Perhaps because most of us are still up to our necks in mock marking, I’ve been reflecting on some of the time-effective marking practices that we have been advocating as a school over the past few years. I thought it would be a good time to gather together just some of the ideas on this topic and share them again with you. Continue Reading
Enquiry question: ‘Which tools and strategies, both teacher-led and independent, effectively support and engage KS4 learners in climbing out of the “learning pit”?’
My enquiry question was built from extensive academic research that discuss the dangers of pitching lessons too low – essentially ‘spoon-feeding’ information to pupils – in the belief that this is ‘learning’. An intriguing opposition to this form of teaching is James Nottingham’s concept of the “learning pit”; in short, that pupils must be cognitively challenged, leading to confusion, but with the right tools, strategies and support, they “climb out of the learning pit”, and consequently have a fuller understanding of the concept. In my reading, I have discovered that this teaching strategy is commonly applied to primary teaching and mathematics, but there is little evidence of its application in Modern Language teaching. Could it be applied effectively to MFL teaching? Continue Reading
This is an idea that I’ve been thinking about for some time, particularly following a talk by Daisy Christodoulou and subsequently reading her book ‘Making Good Progress’. The standout point from both of these was that one test can not (effectively) fulfil multiple functions. We need to decide whether we are aiming to develop learning or to measure it. Continue Reading
Practical suggestions for using Knowledge Organisers in the classroom.
This blog is made up of two parts. The first is a little overview of KOs and why they can be so helpful in your medium term planning. I’ll structure this part as an FAQ based on the last year of working with departments. The second is a list of 20 practical lesson planning ideas for using KOs with pupils in which I’ll seek to answer the question at the top of this blog. Continue Reading
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
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
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
A common challenge I hear from teachers in my literacy role, is that of getting pupils to read for understanding. It seems that all too often, pupils are able to read the entirety of a text without taking in its meaning or being able to do anything with it afterwards. So why does this happen and what can we do about it? Continue Reading