Teaching and Learning at The George Eliot School

'Aim For Excellence'


A Challenging Curriculum

At The George Eliot School we have an ambitious, knowledge rich, five year curriculum across all subject areas. To support our pupils we have knowledge organisers specific to our  curriculum that pupils use for self quizzing and retrieval practice.

All pupils have been issued with a set of knowledge organisers and a folder. Pupils are set weekly quizzes for homework using their knowledge organisers. The quizzes will be tested in lessons the following week. 


Knowledge and Learning



Live feedback - Responsive Teaching

  • At the point of teaching
  • Circulate the room starting with the Do Now – (The use of Circulate has been removed whilst working in bubbles)
  • Whilst we work in bubbles we are adapting our strategies and making use of the mini whiteboards for feedback in lessons.
  • Most feedback in lessons is verbal and immediate
  • This can be with individuals, small groups or the whole class
  • Identifying and addressing misconceptions
  • We ensure that pupils’ work is corrected so that it does not include any errors before they leave the classroom
  • Pupils' books need to be error-free where possible, in order for them to be used as a reference or revision point in future. This does not mean they need to get the correct answer every time but if something is not corrected in the lessons it can lead to confusion in future lessons so should be addressed.
  • May redirect the focus of teaching or the task

 Summary feedback

  • Happens after a lesson or a series of lessons
  • Evaluation style approach
  • Involves all pupils work
  • Refocuses the teacher on what needs to be done next and what has been done well 
  • Guides the areas that need revisiting
  • Often creates a FUT (Follow Up Task) for students to act on 

We provide feedback from:

  • Pupil work in exercise books
  • Pupil responses to their online homework
  • Knowledge Quizzes
  • Written Assessment
  • Reflections from the lesson

 In the feedback session the teacher will:

  • Model the information – Present material in small steps, model, scaffold.
  • Re-teaching a misconception or clarifying a particular piece of knowledge
  • Use the visualiser to demonstrate how a piece of work can be improved. This can only be done with work following the advice on ‘Collecting in Pupil Work’ or it could be a written piece that has been printed from online work.

 In the feedback session the pupils will:

  • Pupils make their feedback notes and correct work in their books using green pen based on the feedback.
  • This should be done in silence. 

We do this so the pupils can focus on thinking about the feedback.

  • Pupil compete a Follow Up Task (FUT). 

We do this so pupils can practice what has just been modelled with the feedback.



Classroom Routines

We have entry and exit routines to every lesson to ensure we have efficient and safe movement around the school site. The consistency that comes from everyone following our routines ensures everyone knows what is expected and lessons can begin promptly so no learning time is lost.

We welcome everyone at the start of the lesson. 

We show our appreciation at the end of every lesson.


 Entry Routines for Lessons

  1. The teacher stands outside the room and greets pupils as they enter.
  2. Pupils put their books on their desk and their bag under the desk.
  3. Pupils stand behind their chair in silence.
  4. The books are given out along the rows.
  5. The teacher greets the class ‘Good Morning/Afternoon Year ..’
  6. Pupils reply ‘Good Moring/Afternoon Mr/Miss…’
  7. Pupils sit down and begin the Do Now.
  8. The teacher takes the class register.


Exit Routines for Lessons

  1. The books are passed back along the rows and put in the class box.
  2. Pupils stand behind their chair in silence.
  3. The teacher thanks the class ‘Thank you Year ..’
  4. Pupils reply ‘Thank you Mr/Miss…’
  5. The teacher will dismiss the class one row at a time.



 We are responsible for our own equipment. 

We have the correct equipment for every lesson so we can fully participate in the lessons, lessons can begin promptly and no learning time is lost. 

We have our own calculators so we can learn how it works during lessons and will then be best prepared to use it for homework, assessments and examinations.

Be Prepared Toolkit

Do Now

We start every lesson with a Do Now. The consistency that comes from every one following our routines ensures everyone knows what is expected and lessons can begin promptly so no learning time is lost. 

  • Pupils should be able to complete the Do Now without any direction from the teacher, without any discussion with their classmates 
  • The activity should take three to five minutes to complete and will require putting a pencil to paper
  • The activity should preview the day’s lesson or review a recent lesson 


Clear expectations for listening in lessons

We use SLANT as a reminder of the high expectations we have for lessons. We are self-disciplined and ambitious; we show this by following SLANT expectations in every lesson. The consistency that comes from everyone following our routines ensures everyone knows what is expected and lessons can begin promptly so no learning time is lost.


Exercise Book Expectations

We take pride in our work. We follow the exercise book expectations so our work is neat and we can use our notes to support practice, quizzing and revision.


  • The front of the book should have pupil name, subject and teacher name
  • All work should have the date and title
  • The date and title should be underlined with a ruler
  • Written work should be in black pen
  • Feedback and corrections should be in green pen
  • Tables and graphs should be drawn using a pencil and ruler
  • Work should be presented to a high standard
  • There should be no doodling or graffiti in books.
Exercise Book Expectations


High expectations for behaviour at all times



The George Eliot School STAR values

STAR values

© 2021 The George Eliot School