This scheme of work provides structure for teachers through routine, content, full English, and project lessons. Starters focus on maintenance, inference, or questions, while plenaries use KWL charts or recorded questions. Homework improves work, responds to marking, produces new texts, or involves family discussions. Assessment includes SATs, APPs, grades for each assessment focus, and question-based reading assessments. The goal is to inspire students through public performances and personal growth.
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
At the end of this presentation, participants will be able to:
- define curriculum
- define the concept of the curriculum model
- know the characteristics of a model curriculum
- know the different types of curriculum models
- The Framework Underlying All Curriculum Models
- Common elements of different Models
- The curriculum process
- Types of curriculum models
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
At the end of this presentation, participants will be able to:
- define curriculum
- define the concept of the curriculum model
- know the characteristics of a model curriculum
- know the different types of curriculum models
- The Framework Underlying All Curriculum Models
- Common elements of different Models
- The curriculum process
- Types of curriculum models
Classroom Management - Tips and Techniques for Effective Learning in the Clas...Rajeev Ranjan
Develop a strong bond of love & affection with the learners, the day learners start loving you and showing you respect , the child will work to achieve better in day to day life.
Participatory approach is based on solving the learner’s problem in real life, using the target language as a tool this purpose. Learners bring their outside problems into class. Participatory approach are geared towards planning and conducting the research process with those people whose life-word and meaningful actions are under study
Classroom Management - Tips and Techniques for Effective Learning in the Clas...Rajeev Ranjan
Develop a strong bond of love & affection with the learners, the day learners start loving you and showing you respect , the child will work to achieve better in day to day life.
Participatory approach is based on solving the learner’s problem in real life, using the target language as a tool this purpose. Learners bring their outside problems into class. Participatory approach are geared towards planning and conducting the research process with those people whose life-word and meaningful actions are under study
Possibilities of fair deal between state and the mining company - Pentti Nora...Mining On Top
Possibilities of fair deal between state and the mining company
Pentti Noras, Director for Int'l Relations of Geological Survey of Finland
Mining On Top: Helsinki
16-17 September 2013 | Helsinki
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Scheme of Work Ideas
Use Hyperlink Buttons on
Next Slide to View Notes
2. Click on a point to see those ideas.
What are the
principles
underpinning this
scheme of work?
What are the
types of lesson
planned?
How is homework
integrated into
this scheme of
work?
How is
assessment
integrated into
this scheme of
work?
How would
teachers plan
with this scheme
of work?
What considerations
(particular to the UK)
should I be aware of
with this scheme of
work?
How does this
scheme of work
empower
meaningful
differentiation?
What is an overview
of how this scheme
of work functions?
How do starters
and plenaries
function?
3. Principles of my Teaching and this SoW
(slide 1 of 3)
Students need to be inspired to aim for the very best. They need to raise
their internal bar of what is ‘acceptable’ Ron Berger.
Students need to develop their internal frameworks of language
manipulation, and to connect this to the world outside the classroom,
including the social world of family and friends.
The scheme of work needs to be responsive: it needs to present language
learning as a ‘messy journey’, not the illusion that a linear, generic scheme
of work creates (that expertise is achieved after a set number of lessons.
4. Issues arising from the Principles
(slide 2 of 3)
Students need to be inspired to aim for the very best – public performance and
personal achievement are universally inspiring; teacher direction is not.
Students need to develop their internal frameworks of language manipulation,
and to connect this to the world outside the classroom, including the social
world of family and friends – the profession has vastly different foci on what is
most effective in language learning.
The scheme of work needs to be responsive: it needs to present language
learning as a ‘messy journey’, not the illusion that a linear, generic scheme of
work creates (that expertise is achieved after a set number of lessons –
teachers still require some linearity and content to plan comfortably.
5. What do all my students require?
(slide 3 of 3)
Access to a framework of language use developed with NAU and NATE that presents the mechanics of language in ten
tangible techniques for reading/analysing, and eleven tangible techniques for writing/creating. This in the form of desk
mats, displays, and sheets in books.
Personalised rubric booklets based on prior achievement: students use these to personally track formative achievement,
and to set realistic weekly targets.
Rolling spelling and vocabulary sheets that are fully checked on a monthly basis, and used on a lesson-by-lesson basis.
‘Achieving Outstanding Progress’ Booklets that allow students to record where they have returned to work to improve it
based on previous targets and marking in addition to time allocated.
Various extra sheets indicating advanced techniques in writing that all students are expected to attempt.
6. What are the types of lesson planned?
(Slide 1 of 5)
4 lessons a week at KS3; 5 at KS4.
Four types of lesson planned into the scheme of work:
1) Routine lesson – i.e. library lesson; grammar lesson; project lesson.
2) DARTs (Direct Activities related to texts)/ content lesson – i.e. analysing a text.
3) Full English Lesson – i.e. a lesson manipulating a text or language in a non-
written academic way, such as a debate, storyboard, drama.
4) Principle Lesson – i.e. teaching a distinctive technique of language such as
metaphor, sentence length etc.
7. Routine Lesson
(Slide 2 of 5)
1) Routine lesson – i.e. library lesson; grammar lesson; project lesson.
Library Lesson: students read fiction with either a personal or a class focus. Reading is monitored and
progress shared and celebrated with parents, tutors and students, ideally with Accelerated Reader.
