Mcintosh8's Blog | Just another WordPress.com site. National curriculum in England: geography programmes of study. Purpose of study A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Aims The national curriculum for geography aims to ensure that all pupils: Attainment targets Schools are not required by law to teach the example content in [square brackets]. Subject content. Withernsea High School Humanities College - Fundamentals. Exam Visualisation. Modelling & Questioning. The 15 Minute Forum was led tonight by English teacher and Literacy Leader, Lucy Darling. Lucy started the session by saying that when she was using modelling in her lessons, she also considered the key questions that she would need to use, in order to get to the best outcome. Clearly this can only be done to a certain degree, as often the most effective questions are in response to student responses.
However, the key areas where questioning will be used can be planned. Lucy then went on to walk us through a Product Design lesson she helped a colleague to plan, with modelling and questioning in mind. Anchor them in Use the ‘Probing the continuum’ approach from Andy Tharby to get students thinking about the key issues, relating to the 8 mark question students will eventually answer. Students write their names on a post-it and stick it on the continuum, in line with their opinion on the issue. Unpick the terminology ConciseIllustrateMass Production Reminder about the big picture Plan it. Agility- The teaching toolkit. Innovative Education.org - Home. How would you lead teaching and learning? #360Review (Part 2 of 6) Here, I offer my reflections on my own school leadership.
In this post: How would you lead teaching and learning? I pose a series of questions for the reader and offer my very own #360Review. You are reading part 2 of a 6-part series of leadership articles on: ‘How would you lead teaching and learning?’ #360Review The context for this post is here in Part 1. How would you lead teaching and learning? Considering everything you have learnt; experienced; witnessed; read; mistaken. This leadership reflection has been taken from the Leadership Standards and falls under two distinct categories and into six key areas. The categories are Knowledge and Professional Qualities.The key areas are Shaping the future; Leading learning and teaching; Developing self and working with others; Managing the organisation; Securing accountability; Strengthening the community.
Leading Learning and Teaching (Knowledge): Do you know What and How to lead teaching and learning? Self-review of Knowledge: Don’t be a parrot! Moviemaker. Make digital movies online. Formerly Dfilm. Make. #5MinPlan series. As teachers, I cannot imagine you’ll disagree with me when I say that we are all pushed for time. The demands placed on educators in any type of classroom, plus the expectation for planning to meet the needs of all students; or the expectations placed upon teachers from systems and management, can create unnecessary bureaucracy. The original 5 Minute Lesson Plan was designed to reduce planning time. That’s it! Simple. *Updated August 2015: Welcome to The 5 Minute Series. Downloaded in over 190+ countries across the world! From September 2014, The 5 Minute Lesson Plan format is now available in digital format.
Licence: @TeacherToolkit Ltd. by Ross Morrison McGill is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. The 5-Minute concept philosophy, has evolved into the variations that you can find now find below. The 5 Minute Plan Series: The Series: Click to enlarge. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. New Tab. Revision Skills by Ross McGill on Prezi. Why I’m placing #LearningWalks in Room 101 by @TeacherToolkit. This academic year, we have shelved #LearningWalks. This is nothing to do with fashion or fad. It is purely a localised issue, dependent on the needs of our own school. So please, do not take this blogpost as verbatim. Slightly short of 3 years, I first arrived at my current school as assistant principal, with overall responsibility for teaching and learning, initial teacher training and staff development.
From what I could decipher, over the course of the first month, observations and appraisal were almost zero! Now, please note., I am no breakdown recovery service flying in to save the day! Ofsted-blues: I started this position on the ‘day after‘ an Ofsted inspection. So, I waited half a term. Phase 1 (1st half-term): The first thing I accomplished, was to introduce myself to each of the teachers that were not observed by any of the inspection team.
(Geoff was so delighted to be receiving his first ever observation!) The reason? I had the perfect starting point. Phase 2 (1st half-term): #Peepshows and #Rubbernecks by @TeacherToolkit. Now that I have your attention; this post is all about marking; feedback; re-drafting and book scrutiny. Definitions: Peepshows = Observations; Learning Walks; Book Scrutiny; Faculty Reviews. Rubbernecks = Observers who twist one’s head; to stare at something in a foolish manner in order to find flaws. I recently published that, as a school; ‘Why I’m placing #LearningWalks in Room 101? ‘. Throughout that particular post, I described the 2-year journey we have been on, following on from our latest Ofsted inspection in November 2011. What? Below is the step-by-step process that has taken place over the past 2 years. The first stage was to conduct informal observations (Peepshows); days after an Ofsted inspection!
