3. To find an easier way of
setting/identifying development tasks
To create a method that enables
students to independently recognise
their strengths and weaknesses and
where they need to improve
AIM
4. Students are given a front sheet
for each essay containing levels,
grade boundaries etc
The sheet contains an annotation
key detailing the development
task that needs to be completed.
HOW IT WORKS
5. Development task
? Unclear This means there are errors in your
knowledge – have you used the
correct study? Is your explanation
correct? Check and amend.
BP Basic Point Look at the point you have
made. Can this be improved?
Could you have made a different
argument?
CON Concept Can you add more key terms?
DEV Points fully developed in a
relevant way
U Underdeveloped point,
Unsubstantiated:
accurate without further
explanation
Look at the point you have
raised. Can you add greater
explanation? Could you add a
study/evidence and explain this?
^ Underdeveloped Add another sentence explaining
the significance of the point you
have raised. This means that……..
6. eg Example Development task
EVAL Evaluation and or analysis:
criticisms and positive
support
Make judgements – the most
significant weakness of the
Marxist view stems from its ……….
This has been highlighted by a
number of theorists, particularly
the new Right……
J Juxtaposition: Where
alternative explanations are
discussed without any
evaluative link
Look at your evaluation points
are they supported with relevant
theorists/evidence? Have you
explained the significance of
these to the question?
I Interpretation and
application
Keep applying your points back
to the question. This shows a key
strength of Marxist view
because……..
KU Knowledge and
Understanding
{
{
{
Not relevant, copied
directly from the text
Have you stuck to what the
question is asking you to do?
REP repetition Have you repeated any points? If
so put a circle around them.
8. Allows students to see through the eyes of the
examiner.
Students can see their development task
reasonably quickly and easily.
Allows for standardisation between teachers –
improves the accuracy of assessment (for example
an answer with lots of ?s should not awarded the
higher grades (at best a D)
Provides continuity between GCSE and A level (as
long as you have the same board)
Shows clear progress over time – you should see
less Us, Vs, ?s and Js and more Devs, Kus, Is. EVALs
WHY IS IT USEFUL?
9. Having the time/knowledge to create
the annotation key
Takes time for students to engage with
the process (you may need to pester to
get them to complete the development
task)
It depends on the information/detail
given by the exam board regarding
annotation and levels (OCR are pretty
good, Edexcel not so good)
POTENTIAL PROBLEMS?
10. We get to see how we can improve.
It shows you where you get the marks.
It shows the teacher cares more and they
have taken the time to really read your
answer (rather than a few ticks)
It makes you feel better when you move up
a grade.
It helps you to understand where marks are
lost, so you can improve on the next essay.
Once you write down the development
task it’s more likely to stick.
Makes you realise specific areas of
improvement
WHAT DO THE STUDENTS SAY?
13. The exploration of, and connecting
of themes around a topic or enquiry
question
An easy way to implement SOLO
taxonomy -
Structure of
Observed
Learning
Outcomes
14.
15. Use different coloured hexagons to represent
different factors
To plan essays or engage with assessment
questions
To enable students to establish links between
events, people etc
To construct an image of an event, scene,
process, time period
To enable students to identify the core
reason/motivation for an event or the core
characteristic of a character etc
16. Explain how to teach an outstanding lesson
Look at the hexagons in your envelope
(If we had time I would now ask you to, as a
group, add explanations/ideas to the
hexagons)
AfL
17. Explain how to teach an outstanding lesson
Look at the hexagons in your envelope
(If we had time I would now ask you to, as a
group, add explanations/ideas to the
hexagons)
Pre- AfL
structural
stage
18. Explain how to teach an outstanding lesson
Assemble the hexagons into a pattern, where you believe
there to be a link/connection between factors, show this
by placing them next to each other
AfL
Assessment
19.
