IMYC trial - Olympics 2012 week
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This document outlines plans for an "Olympics Week" at Abbeyfield School from March 27-29, 2012. The week-long event will incorporate the Olympics theme into normal lesson time across subjects for years 7-9. Teachers are asked to identify learning goals and plan activities that relate to both their subject material and the overarching theme of working together courageously to achieve a common goal. Suggestions are made for lessons that either adapt normal material or create new short series of lessons focused on the theme. An opening assembly will kick off the week, and classes will conclude with exit points to demonstrate learning.
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The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It describes how to divide the plates into the appropriate time increments and write in the numbers. Color-coded pens are used to notate the minutes and times. The second plate has only its center glued to allow for rotation of the top plate hands. Numbers are written around the edge to create the 24-hour clock. Once completed, the clock can be personalized with decorations.
12 and 24 clock plate
The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It explains how to divide the plates into the appropriate number sections and label them with the correct hour/minute markings. Strips of colored paper should then be used to label the hours from 1-12 on one plate and 13-24 on another, which are then attached together to create the full 24-hour clock. The clocks can be personalized by decorating them with themes of choice.
ECDL Level 2 - Introduction for students
Short presentation outlining the BCS Level 2 ECDL Certificate in IT Application Skills at Carter Community School.
Quick and simple ways to utilise i pads in lessons
This document provides practical ways to incorporate iPads into lessons with minimal preparation. It addresses common concerns like not all students having iPads by planning group activities. Starter, plenary, and extension ideas are presented that require little preparation, such as using annotation apps for image-based discussion questions or a QR code linking to a video. Apps like ShowMe, WordClouds and Explain Everything are suggested for interactive review and extension activities. Overall, the document advocates for incremental, routine use of iPads to enhance lessons without extensive new resource development.
Inclusion and differentiation in the classroom
This document discusses strategies for differentiation and inclusion in the classroom. It explains that differentiation is meeting students' individual needs through appropriate teaching methods within a group setting. It recommends using a mix of mastery tasks, which all students can achieve, and developmental tasks, which stretch higher-ability students. Mastery tasks involve knowledge and comprehension, can be achieved quickly, and ensure all students experience success. Developmental tasks are more difficult and dependent on prior learning. The document provides examples of each and suggests breaking down complex tasks into scaffolded steps using Bloom's Taxonomy as a learning ladder. It also discusses strategies for supporting student writing, such as writing frames, and ways to improve inclusion, such as using a variety of questioning techniques
UCAS applications - Introduction to students 2014
The document provides information about the UCAS application process for Year 12 students applying to university in the UK. It discusses key deadlines, including October 15th for applications to medicine/dentistry/veterinary science/Oxford and Cambridge and January 15th for all other courses. The document outlines the application steps, including choosing courses, completing the application form, writing a personal statement, and submitting the application through the school by the relevant deadline. It also provides tips and resources for researching options and preparing a competitive application.
University application process
This document provides information to help parents support their son or daughter through the university application process in the UK. It outlines the key steps in the UCAS application journey, including researching options, completing the application, writing a strong personal statement, and receiving and responding to offers. It also describes important application deadlines and explains the options for securing a place at university through confirmation, clearing, or adjustment. The overall goal is to help parents play a supportive role in guiding their child through higher education selection and application.
Open evening 4 dec 2013 v2
This document summarizes the options for students applying to Abbeyfield Sixth Form. It outlines three pathways: A-Level, Combined, and Access. The A-Level pathway requires 322 points and allows choice from 23 A-Level subjects. The Combined pathway requires 292 points and combines A-Levels with vocational qualifications. The Access pathway requires 200 points and focuses on vocational subjects. The document provides details on entry requirements, course options, and support available for each pathway. It also advertises an open evening on December 2013 to learn about subject options.
Using study periods
Studying effectively in sixth form requires going beyond just attending classes and doing homework. Students must take responsibility for building on lessons during study periods to be successful. Some effective ways to use study periods include rewriting notes using color; summarizing and organizing key points; researching topics more in depth; creating mind maps; forming study groups; using study periods to do homework; reading textbooks; and using revision websites and creating a live revision guide to add to after each lesson. The document emphasizes that taught lessons are just the starting point and students must be proactive during study periods to cement their knowledge for exams.
Revision techniques student version 2013
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
Revision techniques staff version 2013
This document provides various revision techniques for students to use in preparing for exams. It suggests using sticky notes and posters around the room to remind students of important concepts. Mind mapping is recommended as a way to organize information and harness brain power. Exemplar materials and videos can demonstrate high quality answers. Other techniques include summarizing by reducing information in stages, filling in gaps in sample answers, identifying mistakes in sample answers, peer assessment, quizzes, and using mnemonics and imagery to remember concepts. The goal is to engage students through active recall and application of knowledge in different formats.
Inclusion and differentiation in geography
This document discusses strategies for differentiation and inclusion in the geography classroom. It begins by defining differentiation as teachers selecting teaching methods to match individual student's learning strategies within a group situation. It then provides examples of using mastery and developmental tasks to ensure inclusion. Mastery tasks can be completed by all students and allow weaker learners to succeed, while developmental tasks stretch stronger students. Using a learning ladder breaks down difficult tasks into introductory mastery tasks followed by simpler developmental tasks. This allows all students to progress up Bloom's taxonomy to more difficult skills. The document advocates using strategies like writing frames, exemplars, and breaking down writing assignments to help all students with writing.
UK Stormy Weather - Sept 2012
The lesson I used during Sept 2012 OfSted inspection observation. Kept it simple and it worked. As mentioned in recent blog article: http://humanitiesastwiltshire.blogspot.co.uk/2012/09/ofsted-arrive.html
Gcse geography from 2012 wjec b v2
This document summarizes the GCSE Geography exam board and themes covered for WJEC B. It outlines the 3 themes: 1) Challenges of Living in a Built Environment, 2) Physical Processes & Relationships between people and the environment, and 3) People, Work & Development. Key topics are described within each theme, including urban environments, climate, ecosystems, rivers, coasts, employment, trade, and economic activity. Assessment details are provided, with students taking exams and a controlled assessment worth a total of 100% and support resources available online and through teachers.
GCSE Geography from 2012 WJEC B v2
This document summarizes the GCSE Geography exam board and themes covered for WJEC B. It outlines the 3 themes: 1) Challenges of Living in a Built Environment, 2) Physical Processes & Relationships between people and the environment, and 3) People, Work & Development. Key topics are listed under each theme such as urbanization, climate change, employment, and trade. The assessment structure is described including exam format, duration, and weighting. Support resources provided by Abbeyfield School to help students succeed are also summarized.
What makes an outstanding lesson jan 2012
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IMYC trial - Olympics 2012 week
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- 2. Why? ITโS THE OLYMPICS IN BRITAIN!! Likely never to be repeated again in our lifetime!
- 6. How? THE BIG IDEA SUBJECT LEARNING GOALS LEARNING ACTIVITIES ENTRY POINT EXIT POINT
- 13. Olympics Week @ Abbeyfield School Tuesday 27th โ Thursday 29th March 2012