Teaching, Learning and Assessment

At Denbigh we consider the teaching of our ambitious curriculum and our students’ learning of the curriculum to be our core business. We have one clear vision for our students:

“To know more, remember more, do more”

To achieve this we have a clear and agreed approach to teaching that is evidence informed, based upon esteemed academics such as Daniel Willingham and his application of cognitive science to education. It is articulated through our teaching and learning model of PEPPA.

Planning:

Teachers at Denbigh are highly skilled and knowledgeable in their subjects and understand the importance of effective planning; they select the best knowledge and use it to devise ambitious and coherently sequenced curricula. They are also trained in the fundamentals of lesson planning so they can deliver engaging lessons that build on prior knowledge to support student understanding. Teachers also use pre-existing knowledge of their students and the support of other educational professionals to ensure all students can access our curriculum.

Engagement:

Teachers are also skilled in effective behaviour for learning strategies that ensure our students are engaged in thinking about the curriculum they are being taught. We achieve this through a consistent approach using learning modes. This includes a respectful whole class mode where all students are expected to sit up tall, listen, pay attention, never interrupt and track the teacher (SLANT). Teachers also understand the individual needs of our students, including SEND, and make relevant adaptations so we can maximise their engagement in learning.

Pedagogy:

Our teachers are well versed in evidenced informed pedagogy and routinely receive regular and personalised professional development. This includes regular coaching which grows teacher knowledge and implementation of pedagogical techniques ensuring that knowledge is imparted effectively to students. We use the instructional coaching model of Jim Knight and the instructional playbook of Tom Sherrington’s ‘Teaching Walkthrus’ to support this work.

Progress:

Using assessment for learning techniques our teachers are confident in checking the understanding of our students in any episode of learning. Teachers skillfully use questioning strategies that promote thinking in all of our students and, based on the feedback they receive from students, are able to adapt teaching accordingly. Teachers also give regular feedback to students based on the marking of student assessments either individually or to the whole class, that supports student reflection and helps them improve. Students are also able to review the work of their peers, verbal or written, and provide constructive feedback to each other. School and subject leaders also use assessment data to identify areas of refinement and to design interventions to aid the progress of all students.

Achievement:

It is of our opinion that when our model is implemented students are inspired by their teachers and are able to ‘know more, remember more, and do more’. One piece of evidence that supports our current success is our exceptional GCSE outcomes, though this is but one small strand of a wider picture of success. Further evidence lies in how our students can articulate and discuss their learning as well as how they can talk about their experience of the curriculum to adults. At Denbigh we are proud of our students' achievements.

Teaching and Learning Leaders

Judges were impressed by (Denbigh High School’s) commitment to making technology integral to learning and the impact on pupil outcomes, not only for their own pupils but for those of other schools.

EDTech 50 Schools Guide 2019