20. Explain how to teach an outstanding lesson
Assemble the hexagons into a pattern, where you believe
there to be a link/connection between factors, show this
by placing them next to each other
AfL
Multi- Assessment
structural
stage
21. Explain how to teach an outstanding lesson
Where the hexagons meet, there should be a link – label
these links and explain why/how these hexagons are
connected
1 = These link because...
AfL
Assessment
1
22. Explain how to teach an outstanding lesson
Where the hexagons meet, there should be a link – label
these links and explain why/how these hexagons are
connected
1 = These link because...
AfL
Assessment
1
Relational
stage
23. Explain how to teach an outstanding lesson
This can now be used to answer questions,
plan essays or assessment pieces or stimulate
discussion or debate by mixing the groups up
and getting students to explain their pattern
to a partner and how this can be applied and
linked to external questions
Students should now also be able to identify
the most important factor(s)/key factor by
identifying the hexagon with the most links
24. Explain how to teach an outstanding lesson
This can now be used to answer questions,
plan essays or assessment pieces or stimulate
discussion or debate by mixing the groups up
and getting students to explain their pattern
to a partner
Extended
abstract
level
Students should now also be able to identify
the most important factor(s)/key factor by
identifying the hexagon with the most links
32. Debating in the classroom
To work collaboratively
to share best practice in
supporting and
developing literacy
across the curriculum
To equip teachers of all
subjects with strategies
and resources to develop
students’ speaking and
listening skills across the
curriculum
33. WWhhyy dDeebbaattee??
• Communication skills
• Teamwork skills
• Higher-order thinking skills
• Confidence and self-esteem
• Academic achievement
• Attitudes towards school
• Engagement with social issues
• Aspirations and expectations
34. For formal debate, you need two groups
(max. 4 students). Each group is assigned
a position in the Debate: either they
PROPOSE the motion or they OPPOSE
the motion.
PREPARATION
Each speaker takes turns, but the debate
should start and begin with the
PROPOSITION. It is up to you how much
time groups have to prepare.
THE FLOOR
The role the rest of the class play is up
to you. They can be split to support each
team in preparing; they can all prepare
speeches then you compose teams at
random; or they can prepare questions to
ask either team.
THE VOTE
Voting can either be a whole class system
or you could elect one Chairperson to give
a summative vote.
Formal debate
PROP OPP
35. Who gained from Charles X
reign?
Aide toi, le ciel t'aidera
(God helps those who help themselves)
Ultra-Royalists
Catholic Church
Liberals
36. Who gained
the most from
Charles X
reign?
To identify
which
particular
groups gained
from the reign
of Charles
To examine
what each
respective
group gained
from Charles X
reign
To use persuasive
language to reach a
balanced judgement
on which group
gained the most
from Charles X
reign
Learning objectives
37. Debate time!
• One representative from each group to speak at a time
• Resolution: State your argument about why you gained
the most from the reign of Charles X
• Vote, who had the most gains?
• Cross-examination: Reply to the opposition and
question their argument
• Affirmation: Give another argument for your side
• Rebuttal: You will be given the chance to rebut the
statements made by the other side and clarify any
questions which have been raised surrounding your own
argument
• Vote, who had the most gains?
38. Team work Debating
Who gained
the most from
Charles X
reign?
To identify
which
particular
groups gained
from the reign
of Charles
To examine
what each
respective
group gained
from Charles X
reign
To use persuasive
language to reach a
balanced judgement
on which group
gained the most
from Charles X
reign
Learning objectives
Using sophisticated
language
Making a decisive
judgement
Analysis of
questioning
Research and
reading
39. Balloon debate
Volunteer Roles
Speaker One: Hippocrates
Speaker Two: Galen
Speaker Three: Joseph Lister
Speaker Four: Florence Nightingale
Debate Structure
Round 1: The Persuasion
Round 2: The Rebuttal
Round 3: Final Round and the floor
speech
Round 4: Audience vote and
evaluations
41. Connectives Fruit Machines
• The value of connectives.
• Using connectives to develop more extended
writing.
• Using ‘Fruit Machines’ to help students know
how to use different connectives.
