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William Lovell Church of England Academy

Teaching and Learning

Teaching and Learning


Teachers make an enormous difference to the lives of students- we can all remember the impact that significant teachers have had on our lives.

Without fantastic teaching, exceptional learning cannot happen.

At William Lovell Academy our aim is to provide the very best in terms of teaching so that impressive learning can take place.

We have embarked upon a teacher development programme called TEEP. The programme is delivered by the Specialist Schools and Academies Trust (SSAT) and is designed to embrace current and recent initiatives in teaching and learning and apply them to our specific situation.

What is TEEP? 


TEEP is the Teacher Effectiveness and Enhancement Programme and is rooted in evidence-based research on effective teaching and learning. It aims to support schools to provide the best possible learning experiences for our young people. 


Please feel free to click through to for more information

Watch a short film on TEEP




The TEEP Learning Model

The aims of TEEP at William Lovell C of E Academy are to: 

  • Give staff a common language for teaching and learning
  • Provide a consistent approach to lesson planning and lesson structure
  • Encompass and build upon everything that we do that we know makes teaching and learning better
  • Enable students to progress within in a lesson, across a series of lessons and within all subjects to raise achievement for all

 Where would you see TEEP at William Lovell Academy? 

Whilst TEEP is all about what we do and how we think, visual evidence can be seen in several ways.  All learning is structured around a series of six learning stages. 

These are entitled:

  • Prepare to Learn
  • Agree Learning Intentions
  • Presenting New Information
  • Constructing Meaning
  • Apply to Demonstrate
  • Review

To this end carefully guided and instructed student centred lessons are delivered using this learning cycle; all teacher and learner actions are encouraged to adhere and support this cycle of stages.  

Similarly, teaching and learning aids, such as PowerPoint presentations, documents such as medium-term plans (MTP’s). Planning all share this common language and approach to the structure of learning. Indeed, every classroom has the TEEP learning structure clearly displayed in the form of posters showing the TEEP model.

 An overview of the TEEP learning cycle from a student’s perspective which all students need to be familiar with and use in all lessons:

Prepare to learn:

  • All lessons begin with an organised and calm start which follows the expectations of behaviour, active learning and the class rules as set out by the class teacher.
  • You need to make sure you have all your equipment and your exercise book open ready to learn.
  • There is a ‘Do Now’ activity. For after you have written the date and title of the lesson.

 Agree Learning Intentions:

  • You know what you are going to learn (Learning Objectives), how you will learn this and why you are learning this.
  • How to be successful in the lesson (Success Criteria) is clear to you.
  • Your teacher will also explain how the lesson today fits into the whole topic, module or unit.

Present new learning:

  • This is where you will be introduced to new knowledge, new concept, new theory, or a new skill.
  • This is where you will be introduced to such things as knowledge grids and maps of the knowledge for that topic, module, concept, or theory you are focusing on.
  • This will be done in a variety of ways to help you including flipped learning, homework, demonstrations of practical’s, card sorts, memory maps, case study, photo gallery, music, video, case study. (There are so many different ways).
  • This may not happen every lesson depending on the agreed learning intentions, but it will happen within a phase of learning or groups of lessons within a topic.

Construct Meaning:

  • You will be encouraged to use your new learning in different ways, so it has ‘stickability’.
  • You will be encouraged to take risks, actively learn and actively engage in all the different activities. Showing being the best you can be.
  • Examples of the type of activities your teacher may use: Modelling, Making, Graphic organisers, Presentation, Story board, Card sorts, Deconstructing, Role play, Problem solving activity and Concept Maps. There are many more.
  • You will know when and how to use your new learning. You will be able to retrieve the new learning and know how to use it in different ways.
  • Teachers will also show you what a good one looks like (WAGOLL) and take you through the different stages of how to achieve this. So, you know what to do when asked a question or you are set an unfamiliar task. Plus, then when you are asked to you can use this new learning in unfamiliar ways in the next part of the learning cycle (Apply to demonstrate)
  • This may not happen every lesson depending on the agreed learning intentions, but it will happen within a phase of learning or groups of lessons withing a topic.

 Apply to Demonstrate

  • You will have the opportunity to show what you really do understand what you have been learning by applying it
  • You will complete activities that apply what they have learnt not simply repeat it.
  • You will demonstrate your newfound knowledge and skills in different ways such as through quizzes, online learning platforms such as My Maths, Kahoot, Quizlet and Seneca, mind maps and concept maps, presentations, exam questions, create a how to guide, demonstrate a skill or method, create a presentation. Again, your teacher will use these and lots of other different ways to do this.
  • This may not happen every lesson depending on the agreed learning intentions, but it will happen within a phase of learning or groups of lessons withing a topic.


  • This is a vital part of your learning.
  • You will revisit what you have learnt and consider how you have learnt.
  •  It may include strategies for helping you to remember your learning.
  •  Reviews do not only happen at the end of a session (lesson) they will be ongoing throughout a lesson, a phase of learning, a group of lessons or reviewing different topics a while after you have learnt them. This is to find out what you know and if you can retrieve the knowledge.
  • Your teacher may use some of these: reflect back to learning outcomes, Post it notes – 3 facts I have learnt today, review of process - digital technology, 3-2-1, Bingo – key words, Taboo, Learning logs, Traffic lights, Solve the picture, Exit Tickets.