question and response where more developed responses are required.

    Assessment

    6e. Structuring tasks and questions to enable the identification of knowledge gaps and misconceptions (e.g. by using common misconceptions within multiple-choice questions).