R Cann
42. Setting up the slides
Add two pictures/ sources/
statements to your slide
and copy and paste it onto
other slides including a
range of connectives.
R Cann
43. Continuous looping
R Cann
Click on ‘Set up
slide show’ and
select Loop
continuously
until esc.
44. Transitions
R Cann
Select transitions
and set a time for
how long you
want between
slides – I have
selected 0:00.10.
To stop the ‘Fruit
Machine’ press P
and to restart
press return.
45. Adapting
• This could be adapted further by:
– Giving students a topic on which they should talk
for a period of time but intermittently stop the
slides to give them a new connective to weave in.
– Rotating the pairs of pictures/ sources/ quotations
as well.
– Taking off the other information and just
randomly generating a connective which all
students need to add to their work during the
lesson.
R Cann
49. Outcomes from OFSTED
“Learners to start at different points”
How can I get them to
start at different
points and still get a
measurable outcome?
50. Multiple
Starting Points
Set three objectives/tasks.
Learners can approach each
objective/task in any order.
Once they complete the task,
they collect a piece for their
final task.
Once they have all three
pieces for the final task, they
can complete the final
consolidation task to ensure
they have a measurable
outcome
Self-differentiated
Directed support
Great for small classes
Work at their own
pace
Evidence of progress
through the lesson
Scaffold their learning
Consolidate learning
51. Identify the
different
ethical issues
with research
Apply
ethics to
scenarios
Construct
solutions to
ethical
issues
52. Setting their
own objectives
Using booklets or giving the
learners a summary of the
SOW students can work
towards the end of a series of
lessons
Use a race track to monitor
progress and each heading
can be indicated by hurdles
They work towards the finish
line
80’s montage music is
mandatory
Student led
Independent learning
Differentiated tasks
Variety of S&C
opportunities
Directed support
Evidence of progress
over time
Summative TA -> RTM
-> End of topic test
58. Your mission:
To work in pairs, or in groups to
create something to help people to
learn ‘IR verb endings’ in Spanish
You can create a song, a poem, A
RAP, a poster, a game…
Think BIG!
I will be picking on
some groups at the end
to show their work to
the class!
10
59. Benefits
• Whole class participation – team building
• Self evaluation skills - Students are
thinking of the easiest way they remember
things – will help them to revise efficiently
• Good for AFL
• Fun! Pupils get to use their imagination and
show you how they learn
• 2 in 1: performances can act as a plenary.
• Timer – can take as long or as little as you
feel necessary
62. What is it?
RAG rating is a simple system of self evaluation that
allows students to focus on specific targets.
Students are given criteria to work with and must
judge how effectively they meet those criteria using a
traffic light system:
I need to work on this target.
I am doing ok with this target but could do better.
I have met this target well.
65. Mince pies
Mince pies are delectable! Mince
pies have to be the best Christmas
food around: the rich, buttery treats
are like the food of the Gods. I
always eat mince pies, which are
essential for the whole of
December, by the bucket load.
67. Mince pies
Not varying
sentence openings
Effective simile
68. When is it most useful?
From an English perspective:
I find it more useful for
writing tasks rather than
reading tasks.
It is useful for exams:
students are able to see
areas of weakness clearly.
It is easily differentiated to
apply to different
levels/grade boundaries.
Across subjects:
Any task with very specific
success criteria.
Useful as part of a drafting
process.
Useful as a way of framing
a task: students know
exactly what they need to
achieve from the start.
70. Pitfalls
If students are going to highlight their own work, it
does take a lot of explaining, modelling and
practising.
It is important that all of the language used is
accessible to students otherwise it is impossible for
students to complete a RAG rating accurately.
Some students have a tendency to tick lots of amber
boxes – they won’t have read through their work
properly!
87. 3 in a circle (another way of doing
4 in a row….)
