5.2 How We Teach: Evidence-Based Practice

Effective schools are built on consistent, research-informed teaching. At The Independent School of Jakarta, our classroom practice is shaped by the evidence base that has emerged from cognitive science, curriculum studies, and high-performing UK independent schools. This approach emphasises clarity of instruction, secure foundational knowledge, structured practice, and well-designed opportunities for independence. It aims to reduce unnecessary cognitive load so that pupils can think carefully about what matters.

Our teaching model is not tied to a single method or trend. It is a set of principles which teachers apply with professional judgement, adapting to subject content, age, and developmental needs. The goal is straightforward: pupils should understand what they are learning, remember it over time, and be able to apply it with confidence.

Structured and Intentional Lesson Design

Lessons at ISJ follow a clear instructional sequence. Teachers begin by sharing the objectives for the lesson and the criteria for successful work. This transparency helps pupils focus their attention and calibrate their own efforts.

"Our teaching model is not tied to a single method or trend. It is a set of principles which teachers apply with professional judgement, adapting to subject content, age, and developmental needs."

Content is introduced in small, carefully sequenced steps. Teachers provide worked examples, explanations of procedures, and modelling of cognitive processes — particularly in Mathematics, English and Science where misconceptions can compound if left unaddressed. Pupils then practise with support before moving to independent tasks. This gradual release of responsibility mirrors well-established findings in instructional research and supports secure learning.

Classrooms use routines that minimise transitions and distractions. These routines allow instructional time to be used efficiently and help pupils maintain concentration.

Explicit Instruction as a Foundation

Explicit instruction forms the bedrock of early and mid-phase teaching. It is particularly effective in teaching new or complex material, where pupils benefit from clear explanations, guided practice and immediate feedback. Teachers frequently check for understanding through questioning techniques that sample the whole class, not just volunteers. These checks help identify misconceptions early and allow for timely correction.

"Cognitive psychology is clear that learning depends on memory... This is integrated into daily teaching rather than appended as an extra."

In English, teachers model analytical writing using shared examples and sentence structures. In Mathematics, they demonstrate multiple methods before guiding pupils to evaluate the efficiency of each. In Science, they introduce scientific vocabulary, show how to structure an investigation, and highlight common reasoning errors. The intention is not to remove challenge, but to ensure pupils have the knowledge required to meet it.

Retrieval Practice and Long-Term Learning

Cognitive psychology is clear that learning depends on memory. To strengthen retention, pupils engage in regular retrieval practice: short recall tasks, spaced review, low-stakes quizzes, and periodic revisiting of past topics.

This is integrated into daily teaching rather than appended as an extra. A typical lesson may begin with a brief review task designed to activate prior knowledge. Teachers interleave related concepts so that pupils learn to discriminate between them and apply knowledge flexibly. Retrieval improves fluency, reduces forgetting, and supports more complex reasoning over time.

Purposeful Inquiry Once Knowledge Is Secure

After core knowledge has been established, teachers introduce inquiry-oriented tasks. These are designed to promote analysis, synthesis, and independent thinking — but only once pupils have the necessary factual and conceptual foundation.

In practice, this means structured investigations in Science, source analysis and evaluation in History, debates in Global Perspectives, and thematic interpretation in English literature. Inquiry is planned with clear objectives and is not used as a substitute for explicit teaching. It functions as an extension of prior learning, not a discovery process.

This approach aligns with the growing consensus that unguided inquiry is inefficient for novice learners, but that structured inquiry is valuable when pupils possess the relevant schema.

Active Learning That Prioritises Cognitive Engagement

Active learning at ISJ focuses on cognitive rather than performative activity. Tasks are selected because they require pupils to think — to explain, justify, apply, compare or evaluate. Group work is used sparingly and only when it adds genuine value, with clear roles and expectations.

Teachers design activities that promote shared reasoning, such as:
• paired dialogue to rehearse explanations
• structured debates on historical or ethical questions
• problem-solving routines that require pupils to articulate strategy choices
• worked example completion in mathematics

The emphasis is on deliberate, high-quality practice rather than activity for its own sake.

Differentiation Through Pacing, Support and Expectation

Differentiation is embedded in the way teachers scaffold tasks and adjust the level of guidance. It is not a system of fragmented tasks or parallel curricula. All pupils work towards ambitious goals; the variation lies in the support they receive en route.