Are you a Rubberneck? What now? We do know how staff are performing. We now only operate book-looks as a Peepshow with no Rubbernecking. Rubbernecking has been re-established as simple conversations at an informal level. Why look? What do Ofsted say? The process: Formal: Click to download. Link from Twitter - john67philips - Gmail. Class Teaching | Sharing best practice in secondary teaching and learning.
Six Scaffolding Strategies to Use with Your Students. What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes! No safety net, no parachute—they’re just left to their own devices. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk.
Simply put, scaffolding is what you do first with kids. Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. How many of us say that we learn best by seeing something rather than hearing about it? 2. Ask students to share their own experiences, hunches, and ideas about the content or concept of study and have them relate and connect it to their own lives. 3.
All learners need time to process new ideas and information. 4. 5. 6. #SLTchat 20.10.13 hosted by @MsFindlater (with images, tweets) · SLTchat. Digital Debates - Teacher Talk - Issue 7. Shanie_Nash: Didactic lesson planned, using... - High Dive Teaching | Hypocrite, n. – a teacher who thinks there is nothing left to learn. TLTakeover 2013. Great session on making planning simple and effective, focusing on the main points and planning for the students, not the inspectors or visitors. This was based on the 5 Minute session plan from @teachertoolkit but tweaked by @teachertweeks to fit their work. We looked at the elements of planning required in a lesson, the simple but effective bits of information that would make a session great and a move away from some, most and all as it sets up failure in the class. We looked at the hook. Making something to engage students from minute 1. Next, planning groupings. how to get students working to get the best out of them. one great idea was having differentiated tables called home tables and the option to move to an away table to get extra support or challenge.
Mixed ability groupings for sharing ideas and same ability for developing thoughts. Progress, dispelling the myth of progress in 20 mins. Finally the takeaway. How do I add or upload files to my Dropbox? First, make sure you install the Dropbox desktop application. It creates a new folder on your computer called Dropbox (or two separate folders if you're a Dropbox for Business user and have connected your personal and work accounts).
Your Dropbox folder works just like any other folder on your hard drive, except everything in your Dropbox folder automatically syncs to the web and to any other computer with Dropbox installed. Drop your files in your Dropbox folder It's easy to add files to Dropbox. Move your files into your Dropbox by dragging and dropping them into your Dropbox folder. That's it. The files in your Dropbox folder will automatically be synced online and to your other computers. On Windows XP After installation on Windows, a Dropbox folder will be located inside your My Documents folder by default. Drag your files directly into your Dropbox On Mac OS X After installation on Mac OS X, a Dropbox folder will be created inside your home folder. On Linux On Windows Video tutorial Yes No.
Lesson observations: why we love our 'Big Brother' classroom | Teacher Network. I recently tweeted the question: What's the best CPD you've ever had as a teacher? And what's the worst? The 25-plus answers I received fell into two distinct camps. Worst: Being talked-at, forgettable whole-staff sessions led by non-teachers about the New Big Thing, tired group activities involving post-its and sugar paper and even workshops involving balls of energy being thrown. Eww. Best: Networking on Twitter, reading and reflecting on blogs written by fellow teachers and, by far the most popular, getting into other people's classrooms – in or out of your own establishment. And the movement in academic research and wide-ranging evidence confirms what we probably already know: in order to improve teaching and learning, continued professional development should start in the classroom: talking about our teaching, learning from our peers, sharing good practice and developing coaching models.
However, having your lesson filmed is something that anyone can achieve with a flip cam.
Google. Monitoring gifted and talented provision. Gifted and talented education: using technology to engage students | Teacher Network | Guardian Professional. Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education.
To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? I agree that G&T students do need exceptional teachers, ones who don't feel threatened by them, who are open to being challenged beyond the usual and open to many things.
Indeed a multi-subject specialist of some sort would fit the bill. Ian Warwick, senior director, London Gifted and Talented Dr Adam Boddison, academic principal for IGGY is responsible for ensuring that there is a broad range of academic content for IGGY members, which is both relevant and engaging Links, videos and blog posts: History Lecturer : On the stretching of brighter history pupils. The education twitter-sphere has been all a-buzz today with stuff about helping (or failing) bright pupils. I am not at all qualified to contribute directly to the debate; I can only recount my own experiences, and anecdotal evidence is not very valuable in such a case. Because of my work as an examiner I meet history teachers from scores of other schools every summer, and I do not think my approaches were in any way unusual.
