Teaching, Learning and Assessment
At Leeds East Academy, we keep high-quality Teaching and Learning at the very forefront of our agenda. Everything we do is underpinned by both our Core Values and our Teaching and Learning Priorities.
We believe that everyone at Leeds East Academy can be exceptional and our teaching and learning strategy is underpinned by a clear set of principles which support the development of exceptional Teach and Learning to secure exceptional progress and powerful knowledge for every student, every lesson, every day.
Quality of Education Strategy
Teaching and Learning Priorities
At Leeds East Academy, we believe every student can be a High Performing Learner. As an academy we are on our journey towards becoming a World Class provider of education. We keep high-quality Teaching and Learning at the very forefront of our agenda. Everything we do is underpinned by both our Core Values and our Teaching and Learning Priorities. Our Teaching and Learning Priorities are:
The way in which the curriculum is delivered to optimise student experience and progress through a positive climate for learning, whilst developing agile and hard-working students.
High Quality Assessment
The systematic checking of student understanding so that teachers are able to adapt to the needs of the students to maximise progress.
We aim for students to acquire knowledge that takes them beyond their own experiences and inspires them to make positive change in the world around them.
The literacy policy underpins our curriculum delivery through explicit teaching of ambitious vocabulary, exposure to a range of relevant and challenging reading matter, accuracy of writing skills and the development of effective oracy.
We believe that everyone at Leeds East Academy can be exceptional and our teaching and learning strategy is underpinned by a clear set of principles which support the development of exceptional Teaching and Learning to secure exceptional progress and powerful knowledge for every student, every lesson, every day.
High Performance Learning
A partnership has been formed between the White Rose Academies Trust and High Performance Learning (a framework which has been adopted by schools in over 30 different countries).
High Performance Learning was developed by experienced educational leader and academic Professor Deborah Eyre, whose key philosophy is that every student has the potential to be a high performer. Over the last decade, Professor Eyre has been fundamental in challenging the existing ways of handling student performance which would sadly leave many students behind their peers.
Accredited HPL schools report seeing significant improvements in academic results, as well as positive impacts on staff motivation, workload and wellbeing.
Leeds East Academy commenced the High Performance Learning School Award in September 2021, to enhance the journey of our academy towards achieving World Class status and unlocking the potential of every student in our care.
The prestigious two year accreditation programme will ensure that Leeds East Academy adopts High Performance Learning (HPL) framework, which builds on existing good practice and helps schools to enhance learning to ensure every child reaches high levels of performance.
The framework incorporates over 30 years of research and practical experience, and helps students to reach high levels of cognitive performance by focusing on the development of a specific range of skills (ACPs) and behaviours (VAAs).
Our Learning Cycle
All lessons are taught as per the Teaching and Learning Cycle to ensure that there is consistency across the academy and that our delivery of lessons enables content to be taught, practiced, applied and remembered. The Learning Cycle explains the key components we expect to see in lessons; a 60 second start, a ‘Teach’ section, discussion and debate, practice and systematic checking, Red Zone, reflections and Green for Growth.
Components of the Learning Cycle
Assessment & Reporting
The Purpose of Assessment at Leeds East Academy
Knowledge rich curricula have been designed at Leeds East Academy and therefore our assessment must focus on checking the agreed knowledge that we are teaching.
What do our students know?
Schemes of learning clearly indicate the powerful knowledge our students require. This knowledge must form the basis for formative assessment through in-built recall and retrieval/ AfL techniques in lessons to embed the knowledge and understanding of it.
What do they not know?
The assessment should focus on what we have said they need to know and therefore show where the gaps in their knowledge are.
What are we doing to fill in the knowledge gaps?
These gaps then need to be addressed – this is achieved by reflective planning where misconceptions are prepared for, feedback inbuilt, and the allocation of time to practice and repeat knowledge in order to embed.
Developmental Cycles (Quality Assurance)
We are proud to offer a robust developmental offer for all colleagues at all levels in our academy. Part of this development is the quality assurance of Teaching and Learning through a balanced and wide-ranging quality assurance schedule. These activities include Progress Investigations, Developmental Lesson Visits, curriculum ‘Deep Dives’ and developmental coaching groups. This quality assurance process is developmental and constructive to ensure we continue to strive towards exceptional standards and proceed to develop all colleagues, at all levels.
Continuous Professional Development (CPD)
We ensure that staff are fully equipped to deliver the high-quality lessons we expect of them, through a highly bespoke and responsive CPD schedule throughout the academic year.
Staff are proactive in their own professional development by attending CPD workshops that are specific to where they need to develop their practice. Regular curriculum time also allows staff to ensure their subject knowledge is accurate and engaging for our pupils. We pride ourselves in identifying our areas for improvement and then working tirelessly to improve them.