1 2 3 4 5 6 7 8 9
88. Pictionary- Partner A
1. Ich bin am Wochenende geritten
2. Ich habe meine Freunde getroffen
3. Ich habe meine Hausaufgaben gemacht
4. Ich bin in die Stadt gegangen
5. Ich habe mich um 8 geduscht
6. Ich habe ein Butterbrot gegessen
89. Pictionary- Partner B
(differentiated)
1. Ich habe Musik von Itundes heruntergeladen und
dann bin ich ins Bett gegangen
2. Ich bin ins Kino gegangen, um einen Film zu sehen
3. Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft
4. Ich habe meinem Vater geholfen und das hat mir
nicht gefallen
5. Ich habe X Factor im Fernsehen geguckt und das
war super
91. Class literacy
1. Stimulus
Ich bin in die Disko gegangen
2. Connective ‘und’
3. Justification …. um …. zu….
4. Change of tense (eg but next week…)
5. Opinion
5. Reason/justification ‘because’ = SDOR
94. Aim
New A2 students largely received similar points of
feedback in their early assessments.
• Define criteria for success or failure in the
introduction of the essay
• Compare and contrast different rulers and period
throughout the period of study
• Draw upon events from 1855-1964 in their work
95. Living
Graphs
• A method of measuring a subjective notion over a period of time.
• Students work independently looking at one area to explore and
track.
• In order to create a graph which allows us to draw comparisons all
pupils must have a clearly defined notion of what constitutes high
and low values on the Y axis.
• Students then feedback to the class by adding their line to the class
graph projected on the board, explaining the trends they have
identified as they do so. 10
5
What the Y axis measures
must be defined and
agreed upon as a class
0 Time
96. Before we begin…
• How can we define and measure levels
of power?
• What institutions, bodies or groups held
power throughout the period
What do you expect our graph to look like
when we have finished?
10
5
0
1850 1900
1950
97. 10
5
0
Ability to Influence Policy
1850 1900
1950
Russian
Rulers
Top
Officials
Local
Governme
nt
The
Working
Classes
Elected
Houses
98.
99. 10
5
0
Ability to Influence Policy
Alexander III
Prov Gov
1850 1900
1950
Alexander II
Nicholas II
Lenin
Stalin
Khrushchev
See second graph
100. Aim
New A2 students largely received similar points of
feedback in their early assessments.
• Define criteria for success or failure in the
introduction of the essay
• Compare and contrast different rulers and period
throughout the period of study
• Draw upon events from 1855-1964 in their work
104. Traffic lights activity for
differentiation
Using Bloom’s taxonomy to help with
questioning and to produce a traffic
lights questioning activity useful for
starters, re-caps and mini-plenaries
105. Outcomes from OFSTED
“teaching engages and includes all pupils with work that is challenging
enough and that meets the pupils’ needs as identified by teachers”
How can I support my
weaker students and
stretch the top
students?
106. Traffic Lights Question Grid
• Students have 15 minutes to answer as many
questions as they can. They will need to
achieve a minimum of 10 points. Red
questions are worth 1 point, amber questions
are worth 2 points and green questions are
worth 3 points.
• These questions are differentiated using
bloom’s taxonomy and access
different levels of thinking.
107. The Questions Grid
Red (1 point) Amber (2points) Green (3 points)
1) Write a definition for the nuclear
family.
8) Identify and explain 1 reason for the
decrease in the nuclear family.
15) Criticise the functionalist view on the
nuclear family.
2) Identify 6 types of family 9) Examine some the reasons for the
increase in family diversity.
16) Evaluate the advantages and
disadvantages of living in an extended
family.
3) What are 3 reasons for the increase in
same-sex relationships?
10) Can you give an example of a law
which has impacted on the family and
explain how.
17) Discuss why the New Right are
opposed to civil partnerships.
4) List 4 key functions of the family. 11) Choose two functions of the family and
explain how the nuclear family will meet
these functions.
18) Discuss the advantages and
disadvantages of living in a traditional
nuclear family and justify why this is seen
as the norm.
5) Identify trends in patterns for lone
parent families
12) Describe the reasons increase in lone
parent families.
