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At St Andrew’s and St Mark’s (SASM), our teaching philosophy is rooted in our vision of providing "life in all its fullness" (John 10:10). We believe that high-quality, consistent, and innovative teaching is the key to ensuring every child leaves our school as a confident, lifelong learner.
At St Andrew’s and St Mark’s (SASM), our teaching philosophy is rooted in our vision of providing "life in all its fullness" (John 10:10). We believe that high-quality, consistent, and innovative teaching is the key to ensuring every child leaves our school as a confident, lifelong learner.
Our pedagogical approach is not a destination but an evolving process, characterised by a "Greenhouse" culture where we are all learners, including growing our teaching expertise internally to provide the very best for our pupils.
Our pedagogical approach is not a destination but an evolving process, characterised by a "Greenhouse" culture where we are all learners, including growing our teaching expertise internally to provide the very best for our pupils.
The "SASM Way": Our 3i Model
The "SASM Way": Our 3i Model
We utilise a bespoke "3i" framework—Intent, Implementation, and Impact—to ensure that our teaching is purposeful and effective. Every subject has a specific 3i map, and our classroom practice is guided by our research-informed pedagogy 3i sheet that ensures a consistent "SASM way" of teaching across all year groups.
Find out more:
Find out more:
Website: 3i Pedagogy.docxKey Pillars of Our Approach to Teaching
Key Pillars of Our Approach to Teaching
"Learn More, Remember More": We focus on "sticky knowledge" and essential vocabulary. Our curriculum maps were updated in October 2025 to reduce "hinterland" teaching, ensuring we focus on the core knowledge pupils need to succeed in future learning.
Oracy-First Approach: We prioritise communication and language as a gateway to the whole curriculum. Using Voice21 resources, we explicitly teach models for talk, utilising discussion trios and "Spiritual Questions" lessons to build confidence and pupil voice.
Explicit Study Skills (Executive Function): We don't just teach what to learn; we teach how to learn. All pupils receive explicit instruction in Executive Function skills, such as "getting started," "staying on track," and "working memory," to help them become independent, self-regulated learners.
Scaffolding for Independence: Following the Education Endowment Foundation's best practices, our staff are trained to provide support that builds independence rather than "learned helplessness". We use a graduated approach to scaffolding, ensuring all pupils—including those with SEND—can access an ambitious curriculum.
Creating the Right Environment for Learning:
Creating the Right Environment for Learning:
We understand that the classroom environment is a key source of support for learners. To reduce cognitive load and ensure every child is ready to learn, we have implemented:
Standardised Low-Arousal Environments: Classrooms are designed to be calm and focused, minimising distractions.
Standardised Equipment: Every pupil is provided with standardised resources and pencil cases, removing barriers to participation and increasing the pace of lessons.
Relational Practice: Our teaching is built on trust. We use twice-daily digital check-ins via Google Classroom and "Spacemakers" sessions to ensure pupils feel safe and ready to engage with their learning.
Specialist Provision
Specialist Provision
Where pupils require more than Quality First Teaching, we provide adapted spaces such as The Learning Hub (for Year 3) and The Den (for specialised Eprovision), ensuring that no child is left behind and that every pupil can experience success.
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