Teaching and Learning at St. Joseph’s
Developing Independent Learners
At St. Joseph’s, deliberate teacher habits enable pupils to develop strong independent learning behaviours. At every stage of learning, pupils are supported to succeed by being taught how to select and apply learning strategies independently.
Through explicit modelling and structured teaching, pupils develop self sufficiency. They are taught clear processes, learn to recognise similarities and differences in learning tasks, and gradually move from dependence to independence. This transition equips pupils with the confidence, resilience and skills needed to face challenge successfully.
ASPIRE Pedagogy
Our teaching and learning is underpinned by ASPIRE pedagogy, which ensures consistency, clarity and high expectations across the school. ASPIRE represents our shared approach to classroom practice:
- Assessment and Feedback – ongoing, purposeful assessment and clear feedback that informs next steps and improves learning
- Scaffolding and Support – adaptive teaching strategies that ensure all pupils can access ambitious learning objectives
- Purposeful Talk – structured oracy, discussion and questioning to deepen understanding and rehearse learning
- Independent Learning – pupils are supported to take responsibility for applying learning independently
- Recall and Retrieval – regular opportunities to revisit prior learning to strengthen memory and understanding
- Effective Modelling – teachers explicitly model processes, thinking and high quality outcomes
ASPIRE pedagogy supports pupils to know more, remember more and do more, while developing confidence and self belief as learners.
Lesson Design and Cognitive Science
Our lesson framework is grounded in cognitive science and informed by the EEF Gradual Release of Responsibility model, supporting metacognition and self regulated learning.
Teachers deliberately and explicitly shift responsibility from teacher to pupil during a lesson or over a sequence of lessons, ensuring pupils can apply learning independently.
Lessons are carefully structured to reduce cognitive load and follow six key stages:
- Interleaving and Retrieval - Lessons begin with recall questions to activate prior learning and strengthen memory.
- Learning Objective and Explicit Instruction - New learning is clearly introduced, including precise subject specific vocabulary.
- Effective Modelling - Teachers demonstrate thinking, processes and examples to support understanding.
- Guided Practice - Pupils practise learning with support through group, paired or individual tasks.
- Independent Practice - Pupils apply learning independently to deepen knowledge and understanding.
- Reflection - Pupils review, explain and reflect on their learning to embed understanding.
This framework is used across subjects, phases and ages, ensuring consistency of teaching approach throughout the school.
Presentation and Handwriting
High expectations are maintained for presentation and handwriting, including the use of cursive writing. Pupils are supported to develop fluency and writing speed in pen once proficiency has been demonstrated.
Expectations include:
- Accurate spelling, punctuation and grammar
- Dated and titled work
- Neatly presented written work
Marking is used consistently to reinforce expectations and support improvement.
Learning Environment
All learning environments are safe, calm and purposefully organised to promote learning. Classrooms support success through:
- Seating arrangements that enable all pupils to participate
- Accessible learning resources (books, stationery, manipulatives)
- Comfortable, well resourced reading areas
- Displays that support and celebrate learning
- Dedicated sacred prayer spaces
Homework
Homework at St. Joseph’s is purposeful, relevant and carefully planned to consolidate learning without overburdening pupils.
Common homework includes:
- Reading
- Spellings
- Number facts
Where appropriate, extended tasks support enquiry and independence. The quality of homework is prioritised over quantity, and tasks closely link to classroom learning.
Marking and Feedback
High quality feedback is central to pupil progress. Our approach to Assessment and Feedback, as part of ASPIRE pedagogy, is:
- Timely
- Clear and actionable
- Focused on improvement and reflection
- Formative assessment supports ongoing learning
- Summative assessment evaluates overall achievement
- Pupils are given time to respond to feedback and apply it to future work
Consistency across the school ensures equity and high expectations.
Adaptive Teaching and Inclusion
Our curriculum is delivered to the whole class, with adaptations made to meet individual needs. Pupils with SEND access the same ambitious curriculum, with adjustments made to how learning is supported and evidenced.
Scaffolding may include:
- Sentence starters and writing frames
- Vocabulary banks
- Visual prompts
- Sorting and matching activities
Through proactive and responsive adaptations, all pupils are supported to meet threshold concepts and learning objectives, enabling them to achieve ambitious outcomes and know more and remember more.