19) Analyse reasons + consequences of
these changes in lone parent families.
6) Write a definition for the extended
family.
13) Give 3 examples of advantages of
living in an extended family.
20) Create your own closed question to
research differences between nuclear and
extended families.
7) What’s the difference between a lone
parent family and a reconstituted family?
14) Explain 2 reasons for the increase in
reconstituted families.
21) Assess the importance of stigma in the
growth of re-marriages and reconstituted
families.
109. Questions grid – to build aspirations
and stretch all learners
• By giving each student a minimum of ten points
to achieve it manages to stretch all learners.
• It also builds aspirations in pushing weaker
students to access the more challenging amber
and green questions.
• Develop competition to make sure lazy learners
are stretched prizes for:
first to ten, prizes for only green questions
answered, prizes for the most points gained etc.
110. How to develop further
• After students have completed a lesson – get them to
identify how confident they feel with the topic. (green
= fully understand, amber – fairly confident, red =
does not understand)
• Once this is done pair up greens
and reds so they are evenly split,
then set each table a question
grid.
• Give each table a target score and
allow more confident students to
support weaker students.
• Benefits in building collaborative
learning and teamwork.
111. Benefits of the traffic light grid
• Student led
• Independent learning
• Differentiated questions – (will also help with your
own classroom questioning)
• Variety of S&C opportunities
• Directed support (measuring confidence on topics)
• Evidence of progress over time – keep a record of
points per student.
• Bring in exam questions - to ensure all students
can access higher level questioning.
112. Lazy teacher idea
• After students become accustomed to
completing the traffic light grids – get them to
create their own grids for the topic just covered.
• Give them the blooms sheet, and textbook to
create a 5x3 grid on most recent topic.
• After checking questions – get students to swap
grids and complete the answers.
• Resource: for you to take – example question
grid of questions from a range of subjects and a
blooms question builder.
114. CONCEPT MAPS
The core purpose of a concept map is to introduce and learn
the key words and terminology that are vital for the
understanding of a topic area.
They consist of several concepts connected by a labelled link.
These key words are linked together to create a structure
that provides the whole picture which is necessary for
scoring well in exams.
The key words are produced by you to ensure the whole
topic area is covered. Students progress by adding more
connexions throughout the topic.
115. How it works….
• The teacher inserts the key words on to a blank page. Students are
asked to join up these key words with lines, and on the line they
must write the reason for the link (adding in context if required). As
students add links, the teacher can walk around the class discussing
and questioning students to explore the depth of their prior
knowledge.
• These sheets should be retained by the teacher to help plan the
next lesson/section of the topic.
• Knowing the level of prior knowledge for each student you can
effectively use differentiated learning techniques.
• Throughout the topic the sheets can be reintroduced and re-used
with different coloured pens to show progress.
116. Assessing prior knowledge – Concept Map
International organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
117.
118.
119.
120. Why use Concept Maps?
• Effective with both collaborative learning and independent learning.
• Allows deep learning.
• Can be used easily in a large class setting.
• Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson.
• Identifies blind spots.
• Shows the progress students have made and the development of students’
understanding over time.
• To provide teachers with feedback of students’ misconceptions.
• Allows the teacher to differentiate the learning tasks.
• Provides a ready made condensed revision sheet.
122. Who is the Professor?
It is the mark of an educated mind to be able to entertain a thought without
accepting it. Aristotle
123.
124.
125.
126. Who is the Professor?
Level 1 General statements, descriptive,
Limited factual material
Level 2 Some argument but tends to be vague
Information generally accurate but undeveloped
Level 3 Broadly presents an argument, may contain
description or stray away from the argument,
accurate material
Level 4 Analyses the view, Strengths/weaknesses, good
supporting evidence, clear development of ideas
Level 5 Consistently analytical, Strong arguments, explicit
understanding of the view, Well-selected evidence,
effective evaluation support/challenge
127.
