At Welbourne Primary Academy, we are proud to present our TDET pedagogical model, designed to enhance learning outcomes based on cognitive science and our best practices. We believe this approach will make a significant difference in our learners’ educational journey.

Although our new pedagogical model was collaboratively co-constructed in collaboration with TDET schools, it has been designed to be adaptable, allowing us to tailor it specifically to the context, culture, and curriculum of Welbourne Primary Academy.

A pedagogical approach refers to the methods and strategies that teachers use to deliver lessons and facilitate learning. It’s essentially the 'how' of teaching, encompassing everything from lesson planning and classroom management to the ways in which teachers engage students and assess their understanding.

In summary, a pedagogical approach is all about how teachers teach and how pupils learn, ensuring that the educational experience is effective, enjoyable, and tailored to meet the needs of all learners.

Our Pedagogical Cycle

Our model is structured around a continuous cycle of learning, ensuring that each phase builds on the previous one to create a cohesive and effective learning experience.

Intended Learning

We start by identifying the intended learning outcomes. This involves looking backwards to determine what we want the final outcome to be and what evidence of this learning will look like. Key elements include:

• Context of the class and their needs
• Curriculum requirements
• Specific knowledge and skills to be learnt
• Potential misconceptions and how to address them

Our learning objectives are challenging and specific, focusing on what we want all children to learn. We adapt our planning and teaching to meet the needs of every student, ensuring that all learners have the baseline knowledge required for successful learning.

Activate Learning

To activate learning, we focus on:

• Engaging pupils’ attention and motivation
• Activating prior knowledge through retrieval or review activities
• Identifying gaps in knowledge or misconceptions
• Providing clarity on learning goals and success criteria

For example, we might use retrieval activities at the beginning of a lesson to help move knowledge into long-term memory.

Explicit Teaching

Our explicit teaching phase introduces new content using a variety of methods:

• Presenting materials in small steps
• Modelling and making thinking explicit
• Using direct instruction and carefully chosen vocabulary

This phase may be repeated within a learning cycle based on our assessment of pupils’ understanding.

Embedding Learning

During this phase, we support pupils to work with increasing independence:

• Guided practice and scaffolding
• Moving towards independent practice
• Asking questions to deepen understanding

Embedding learning feeds into our evaluation process, ensuring the cycle continues effectively.

Evaluate Learning

We evaluate whether pupils have met our intended learning goals by:

• Reflecting on and consolidating learning
• Using evaluation to inform future learning cycles
• Understanding what needs to be re-taught or adjusted

Our evaluation helps us refine our teaching methods and better understand how children learn.

Assessment and Adaptation

Throughout the cycle, we continuously assess learning and adapt our teaching:

• Ongoing monitoring and assessment
• Identifying and addressing misconceptions
• Providing detailed feedback to help pupils improve

We modify our teaching based on assessment results, ensuring all learners meet our learning intentions.

Our ongoing commitment

Our pedagogical model provides a structured approach to teaching, helping us deliver the best lessons for all our pupils. We are committed to continuous improvement and supporting our teachers in their professional development, ensuring the highest quality education for our children.