Challenge for all at ks5
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This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
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This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
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This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
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- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
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- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
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The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.
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This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
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This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.
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1. The document discusses effective home learning (HL) strategies for teachers to reflect on and share.
2. It provides examples of pre-learning tasks, different types of stimuli to inspire students, and consequences for students who do not complete HL.
3. The document emphasizes that HL tasks should prepare students to take a proactive role in lessons, and provides ideas like interactive tasks, cue cards, and question times to check students' learning from HL.
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Challenge for all at ks5
- 1. Challenge for all at KS5 A practical approach
- 2. Overview • Using metacognitive questions in lessons • Ideas for stretch and challenge in home- learning • Encouraging reflection
- 3. Entry activity -Changing Places 46 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD. Comfort….belonging…..known Boundaries Outside….different….hostile How would you interpret the words above? Stretch and challenge – How do they link to the learning outcomes for today?
- 4. What is social and spatial exclusion? Stretch and challenge • Think about insiders and outsiders that we discussed last lesson. • How does this link to spatial and social inclusion?
- 5. Home learning review -Are some people excluded from rural England? • Complete activity 5 from page 65 of Oxford text • Read the article on ethnic minorities and UK National Parks. Summarise the article into 10 key points. Super challenge. The National Parks article was published in 2010, research if progress has been made in increasing the number of visitors from ethic minorities into National Parks since this date. Add purple pen comments to improve your home learning
- 6. Home learning – You need a copy of Oxford page 66-69 • Complete the activities on page 69 Stretch yourself: Research Orientalism
- 8. Review and Reflect • In the back of your exercise book complete the summary diagram to review todays key concepts Place Locale Location Sense of place
- 9. Review and reflect. Write a sentence for each type of place covered today • Near place • Far place • Experienced place • Media place • Sense of place • Perception of place
Editor's Notes
- Just suppose…. …..you received your letter from the queen telling you that you were going to be made Lord or Lady X of Somewhere…. Where would you choose to be Lord of… or Lady X of….? Why?