How can cognition and learning needs be supported by Quality First Teaching ?

  Teachers to consider the following:  

• Do tasks and lessons have a visible and predictable structure, with explicitly described objectives, which are returned to at the end of the lesson?   
• Are instructions in the classroom clear, concise and consistent? 
• Are longer instructions are broken down into smaller steps when required? 
• Are the expectations regarding learning behaviour and task completion in the classroom clear and understood by young people? 
• Is language paired with visual cues and prompts to support focus and engagement as well as organisation of tasks and resources? 
• Is teaching delivered through:  
  • Regularly checking task understanding and purpose? 
  • Sequenced skills that are linked to prior learning? 
  • Providing opportunities for distributed practice (little and often)? 
  • Interleaved learning (mixing old and new learning), making new learning explicit? 
  • Using meaningful and useful tasks? 
  • Scaffolding young people’s learning to support development of independence?  
  • Practical skills that can be readily practised across the curriculum (generalisable skills)?
• Are there are opportunities for young people to take responsibility within lessons, including involvement in goal setting? 
• Is regular feedback (including targeted marking) given to young people on their learning and progress? 
• Are young people who are meeting and exceeding classroom expectations frequently noticed and given active recognition, as appropriate to individual need? 
• Is praise specific and meaningful, aimed at effort and learning behaviour rather than just achievement? 
• Are there opportunities for flexible groupings and pairings? 
• Do young people have access to positive and aspirational role models for their learning? 
• Are inclusive strategies utilised, such as peer tutoring and co-operative learning? 
• Do teaching assistants work as part of the class team?
• Do teaching assistants deliver structured evidence-based interventions? 
  • Making best use of teaching assistants EEF 
• Are teaching resources age appropriate, inclusive and relevant? 
• Are ICT resources, and other classroom resources used to best effect? 
• Does homework offer opportunities for generalisation of prior learning?  
• Is homework differentiated to ensure it can be completed independently at home? 

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