Uplift 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. Uplift focuses on providing teachers with structure in which to assess learning outcomes, feedback effectively and plan next steps in learning based on high quality assessment for learning. The aim is to ensure that children reach their full potential so that they can embed the learning set out in our curriculum, which is based on the national curriculum. Uplift does not provide guidance on how to teach a specific subject as this will be unique to that subject.
The Uplift Pedagogy
Uplift has several pedagogy techniques that support the process that are outlined below.
Uplift cultivates an environment by which children can have a Tailored Learning Program created for them.
Fig 1 shows the Uplift Learning Progression. Uplift gives all children the right to take this route by demonstrating their understanding of the taught skill and required knowledge.
A teacher must teach all their children to maintain and exceed their prior attainment and reach their potential. Children with SEND need to have the same aspirations to raise their attainment and fill gaps in their learning so they can pursue age related curriculum expectations.
Drawing from prior learning will activate neurons in the brain to enable new learning to be hardwired into the long term memory.
Perfect Repetition and Attention to Detail.
Practice does not make perfect if you are practicing the wrong thing. It is essential that misconceptions are addressed quickly. Each child needs a different time frame when learning a new skill so it is essential that learning is not rushed and children are given sufficient time to hardwire learning into their long term memory. Also, the small details added together make a significant difference.
Clear Learning Journey
Central to the learning process is the importance of a clear learning journey through the creation of clear learning goals and success criteria.
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 enabling metacognitive thinking.
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.
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.
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 and building character. If you challenge yourself and work towards achieving that challenge, you feel good though the release of dopamine.
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 through metacognitive thinking. Consistent and timely feedback enhances children’s learning by engaging the children as active participants in their learning and by providing personalised help and guidance.
Uplift Sequence – 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 clear learning journey using learning goal and success criteria. The Uplift Sequence provides teachers with a set of rules and options for making decisions about children’s learning. The sequence, enables learning to be hardwired into long term memory preventing gaps in learning from forming