Teaching and Learning
MAPS for Mapplewells
Through our teaching we aim to equip children with the skills, knowledge and understanding necessary to be able to make informed choices and apply their learning to new contexts. Children are empowered to reach their full potential, academically and in preparing them for the future.
A researched based, ‘Teaching and Learning’ model has been created and implemented across the whole school. The implementation of ‘MAPS’ ensures there is a consistent approach to high quality teaching and learning throughout and all pupils achieve the best possible outcomes regardless of ability and/or other factors.
‘MAPS’ is an acronym, with each letter representing a particular aspect of session and/or specific teaching and learning strategy:
M – Main Learning
A – Ask questions and apply learning
P – Pupil voice to check understanding
S – Scaffolds for success to provide challenge for all
‘MAPS’ is not to be seen and used as a teaching cycle, but as a process. A session would typically begin with a ‘Review and Reflect’, followed by the ‘Main Learning’. From this point, staff have the flexibility to navigate the model, as they deem appropriate. Below, is a detailed overview of each of the ‘MAPS’ components, explaining the expectations and rationale for each.
The rationale behind ‘MAPS’ is to ensure the following is in place:
- Develop a Mastery Approach to teaching across the school driven by research (Rosenshine, B Principles of Instruction 2012)
- Clear vision of how we learn at Mapplewells
- Consistency in how we teach across the whole school
- High quality teaching to ensure all pupils achieve the best possible outcomes
- Planning sequences of work which builds on children’s learning (storing information in the long term memory and reducing cognitive load)
- Process of teaching allows sufficient time for children to deepen their learning
- Children make connections between prior and current learning, meaning children can recall more information that is stored in the long term memory