The Friary Framework
The best learning does not happen by chance. Our teachers are skilled in their delivery, can add their own individual fairy-dust too, but our school has embedded core routines, pedagogy and practice that underpin all lessons. In order to secure high-quality curriculum provision, these steps are central pillars in our teaching, learning and assessment and they enable us to have a bedrock that provides firm foundations for all our training and developmental work with our staff.
Our model is called ‘The Friary Framework’ – it is unique to us but it draws on the best national and international practice – and it provides a direction and set of expectations that offer parameters for lessons whilst also giving leeway to the creativity of the teachers and the learners. The key benefit is that there is stability in our provision, not endless initiatives that come and go as teachers move in and out of the building and fashions and trends roll in and out. The best practice is rooted in what we do each and every day.
There are four main facets of The Friary Framework that are being rolled out into every lesson:
The ‘Plan-Do-Review’ Cycle
The Plan-Do-Review (PDR) cycle originates from accelerated learning principles and is displayed in every classroom in the school. This shows how it is an important part of every lesson.
The ‘Plan’ section is when the teacher and the students explore what they are learning about, share key information, and identify what they are trying to get out of the task or lesson.
The ‘Do’ section is when the students get on and complete a task to help to move their learning forward.
The ‘Review’ section is when the teacher and the students check their learning and ensure that everyone has grasped the key concepts and ideas.
The PDR Cycle takes place in every task, of every lesson, of every day. It is important that it is recognised as it is happening and that all students ensure that they understand what the teacher is driving at in the ‘Review’ phase.
Curriculum Road Maps
A key driver for any learning is a clear sense of direction and progress and our Curriculum Road Maps are designed to provide these stimuli.
These documents are attributed to every subject and every Year group and they map out the learning journey every student is going on in that school year.
This tool enables students to chart their progress but also extend to offer guidance on assessment, future subject pathways, and even potential future careers.
Assessment for Learning:
The PDR Cycle is an example of what teachers call ‘Assessment for Learning’ – put simply, this means when teachers check what students have understood so that they can be sure that they can move onto the next topic.
Additionally, our teachers ensure there is a consistent marking system. This system includes praise, guidance on how to improve and an opportunity to address and gaps or weaknesses.
Additionally, the teachers ensure they have a carefully planned assessment timeline where they have mapped out assessment tasks through the year and formed a clear plan how they are going to accurately judge student progress. These assessments will include Bronze, Silver, Gold and Platinum assessments which provide different parameters and expectations and build up towards GCSE and A-Level exams.
Elsewhere, we use a range of classroom strategies to assess and support student progress including Question Ladders, Brain / Book / Buddy / Boss, peer and self-assessment, and use of keywords.
Class Support Plans
Every teacher produces a Class Support Plan for every class which ensures that personalised provision is put in place to help specific students to overcome the barriers that prevent them from making progress.
This document is checked by senior staff and includes a seating plan and clear guidance and strategies that are specific to students’ needs and which are amended and adjusted through the academic year.
Further Information
For more information about The Friary Framework, please contact Sam Sullivan, Assistant Headteacher, via office@friaryschool.co.uk.