Yes, I taught at an independent school, so it was selective in terms of ability to pay fees. It was not very selective in terms of ability; plenty of our pupils did well to get C passes at GCSE with a couple of Bs thrown in. However, I think I do have some credentials when it comes to helping bright history pupils make good use of their time in school. We laid great emphasis on free reading, both quantity and quality. This emphasis on free reading started with the juniors (and we had three years before exam-pressure kicked in). Back to the advert. Challenging ‘aspiring’ and ‘perspiring’ more able, gifted and talented readers in the context of challenges for all readers | Rising Stars Blog. Guest blogger, Ann Bridgland, is an Education Trainer, Consultant and Coach As Professor Deborah Eyre once recommended in her 2007 publication, “What Really Works for G&T”, is still very resonant today: “… gifted and talented education is about making exceptional performance a reality for those children and young people who have the ability to excel.
This ‘really works’ when schools realise that encouraging and expecting exceptional performance is an on-going concern that pervades the whole school, its structures and its culture.” I also agree completely with her opening gambit that: “When a school starts to look at what really works in G&T education it is tempting to look for a quick fix or a set of requirements which, if implemented, will magically lead to effective provision for G&T. This applies as much for reading as it does to every other aspect of the curriculum. Planning Provision [1] A range of response activities for ‘embryonic literary experts’ The embryonic critic. 50 Resources For The Parents And Teachers Of Gifted And Talented Students. Every parent hopes for their child to be smart and to excel in school, but sometimes parents just don’t know what to do with a child who is especially exceptional.
Keeping him or her challenged, interested, and engaged can be tough, as can dealing with an educational system that doesn’t always focus on helping out bright students. Parents of gifted and talented children should know that they’re not alone and that there are hundreds of resources on the Web that can help every step of the way. Here are some we think stand out from the crowd, offering advice, information, support, and educational resources to help you support and encourage your child’s special abilities. Organizations These organizations help gifted students and their parents get the education, emotional support, and guidance they need to grow up happy and well-adjusted. Twitter Find quick 140-character-or-less quips and updates about working with, parenting, and helping gifted children from these excellent Twitter feeds.
Blogs. Teaching for A*s. Beyond the very general notion that we should teach as well as we possibly can, are there approaches we can use that help to secure the highest grades at GCSE? I don’t want to suggest that there are any simple tricks or quick wins or that it is possible or wise for us to expect ever more A* grades. However, getting A*s is something we often discuss at KEGS.
Perhaps it is better to think of it differently, working on the assumption that only a certain proportion of students will be awarded A*s across a national exam cohort. The question then becomes: how can we prepare our students so that they have the best chance of being in that number? This leads us to the brutally simple answer: They need to get as close to full marks as possible – which isn’t as obvious as it sounds. Expectations and DriveTiming and sequencing of the courseAcceleration through depth, not speedRelating the learning to the exam requirementsFacilitating independent study There is also a sting in the tail. 1. 2. 3. 4. 5. Teaching sequence for developing independence Stage 1: Explain. Jude_birkett: 7 habits of highly effective... Monitoring to support better teaching and learning. 46 Tools To Make Infographics In The Classroom. 20 Powerful Infographic Design Kits. Thwart the Grim-Reaper: #Ofsted reworks (Sep ’13)
S Flipped Classroom Certification. Www.eriding.net/resources/english/ks3/060101_jlodge_eng_ks3_how_am_I_doing.pdf. 22 Easy Formative Assessment Techniques for Measuring Student Learning. Why Teach Meets ROCK! | From the Sandpit.... So what is #Stickability? by @TeacherToolkit and @Head_StMarys.
#GoodinTen – Requires Improvement CPD programme, by @TeacherToolkit #SLTchat. TeachMeet East Lancs As It Happened | MrColley.com. CONNECTED. 20130616-094530.jpg (1024×768) CONNECTED. 5 Minute Marking Plan by @TeacherToolkit and @LeadingLearner | Leading Learner. Part Five: How do you develop a strong learning culture amongst staff? | teachertweaks. CONNECTED. 8 Great Videos About the Flipped Classroom. Learning Phases: Putting your OARR in | Teaching + Narrowing the gap: Pupil Premium and CPD | Teacher Development Trust. Teaching and Learning Bulletin. Toolkit. Welcome to Discovery Education's Puzzlemaker-Create a cryptogram puzzle! 51 ways to introduce learning objectives.
Questioning – Top Ten Strategies | huntingenglish. The 5 minute Lesson Plan | GrabnGrow. Peer marking and how to make it work in your classroom - TES English - Blog - TES English. Class Teaching | Sharing best practice in secondary teaching and learning. Edmodo | Where Learning Happens | Sign up, Sign In.
Teacher. Guide to Developing Good Questions | Steve Mouldey. Create New Slideshow. My account.
Slow Writing. Gorgeous tag clouds. John Sayers Geography Blog: Questioning. Slow Writing. Trending Flyers in the UK - Smore. Webtool A Week | But Does It Help Students Learn?