Our Teaching and Learning Framework and Model
Our Teaching and Learning Framework provides a shared, research-informed approach to high-quality teaching across the curriculum in Years 1-6. It is rooted in evidence-informed practice, including:
- Rosenshine’s Principles of Instruction
- Cognitive science
- Metacognitive research
Whilst the framework is implemented consistently across Years 1-6, children in EYFS are introduced to the same principles, routines and language through developmentally appropriate practice and play-based learning.
1. Retrieval
Activating prior learning and preparing the brain for new learning
Retrieval is the process of bringing previously learned knowledge, vocabulary and concepts back into working memory. By revisiting prior learning, pupils strengthen memory connections, identify gaps in understanding and create links between existing and new knowledge. This reduces cognitive load and supports deeper learning.
Retrieval may include:
- Low-stakes quizzes
- Targeted questioning
- Discussion with talk partners
- Vocabulary review
- Revisiting misconceptions and feedback
- Recall from previous lessons, weeks, terms or units
The purpose is not simply to test memory, but to inform teaching. Teachers use pupils' responses to assess readiness for learning and adapt subsequent teaching accordingly.
2. Model
Making expert thinking visible
The modelling phase introduces new learning through carefully sequenced explanations, explicit instruction and teacher demonstration. Teachers clarify learning intentions, establish success criteria and demonstrate what successful learning looks like.
A key element of this phase is thinking aloud. Teachers do not simply show pupils what to do; they make their cognitive processes explicit, helping pupils understand how effective learners approach a task, solve problems and overcome challenges. This promotes metacognition and self-regulation.
Effective modelling:
- Breaks learning into manageable steps
- Makes abstract thinking visible
- Introduces and reinforces key vocabulary
- Connects new learning to prior knowledge
- Anticipates misconceptions
- Provides examples and non-examples
3. Guided Practice
Supporting pupils towards success
Guided practice serves as the bridge between teacher modelling and independent application. During this phase, responsibility gradually begins to shift from teacher to pupil through the "I Do, We Do, You Do" approach.
Pupils practise new learning with carefully scaffolded support, while teachers continuously check for understanding, address misconceptions and provide immediate feedback. This stage is critical because it allows errors to be corrected before they become embedded and enables pupils to experience success before working independently.
Key features include:
- Collaborative practice
- Structured questioning
- Scaffolded support
- Immediate feedback
- Ongoing assessment
- Adaptation in response to pupil need
The level of guidance will vary between pupils and lessons. Teachers make ongoing decisions about when pupils are ready for increased challenge, further support or additional modelling.
4. Independent Practice
Applying learning with increasing autonomy
Independent practice provides opportunities for pupils to apply new knowledge, skills and understanding with increasing confidence and independence. This is where pupils demonstrate what they have learned and begin to move towards fluency and mastery.
However, independence does not mean the absence of support. Teachers continue to monitor learning closely, using formative assessment to determine whether pupils require further modelling, guided practice or increased challenge. Learning is rarely linear, and pupils may move backwards and forwards between phases as needed.
Independent practice develops:
- Fluency and automaticity
- Confidence and resilience
- Problem-solving skills
- Deeper understanding
- Responsibility for learning
- Long-term retention
Teachers remain highly responsive during this phase, adapting support and groupings based on pupils' needs.
5. Review
Consolidating learning and informing next steps
Review is the process of reflecting on and consolidating learning at the end of a lesson or learning sequence. It ensures that the most important knowledge, skills and concepts are reinforced whilst providing valuable assessment information for both teachers and pupils.
This phase encourages pupils to think about what they have learned, how they learned it and what they may need to revisit. It also provides an important bridge between current learning and future learning.
Review may involve:
- Reflection and discussion
- Exit tickets
- Summarising key learning
- Revisiting misconceptions
- Self-assessment
- Deep thinking questions
- Application of learning in new contexts
Review is a vital part of effective teaching because it strengthens retention, develops metacognitive awareness and provides teachers with clear evidence to inform future planning and teaching decisions. In EYFS, review often takes place through discussion, reflection, storytelling and shared exploration of children's learning experiences.
The Golden Threads
Three golden threads run through every phase of our Teaching and Learning Framework: Assessment, Adaptive Teaching and Learning Behaviours. These elements are not separate initiatives or standalone strategies; they underpin every teaching decision and ensure that learning is responsive, inclusive and effective. Together, they support teachers to meet the needs of all learners whilst maintaining high expectations and ambition across the curriculum.
Assessment
Assessment is a continuous process that informs teaching at every stage of learning. Teachers constantly gather evidence of pupils' understanding through questioning, discussion, observation, practice and review. This ongoing formative assessment enables staff to identify misconceptions, evaluate understanding and make informed decisions about next steps. Within the framework, assessment is not something that happens at the end of learning; it drives learning, ensuring that teaching remains responsive and that pupils receive the right support, challenge and feedback at the right time.
Adaptive Practice
Adaptive practice ensures that all pupils can access and succeed within the same ambitious curriculum. Using information gathered through assessment, teachers adjust their explanations, models, scaffolds, questioning, resources and levels of support to meet the needs of learners in front of them. Adaptation is responsive and dynamic, taking place both during planning and in the moment. The aim is not to reduce challenge, but to remove barriers to learning so that every pupil can engage successfully, make progress and work towards the same learning outcomes.
Learning Behaviours
Learning behaviours are the attitudes, habits and routines that enable pupils to learn effectively. These include attention, engagement, resilience, independence, collaboration and self-regulation. Through consistent expectations, predictable routines and purposeful classroom culture, pupils develop the behaviours needed to participate fully in learning and tackle challenge with confidence. Strong learning behaviours create the conditions for successful learning, allowing pupils to think deeply, persevere when learning becomes difficult and take increasing ownership of their progress.