Our Pedagogical Model at Castlewood School
At Castlewood School, high‑quality teaching is built on a clear, consistent pedagogical model that ensures every pupil experiences purposeful, inclusive and responsive learning. Our approach is grounded in research‑informed practice, basing our model on Rosenshein’s principles of instruction and provides a shared language for excellent teaching across the school. This was introduced in January 2026 and implementation began February 2026. The implementation phase has begun with training to teachers and leaders are using the language of the model when feeding back from learning walks. Medium Term Planning is to be remodelled in Summer 2 to introduce the stages of our pedagogical model. As a leadership and a teaching team, we will review our model over the remaining term and into the new academic year. Teacher review, pupil voice and peer observations will all be used as a way of quality assuring and making necessary adjustments. Enabling us to offer further support to ensure all staff embed this model consistently across our school ensuring high expectations for our pupils through our teaching and learning offer.
Our model structures every lesson around a carefully designed learning cycle. This ensures that pupils build on prior knowledge, understand the purpose of their learning, and are supported to make strong, sustained progress. Whilst it aims to be a linear model, it is not rigid and if teachers need to go back to a previous stage to help pupils, then this may happen within lessons and be evident.
Castlewood’s pedagogical model aligns with our school ethos of building confidence and self-belief to pupils that have had a negative previous experience of educational settings where confidence and self-belief has parachuted.
Check‑In
Our check in combines wellbeing, personal development, mutual relationships and preparing for learning. It is about greeting pupils positively as they arrive from one lesson to another particularly in the secondary phase of our school. In the primary phase it is a more about transitioning from lesson to lesson so that pupils have a clear ending of one subject and know the start of the next subject will be beginning. This may be a fun activity or game in between lessons. This phase aligns with our vision statement of a safe, caring environment, positive regard and relationships.
Engage
Learning begins by activating what pupils already know. Teachers check in with pupils’ understanding and recap key knowledge or skills from previous lessons by cold calling, quizzes, white board work, scribing on tables, or conversations. This helps pupils make meaningful connections and prepares them for new learning. The aim here is to hook the lesson with a question, problem, image, game or interactive activity linked to the retrieval of prior learning or before introducing
Learning Objectives
Teachers share precise learning objectives, so pupils understand what they are learning and why. This links to our expectations.
Input
High‑quality input follows, ensuring concepts are explained clearly and accessibly. In our setting, this input may be whole class but usually will be to smaller subgroups of pupils within the lesson. The input may include ‘I do’ and ‘we do’ practice. This will be showcased in classes by teaching in small steps and links to our vision and ethos of having high expectations for our pupils.
Apply
Pupils apply their learning through purposeful tasks that deepen understanding and secure long‑term retention. This application phase is essential for embedding knowledge and developing independence. This will see the I do stage where pupils apply what they have learned into a more independent task. Sometimes this may appear work sheet heavy, but the structure and layout of a worksheet is easier for our pupils with special needs to begin, work hard and complete their independent activity. This stage links to individuality. The use of scaffolds may be evident to support our pupils as all pupils join us at different stages of their learning journey. There may be opportunities for paired work, small group work or independent tasks.
Recap
The recap stage of our pedagogical model is an opportunity for the teacher to check for understanding again; review who has understood and to begin celebrating strong examples. Various assessment for learning activities may be used here. It also helps to ensure everyone belongs learns and grows. Our teachers do this by asking questions.
Feedback & Assessment
Assessment is woven throughout the lesson. Teachers use questioning, observation and pupil work to check understanding and adapt teaching in real time. Pupils receive regular, meaningful feedback that moves their learning forward. Teachers and Support Staff may live mark and offer verbal feedback in the lesson. Pupils will know if they have achieved the learning objective by the learning objective being highlighted. This links to achievements and celebrating those small achievements to build confidence and self-belief.
Plan
Teachers design engaging learning experiences that promote curiosity, participation and challenge. Planning is responsive and rooted in the needs of the class, ensuring all pupils can access the learning. The use of assessment is used to adapt planning and meet individual pupil needs.
Impact: Enabling All Pupils to Succeed
Our pedagogical model ensures that learning is:
- Purposeful – every activity is aligned with clear objectives
- Inclusive – all pupils are supported and challenged appropriately
- Responsive – teaching adapts to pupils’ needs in the moment
- Progressive – learning builds cumulatively over time
This shared approach strengthens consistency across the school and ensures that every pupil benefits from high‑quality teaching in every classroom. Most importantly, it ensures that #Everyone Belongs, Learns and Grows as per our Manor Hall Academy Trust ethos and vision.
Building confidence and self-belief
- A – Achievements
- S – Safe, Caring Environment
- P – Positive Regard
- I – Individuality
- R – Relationships
- E – Expectations
