Classroom Approaches

All of the outlined classroom approaches are essential for the development of our children. All teachers at Cheam Fields Primary believe that these approaches help our children develop towards the shared vision of the school.


Active Learning:

Teachers use a variety of cooperative learning strategies during which children work together to solve a problem or answer a question.  These ensure that all children are engaged in every part of the lesson.


Structured Lessons:

Teachers plan structured lessons including review of prior learning, modelling of a specific learning goal, guided practice and independent tasks with reflection. 


Differentiated Questioning:

In addition to enabling teachers to check learners understanding, questioning also encourages engagement and helps direct pupils’ thinking.  As children learn at different rates, it is vital the differentiated questions are asked to inspire those who are learning at a quicker rate and support those who are learning at a slower rate.  Teachers target questions to particular children according to their needs using Bloom’s Taxonomy as a guide.


No Hands Up:

Active Learning and use of lolly sticks ensure all children have a voice in class discussions.


International Mindedness:

To develop international mindedness, teachers incorporate international links in the majority of lessons and not in isolation. This supports the school vision that learners at Cheam Fields will be active global citizens.



Challenge to ensure that all lessons are rigorous, teachers plan for international/knowledge challenges that are appropriate and relevant to learning. Teachers provide challenges that enable children to be ‘in the flow’ of learning where there is low stress but high challenge and motivation!


Multiple Perspectives:

Whenever possible, teachers plan lessons that allow children to learn about concepts from multiple perspectives so that our learners develop a broader perspective on important concepts.  


House Leaves:

We use house leaves as a reward system across the entire school.  Children are rewarded leaves and these are then put in the correct house colour box.  The number of leaves in each box is totalled and the winning house colour is able to wear their own clothes on the last day of term as a reward.


Classroom Contracts:

These are created with learners at the beginning of the year so that they have ownership over these and are therefore responsible for their behaviours.  Class contracts are underpinned by the school behaviour policy.


Personal Learning Goals:

Personal Learning Goals are reflected in our school’s vision of the kind of learners our children will become.  Children are encouraged to reflect on the learning goals they are using in each lesson. Certificates for demonstrating understanding of the Excellent Eight are awarded to selected children at the end of each term.


Reflection Time:

Teachers build in reflection times so that learners are able to measure their progress against  success criteria and become conscientious learners. This might be at the beginning of lessons to review learning or at the end to evaluate.  During this time, our children reflect on where they are in their learning journey for the session or in the sequence of learning.


Working Walls:

Our working walls are teaching tools which drive learning forward.  Our working walls display the learning journey throughout a topic linking all curriculum areas to show children the bigger picture.  They are interactive, display children’s work and enable children to reflect upon their learning during a topic.


Accountable Discussions:

This empowers learners to draw up arguments based on evidence. Children learn how to respect the views of their peers while strengthening their communication skills. Coaching activities encourage them to be polite and supportive conversationalists.


Language of a Growth Mindset:

We believe and promote a growth mindset in  every classroom. We believe with hard-work, practice and dedication children can learn and achieve anything they want to.  With this vision, our pupils have a love for learning and are resilient.


Brain, Buddy, Board, Boss: 

This strategy is designed to help our learners become more independent, thinking deeply for themselves at first then using the resources around them to problem-solve and become successful learners. This strategy helps our younger learners build resilience and less reliance.


Verbal Learning Advice:

Teachers are continually monitoring children practising skills, researching and recording knowledge. Teachers act as facilitators during the learning and offer children ‘learning advice’ in order to move their learning forward.