128. In a nutshell….
Present argument in support
of an interpretation
Challenge argument
Read/Highlight/Level
Comment/Select
And the
Professor is……
Head-to-Head Development task
132. New subject, new challenges
• Sociology
• Emphasis on Understanding theoretical perspectives
• Big concepts to understand and apply
• Data to interpret
• Key skill = evaluation
134. Students have to create their interpretation
of a key concept or theory
Students have to be able to
understand it before they can
produce a representation
135. Evaluating and applying
different perspectives
Student 1
• Explain the increasing divorce rate from a feminist perspective
• What information/sociologists do you have to support your point
Student 2
• Respond to the post from a functionalist perspective
• Explaining what views are shared, if any, and which are different
• Give an overall judgement on the feminist perspective
Student 3
• Respond to both posts from a Postmodernist perspective
• Similarities and differences
• Overall evaluation
Student 4
136. Challenges
• Time consuming
• Mixed responses from the students – find creating things
challenging
• Evaluation task
• Difficulty writing from a particular perspective
• Making sure the responses are robust
• Persevere!
142. To consider the use of hooks mini plenaries –
that won’t take you ages to sort*.
To demonstrate working examples of these.
*actually that’s a lie – some do take quite a while but once a
template is established…then you’re sorted!
143. Why use hooks?
Improves focus from the start.
Introduces lesson content.
Great for ‘visual’ learners.
Great ‘time killer’ whilst you do the
necessary and the dull stuff – registers,
sorting out late-comers etc…
144. Why use MPs?
‘Teachers systematically and effectively
check pupils’ understanding throughout
lessons’
‘almost all pupils are making rapid and
sustained progress’.
(taken from Pingle school lesson observation sheet)
145. To show progress of all pupils – rise from S to
G or O!
To identify weaker pupils.
Identify areas that may need revisiting.
Boost pupil confidence.
Oh, and to jump through Ofsted’s hoops
146.
147. Is it ethical that topless pictures of Kate
Middleton have been published?
Consider a balanced argument to this question…
154. Make out a case for and a case
against the increased use of
referendums in the UK. [30]
155. To understand the concept
of ‘key skills’ in the
workplace
To consider what skills we
need to enter the workplace
To assess our own skills
156.
157. Mark and correct the exam answer.
The Nazis were able to win the hearts
and minds of the youth and women as
they got them to do what they wanted
and they were all happy to do it. They
did not win the hearts and minds of the
German people as people tried to kill
Hitler and people went against the nazis.
Overall they did win the hearts and minds
of the nazis.
158. Born 1889 in Austria
Before the war became homeless
on the streets of
Vienna after
failing as a painter
War breaks out 1914
Joined the army
During this low point he developed
hatred of foreigners and Jews used as a
Scapegoat for his own failings
Won Iron Cross for bravery
Spied on and
then joined the German Workers
Party
Worked as an intelligence
Agent after the war
Armistice signed –
end of World War One
Began speaking in
Beer Halls of Munich
Put the statements in the correct order
159.
160. 1) Transfer in your top five skills,
attributes or qualities.
EXTENSION:
2) Complete the sentence:
In the future I would like to……
(write whatever you like)
161. How many parties MATTER!?
Britain can no longer be called a two party system’ Discuss. (30)
162. Britain can no longer
be called a two party
system’ Discuss. (30)
163. “Even as late as 1890 the Labour movement
was a weak vehicle for the political
aspirations of the working class.”
Taken from K.Laybourne, The rise of Labour, the British
Labour Party 1890-1979
164. “Even as late as 1890 the Labour movement
was a weak vehicle for the political
aspirations of the working class.”
Taken from K.Laybourne, The rise of Labour, the British
Labour Party 1890-1979
165. Mini whiteboards / red and green cards
A simple and effective method for checking
pupil's understanding and progress.
Methods include 'true or false', 'agree or
disagree' or simply writing an answer so you
can see immediately if and where progress
has been made and what you need to do
next.
….maybe don’t do simplistic ‘understand’ /
‘don’t understand’ judgements if
observed?...
