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TBQ! approach

 

At Sawley Infant and Nursery School we use 'The Big Question' approach to introduce and structure learning with our pupils. We know questioning is key to effective teaching and learning. Questioning is a key driver to deep learning.   

In the Early Years, pupils have 'questions for the week' and begin to recognise how they can answer these through ongoing teaching and activities within a unit of work. They are encouraged to build their understanding of questioning, exploring a sense of curiosity and are introduced to the concept of a question, question words, the question mark symbol and how we can answer questions. The children are introduced to key vocabulary through the big question and there are opportunities to discuss, explore and revisit this throughout a unit of work.  

In Key Stage One, the lesson aims are shared with pupils as a 'big question'. Key vocabulary is highlighted and discussed to build understanding. Children make notes through each stage of the lesson as they learn, with support from the teacher. These include visual aids and often prompt pupils to revisit and recap prior learning. This is aided through use of consistent symbols, such as the non-negotiables for writing. Pupils then reflect and self-assess against the question at the end of the lesson. Through the big question the children are able to talk clearly about what they are learning because they have a far better understanding of what they need to achieve in a lesson. Children are able to discuss their own learning journeys. 

 

 

What we plan...

What the children do...

What the children will be...

SPARK to IGNITE

 

Activities which ‘hook’ children’s attention with memorable experiences, setting the scene and providing a relevant context for learning

Ask questions, explore, demonstrate curiosity, have new experiences, excitement, surprise and interest and explore senses

  • adventurous
  • curious
  • excited

SHIMMER

 

Skill and knowledge development linked to the theme.  Acquisition of new skills, application of prior learning and core skills

Learn in different ways, be introduced to new information, ideas, skills or concepts, follow instructions, practice, consolidate and embed learning

  • hard working
  • purposeful
  • resilient

SPARKLE

 

Imaginative scenarios for creative thinking. Exploration, investigation and risk taking. Opportunities for collaboration and problem solving.

Make and create, experience trial and error, have eureka moments, take part in practical activities which encourage participation, collaboration, reasoning and problem solving

  • imaginative
  • inventive
  • creative

SHINE

 

Reflect on learning, share, celebrate learning and identify next steps.

Present, perform, demonstrate, publish, exhibit, make, sell, market, produce, guide, tour

  • confident
  • articulate
  • reflective

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