Initiating a teaching and learning toolkit in Year 9 history and English lessons

BEN JERRIT, HISTORY DEPARTMENT/ASSISTANT HEAD OF SIXTH FORM, ARDINGLY COLLEGE, UK LOUISE TAYLOR, ENGLISH DEPARTMENT/ASSISTANT HEAD OF MIDDLE SCHOOL, ARDINGLY COLLEGE, UK This case study explores how two history and English teachers drew on current educational thinking to create a practical working framework that improves the quality of teaching and learning in their subjects. Our teacher-friendly toolkit builds on existing instructional writing, such as that from Rosenshine (2012) and Lemov (2021), in which its four elements – recap, demonstrate, practise, assess – are practised consistently and interdependently across lessons. This case study was trialled with two Year 9 classes using teacher observation and a whole-class survey. Our teaching and learning framework Working in a busy boarding and day school, with colleagues balancing heavy pastoral and academic commitments, we were keen to conceptualise a framework that was easy for teachers to remember, that could adapt to t