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Driven by a determination to create welcoming schools for the local community, where every person thrives, makes excellent progress and succeeds.

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At Eden Park High School, we believe that teaching and learning is at the centre of improving student’s outcomes. Our Five Principles of Teaching outline the fundamental aspects of a lesson that will help all students retain knowledge for long term.

These principles provide a common framework and language for teaching and learning. As learning is a change in long term memory, everything we do to further teaching and learning at EPHS is geared to make knowledge and skills ‘stick’ in long term memory.


Our Teaching and Learning Vision

Inspirational teaching and learning is one of the most crucial levers in creating equitable opportunities for all students. In order to achieve this, classrooms will be a trusting environment where students and staff are proud of the learning that takes place. Students are partners in their learning journey and have a responsibility to create a positive and supportive climate for learning. Staff are committed to continual professional development through effective collaboration and are celebrated for their consistency and courage in trying new practices.

At EPHS teaching and learning is at the centre of what we do in order to improve student’s outcomes and ultimately change their lives. We believe that outstanding teaching and learning is the principal driver in a successful school. This policy outlines our high expectations for what teaching and learning looks like at EPHS.


Our Teaching and Learning Objectives

  • Intent- To ensure outstanding planning for each and every learner in every subject.
  • Implement- The delivery of lessons for our students must be well-planned, aspirational, personalised and encourage students to further study the subject.
  • Impact- Through having a shared approach to teaching, learning, feedback and assessment at EPHS, it will improve the quality and consistency of learning across the school to improve student outcomes.


The 50 min Lesson Structure

All lessons within the E21C Trust and at EPHS are to follow these expectations.

Strong Start

  • REK task is to be on the board with the teacher at the doorway to welcome students
  • Seating plans are to be data rich including key information about student’s needs such as, EAL, SEN and PPG.
  • Students should have their exercise books, white boards and pencil case ready on the desk.
  • The lesson should start with everyone in silence completing an appropriately pitched recall REK task for 5 to 7 minutes maximum
  • A register should be done at the start of each lesson.


  • All lessons start with a 5 to7 minute Recall of Existing Knowledge task (REK) used to activate prior learning required for that lesson, define key terms required and/or identify misconceptions
  • The task is to be completed in silence and students are to correct and annotate their work in green pen


  • The teacher shares the title of the lesson, where it sits within the unit of work, the ‘Big Idea’ the lesson is addressing and the ‘why’ of the lesson topic
  • The lesson intentions, also known as end points, which are short and specific are shared with students


  • ‘I Do’ is specific and planned modelling where the teacher is the expert and students are listening
  • The teacher uses economy of language to ensure their explanations are succinct and direct to minimise cognitive load


  • ‘We Do’ is completed on whiteboards where the teacher requests a granular and specific question that relates to the ‘I Do’ phase.
  • This phase is used to assess student’s learning and inform who may need more support and who is ready to move onto deliberate practice.
  • Teachers circulate the classroom to help gather evidence in assessing student’s learning
  • Teachers use this part of the lesson to scaffold for students who need support and stretch the more able


  • ‘You Do’ phase is the part of the lesson that students deliberately practice. Students complete this work in silence to remove distractions and allow them to embed the learning into their long-term memory.
  • Teachers circulate the classroom to facilitate ‘live marking’ by gathering evidence of student’s learning by ‘hunting and not fishing’
  • Misconceptions are addressed immediately in the moment either individually or through whole class feedback
  • Where possible, students are to correct their work and annotate any misconceptions using green pen at the end of this phase


  • At the end of the lesson, students complete a short quiz or question which they complete on their mini whiteboard in their planner. Once the teacher checks their answer, students are dismissed one group or row at a time.
  • Teachers should follow their class out of the room and into the corridors and stairwell to supervise the changeover of lesson.