‘Teaching KS3 pupils GCSE skills is useless and dangerous.’ To what extent to do you agree with this statement?
By Jon Palmer, Teacher of English & Head of H&SC
***remember to write witty, engaging and relatable intro to grab reader’s attention*** so the question was: how could I possibly teach a high level GCSE skill such as evaluation to my KS3 classes? Continue Reading
Model Answers: A Recipe for Success
By Nicola Stevens, Head of Spanish.
Remember the last mouth-watering meal you enjoyed in a Michelin star restaurant? You devoured the entire mouth-watering plate, but could you recreate it at home? Would you know the ingredients? The measurements? Would you be able to guess the recipe? Do you have the culinary skills to produce the dish yourself? Probably not. Hold that thought…. Continue Reading
3 Steps to High Impact Marking
With marking listed as one of the three areas in the government’s workload challenge, none of us can afford to spend time assessing pupils’ work without the certainty that this effort will lead to further progress. These are our three steps to ensuring that assessment always leads to progress. Continue Reading
Marking Efficiently
Today I spent some time looking through over a hundred exercise books. Whilst there is some feedback to go to specific departments, what I was really interested in was efficiency and whether the time we spend marking proportionate to the impact on learning? Continue Reading
Knowledge Organised: Now What?
Thank you for this great blog put together by the Teaching and Learning group: it’s a really useful list of practical ideas for using Knowledge Organisers in your classroom. Continue Reading
Low Stakes: High Impact
With the term low stakes testing being used so frequently, I thought it would be helpful to focus on what this really means, why we do it and (most importantly!) how we go about it in the classroom.
