Teaching Beliefs

• Provide equitable access, making the curriculum accessible to every kind of learner
• Hold high expectations of students, helping them to see/celebrate their progress
• Use formative assessment to make informed decisions on what happens next
• Use growth mindset language and autonomy supportive teaching to motivate students
• Use responsive teaching and differentiated instruction to keep students near their ability limit
• Use a range of effective questioning techniques to generate rich classroom discussion
• Use distributed practice to promote long-term memory and enduring understanding
• Nurture a ‘compete-with-self’ classroom to avoid counterproductive attitudes/feelings
• Embed social emotional learning (SEL) into units/lessons to promote well-being
• Provide deep learning opportunities for students to construct and apply new knowledge
• Integrate global citizenship into lessons/units through real-world contexts
• Get to know each child, adjusting to who they are and what they wish to be