166. Mini whiteboard example
Question: How many Senators does the state
of Nebraska have?
Write down your answer and hold your board
up
Red/green card example
Statement: ‘FPTP means 3rd parties
can never break through’
Hold up red card for disagree
Hold up green card for agree
Hold up both cards if you're not sure (maybe…)
167. You have cards with 9 skills and qualities on them.
Task: Arrange them in a diamond shape with what
you consider to be is the most important quality
required for WEX at the top and the least important
at the bottom.
‘Punctual’
‘Independent’
‘Creative’
‘Good communicator’
‘IT literate’
‘Effective team worker’
‘well presented’
‘Numerate’
‘Confident’
168.
169.
170. You are about to be shown 10 kinds of DRUG in
2 minutes. Memorise each one with correct
spellings where possible. Are you ready?
171. On your answer sheet,
write down each drug and
then give a fact about each
one.
177. Explain in 140 characters or less what
you think of Kizzy at this point.
What would you ‘tweet’ her or about
her?
178. Start Timer
3 Minutes
3
2
1
0
Sum up YOUR attitude towards
parenthood in a ‘tweet’ length piece.
How ready are you? What scares or
excites you the most!?
179. Explain in a short tweet/email style response
your TOP TIP for writing a good CV.
Give at least one bit of advice to somebody who
has not been in our lesson today and last week –
What have you learnt!?
180. Task:
Design a Facebook ‘group’
site which aims to give
young people essential
info on the following
topics. You should use
your own ideas, what you
learnt from the
performance, research and
work in your books.
Topics:
1)Sexual exploitation
2)Relationship advice/
coaching
181. G&P Animal Constituency
FPTP Election
Vote for one candidate only by marking a cross
next to their name
Ape
Squirrel
Donkey
Goat
Owl
Fox
G&P Animal Constituency
AV Election
Vote for your candidates by ranking them in order
from 1 to 6. Place a 1 next to your preferred
candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
182. Voting Slip
On the voting slip provided write in
the names of the candidates.
After this you’re ready to vote!
Place a cross (like: X) in the small
box next to the candidate who you
most prefer. Remember you only
get one vote!
The candidate with the most votes
will be the winner!
183. These are easy and generally quick.
Mini plenaries should be part of normal
lessons and not just wheeled out for
observations.
Should be integrated into lessons to
consolidate a specified section of
learning.
Be cautious about using red, amber, green
or yes and no when checking
understanding as any reds or no’s will
show lack of progress…
186. We’re continuing looking at what we
started last week. What were two ‘key
words’ from 7 days ago?... Unscramble
these ‘smarties’ to tell me…
s i
s
k
y
l e
k
l
189. What is going on here?...
Decide what type of pressure group activity this is
and give 3 reasons why this method may be a success
and 3 reasons why it may not be a success….
198. A man lives on the tenth
floor of a block of flats.
He gets the lift down to
the ground floor but can
only get the lift back up to
the 5th floor and then he
has to walk up the stairs to
the 10th - unless it’s raining
and then he can get the
lift all the way to the 10th.
How so?...
199. Balloon Debate!
The following people
are in a hot air balloon
with you…but the
balloon is struggling –
you need to chuck one
out…who?
Stephen Hawkins
David Cameron
Lady Gaga
The Queen
Your Doctor
Lewis Hamilton
200. The old parties are husks, with no
real soul within either, divided on
artificial lines, boss-ridden and
privilege-controlled, each a jumble
of incongruous elements, and neither
daring to speak out wisely and
fearlessly on what should be said on
the vital issues of the day.
Work together and decide:
1) What he means (in ‘todays’ English)
2) Who do you think it is?
3) Would Perot and Nader agree?....
202. What strategies could we utilise to get our
students settled, on task, working and
interested straight away?....
203. Very quick to sort out.
Can really focus or re-focus the learners
attention on what YOU want.
The more interesting you go, the more
they will remember…