Teachers may:
• break tasks into smaller steps
• provide sentence starters or visual cues
• offer extension problems with increased complexity
• adjust the pace of practice
• revisit key content with specific pupils

This allows every child to participate in challenging work without compromising rigour or progression.

Feedback Designed to Improve Performance

Feedback at ISJ is timely and actionable. Teachers prioritise verbal feedback during lessons, enabling pupils to improve work immediately. Written feedback is provided when it serves a clear instructional purpose. Whole-class feedback is used to address common misconceptions efficiently.

Pupils are taught how to respond to feedback, redraft work, and close gaps in understanding. This builds self-regulation and helps pupils develop a sense of ownership over their learning.

A Classroom Environment That Supports Attention

Calm, orderly classrooms are essential for effective learning. ISJ teachers establish routines for entering, transitioning and concluding lessons. Expectations are explicit, and behaviour is managed consistently and predictably.

These routines free cognitive resources for learning. They also contribute to a school culture in which pupils feel safe to ask questions, attempt challenging tasks, and participate fully without fear of disruption.

Professional Development and Consistency of Practice

All ISJ teachers are UK-qualified and experienced in British independent or high-performing international schools. Professional development is continuous and anchored in research. Staff participate in coaching, joint planning, peer observations and curriculum study.

The emphasis is on improving instructional practice, not simply adopting new initiatives. The consistency that results from this shared approach is a core strength of the school: pupils experience coherent teaching across year groups and subjects.

A Model That Supports Deep, Lasting Learning

The combination of explicit instruction, retrieval practice, purposeful inquiry and structured independence reflects what the evidence suggests is most effective for pupils aged 2–13. It equips them with secure knowledge, strong reasoning, and the confidence to think independently.

This is the purpose of our teaching model: to ensure that ISJ pupils do not simply cover material, but learn it — and retain it — at a depth that supports future success.

About the author
Leia, BEd (Hons), QTS
Leia is a primary educator specialising in Early Years, recognised for her nurturing, student-centred approach and her ability to build strong relationships with young learners. With experience across Nursery, Reception and Key Stage 2, she brings adaptability, patience and reflective practice to her work. References describe her as enthusiastic, hardworking and deeply committed to children’s progress and wellbeing. Leia creates stimulating environments that support language, independence and curiosity.

FAQ: How We Teach – Evidence-Based Practice

What does “evidence-based teaching” mean at ISJ?
It means our teaching methods are grounded in research from cognitive science, curriculum studies, and effective UK independent school practice. Lessons follow structured instructional sequences, use retrieval practice, and provide clear modelling and feedback.

Why does ISJ emphasise explicit instruction?
Explicit instruction ensures pupils build secure foundational knowledge before moving to independent or inquiry-based tasks. Research consistently shows this approach benefits all learners, particularly when introducing new or complex ideas.

How is inquiry used in the classroom?
Inquiry is introduced once pupils have the knowledge required to think independently. It is structured, purposeful and designed to deepen analysis—whether through experiments, debates, or source evaluation.

What is retrieval practice and why is it important?
Retrieval practice strengthens long-term memory by requiring pupils to recall and apply prior learning. It is built into daily teaching through short review tasks, low-stakes quizzes, and spaced revisiting of content.

How does ISJ differentiate and support varying levels of ability?
Differentiation is achieved by adjusting the pace, scaffold, and complexity of tasks—without lowering expectations. All pupils work toward the same high standards, but with tailored support where necessary.

What does feedback look like?
Feedback is timely, specific and actionable. Teachers use verbal feedback, live marking, and whole-class feedback to address misconceptions quickly. Pupils are expected to revise or redraft work in response.

How does ISJ ensure a productive learning environment?
Calm, orderly classrooms are achieved through consistent routines and clear expectations. This protects instructional time and allows pupils to concentrate and participate fully.

Are ISJ teachers trained in these methods?
Yes. All ISJ teachers are UK-qualified and continue to receive ongoing professional development, coaching and training. Consistency of practice across the school is a core strength.

How do parents know this approach works?
The methods used at ISJ align with the strongest evidence from the Education Endowment Foundation (EEF), Ofsted research reviews, and leading British preparatory schools. They are proven to secure long-term learning, not just short-term performance.

Where can I learn more about ISJ’s curriculum?
You can explore the full structure, subject detail and teaching philosophy in the following pages:
• Introduction
• Curriculum Structure
• Subject Guide
• Approach to Teaching & Learning
• Character Development & Holistic Education
• Enrichment & Extra-Curricular Programme
• Transition & Next Steps