Teaching and Learning

Hull Trinity House Academy has an inclusive approach to encourage supportive and collaborative learning using appropriate objectives and outcomes to challenge students of all abilities.

At the start of each lesson, students are greeted at the door by the member of staff to initiate the teacher-student relationship. In order to make a habit out of what is efficient, students know where to sit, collect work from a set point OR find work already on their desk when they arrive. Classrooms have a ‘do now’ atmosphere where students are given work on entry to the lesson providing something clear for the students to work on, eliminating excuses that lead to distraction. Every student should start the lesson with what they need on the desk – their planner and a well-equipped pencil case.

Lessons are taught in collaborative groupings, following the research of Findlay, Kagan and Slavin. Students sit in groups of four in a pre-determined seating plan by the teacher. The seating plans are changed every half term to encourage working with different students in the teaching group. Teachers use a variety of collaborative learning techniques to facilitate activities in the classroom.

Students have clear homework routines in subjects which can be accessed by parents from the Class Charts application. Homework can be varied and will supplement in-class learning to stretch and challenge students further. Students have access to the facilities in the LRC to complete homework at the end of the academy day.

Teachers mark work on a regular basis, assessing what has been learnt and planning in response to the assessment. The purpose of marking is to provide feedback to the students so that they can act on and improve their work to facilitate great progress. The improvement tasks for students are completed in red pen in DIRT time (Dedicated Improvement and Reflection Time).

Excellence is a habit!