Uplift

Uplift Teaching cultivates an environment by which children can have a Tailored Learning Program created for them.

All children have the right to ‘aspire to achieve’. It is the teacher’s role to ensure they are challenged, they increase their productivity, and that they develop an intrinsic pursuit of achievement by understanding that ‘failure → Success’ so all children achieve National Expectations.

Fig 1 shows the Uplift Learning Progression. Uplift Teaching gives all children the right to take this route by demonstrating their Mastery of the taught skill. A teacher must aspire for every child to attain Mastery.

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Uplift principle is a state of mind held by the teacher, focused on raising children’s self-esteem, enabling them to pursue their dreams and flourish.

At Holy Trinity, we want to cultivate an environment by which children can have a Tailored Learning Program created for them. All children have the right to ‘aspire to achieve’. It is the teacher’s role to ensure they are challenged, they increase their productivity, and that they develop an intrinsic pursuit of achievement, so all children achieve their full potential.

The Uplift Principle is underpinned by ten core statements:

  • Unique Learning profile: A child’s Unique Learning Profile consists of 3 essential components: Academic, Emotional and Identity. Each part is as significant and crucial as the others. Often successful people understand themselves – they are aware of their strengths and weakness and can reflect on the decisions they make and take responsibility for their learning and choices they make. Each of these 3 elements help a person to make sense of themselves.
  • Aspiration Thinking –A teacher must aspire to teach all their children meet their prior attainment and reach their potential. Children with SEN need to have the same aspirations to raise their attainment and fill gaps in their learning so they can purse national expectations.
  • Skills Based Success Criteria - Central to the learning process is the creation of a learning goal. Underpinning this there needs to be clear, concise, skills based success criteria that will allow Mastery of the learning goal. Clear success criteria provides the basis of effective feedback and a clear learning journey.
  • Quality, Responsive Feedback: Quality, Responsive Feedback is the key to providing children with the skills to move their learning forward and building positive memory associations. Uplift uses a wide range of approaches that provide Quality, Responsive Feedback which is integral to Uplift. Quality, Responsive Feedback enables metacognitive thinking as children are given vast but assessable feedback on their learning to help them think about their strengths and weaknesses.
  • Open Differentiation: Children have different learning rates and experiences that can be different in each subject. Each child will need different levels of support and challenge for each new learning experience so they can achieve their prior attainment and potential. Open differentiation requires a teacher to provide learning opportunities during lessons and across lessons that enable them to extend or support their learning.
  • Active, Immersive Learning: To maximise learning, children must be engaged and active participants, guiding the direction of lessons with the focus on the children doing rather than the teacher talking. For children to be productive and happy they must be active and stimulated, allowing them to immerse themselves in their learning. ‘The brain registers under-stimulation as stress’ Children who are stressed are not able to learn effectively. Therefore Uplift is continually seeking to make learning, fun, dynamic and challenging.
  • Learning Review:The learning Review activities are built into lessons and provide a clear snap shot of the child’s current understanding. The Learning Review activity provides an opportunity for reciprocal discussion and collaborative feedback between teacher and pupil
  • Metacognition: Children must have the opportunity to think about their thinking and understand that failure is a route towards building capacity for success, and mastery of skills.
  • Teacher/TA partnership – It is the teacher’s responsibility to teach the underachieving children, providing input on key skills through collaborative discussion. The Teaching Assistant, if available, is used on the whole to support and monitor the ‘high learning rate children’. This needs to be a Teacher/TA partnership that is flexible and responsive.
  • Perfect Repetition and Attention to Detail: The small details added together make a significant difference. Practice does not make perfect if you are practicing the wrong thing. Each child needs a different time frame when learning a new skill.
  • Failure Is The Route To Success: It is essential that children learn that failure is ok, and that it is the greatest tool in becoming a successful learner.

Uplift Algorithm – Tailored Learning

Every child is unique. They develop and grow mentally and physically at different rates. Therefore, for every child to fully exploit their learning potential, they must have a Tailored Learning Program. This program must be based on evidence from their current learning. Historical ‘closed’ streaming and making assumptions about children’s current knowledge and ability can have a significant, negative effect on children. Uplift uses current, contemporary evidence to place children in either a support group (green) or enhancement group (pink).

Central to the learning process is the creation of a learning goal. Underpinning this there needs to be clear, concise, skills based success criteria that will allow Mastery of the learning goal. Clear success criteria provide the basis of effective feedback and a clear learning journey. The Uplift Algorithm (Fig 2) provides teachers with a set of rules and options for making decisions about children’s learning.  The Algorithm, allows for Mastery learning. 

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Uplift Teaching

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