Grammar Lesson: two facets. Firstly students receive a dictionary of personalised grammar learning
videos based upon my website. From marking, or personal recommendation, or personal choice,
students study, consolidate, and then teach the class a grammatical point.
Secondly, students receive a series of sentence types based upon the 1970s (to modern) American
work, ‘Sentence Styling’. They work academically upon these, and return to these types to use in
work elsewhere.
Project Lesson: Students take a technique from our framework. They select a principle of that
technique. They take three steps – demonstrate how the principle of that technique works outside of
language (e.g. football passing and sentence length). The second step is to apply that principle to
language examples that they personally source. The third step is to recreate that principle using
language examples that they create themselves. The project is then taught to the class,
occasionally with parents in audience.
8. DARTs Lesson
(Slide 3 of 5)
Content is printed in an attractive way onto an A4/A5 folded sheet of paper.
Students are taught to respond to all texts, including ‘zero draft’ texts where an initial response is often
confusion, fear, and/or ‘boredom’.
Students will have a focus on what to analyse from these texts, but will not be able to respond to all
aspects. As the students become skilled, all students are expected to return to this content to analyse
for skills learned later.
Content is both sourced and created by the students themselves, and this forms DARTs lessons where
the students analyse these texts according to personalised targets, too.
My ‘content library’ consists of extracts from all major authors, and the ability to source content from
any contemporary author.
9. Full English Lesson
(Slide 4 of 5)
Once a half-term, or every 6-8 weeks or so, students choose from a literal menu
a series of ‘Full English’ lesson types under the headings of ‘VAK’ and ‘Craft’.
These lessons are used to adjust the rhythm of learning for that class, and
respond to the learning in the DARTs lessons.
Often, Full English lessons develop speaking and listening skills in real
audiences.
These lesson types are comprehensively sourced from NATE and the TES and
NAU communities.
10. Project Lesson
(Slide 5 of 5)
The purpose is for students to develop an aspect of our language framework that becomes
internalised forever.
The project is integrated in such a way that it is not a bolt-on, and nor that it compromises the
academic integrity of the outcome. It is not just ‘doing a poster/shoebox/model’.
The students create their own criteria for the ‘presenting’ and ‘team work’ rubrics, and are
expected to use software and time management principles when organising themselves.
Teams are chosen based upon personal interests rather than friendship groups.
Presenting to a real audience is essential.
11. How do Starters and Plenaries
Function?
(Slide 1 of 3)
Starters: Routines established by starter type occurring very often on the same
day.
Plenaries: Mostly either a modified KWL chart to consolidate learning and
connect to next lesson, or questions that are recorded as audio to be
responded to in a future lesson.
12. What is the content of the lessons? –
Starters
(Slide 2 of 3)
Starters
1) Maintenance Starter: students have 10 minutes to maintain one or more of their
rolling spelling or vocabulary sheets, and
2) Inference Starter: comprehension based starter focusing on the skills needed to infer
accurately and creatively.
3) Question Starter: a speaking and listening starter involving thunks (philosophy activity)
or the solo taxonomy. This type of starter is essential to develop the speaking and
listening skills of students.
4) Grammar starter: a focused series of grammatical questions as part of a programme
13. What is the content of the lessons –
plenaries
(Slide 3 of 3)
KWL chart – know as ‘Today I Learned’.
Questions recorded in audio time using Evernote to be used at a later
time.
Reference to criteria and self or peer-assessement
14. How is Homework integrated?
(Slide 1 of 2)
Needs to be integrated – it is set at the start of a lesson and received as
part of a routine in which the students respond to it.
Needs to inspire.
Needs to be linked to academic progress.
Needs to connect to our communities.
15. Four types of homework.
(Slide 2 of 2)
Improving work via marking and criteria – after students have produced analysis that has been
marked according to our criteria, they are expected to improve it, and to indicate how they
have used the criteria to do so. Note that this is the ‘extra’ homework that the ‘Achieving
Outstanding Progress’ sheets require.
Responding to all previous marking – In addition to the 10-15 minutes students have to respond
to marking in the maintenance starters every four weeks, students are expected to respond to
all dialogue, and update all rolling sheets in this homework. This is a painful lesson in time
management for some!
Producing something – students are expected to create a text to be shared with the class.
Often this is linked to the project lesson.
Speaking to family/friends – students are expected to bring evidence of a conversation with
family and friends, and often to source texts based upon this conversation.
16. How is Assessment integrated?
(Slide 1 of 2)
Summative Assessment is completed via SATs papers or the APP assessments
(perhaps modified slightly). These have been peer-created by credible
sources.
Students need to receive an overall grade, and a grade in relation to each of
the main AFs for the skills in writing.
Reading assessments are almost always marked on a number basis with the
final number equating a final grade. This is especially the case in primary
school. This inflates reading grades, especially in primary. Reading should be
assessed by question types, with the ‘quality’ of the answer indicating a final
grade (like with KS4 assessment). This raises the issue of consistency across
teachers, but increases the validity.
17. Assessment – what types?
(Slide 2 of 2)
The writing tasks need to cover all the text types that the students will
encounter later.
The writing task text type needs to address something that the students would
have encountered earlier in the module. Too often students encounter a text
type in the assessment of which they have not had sufficient exposure to, and
are graded on their ability to replicate it.
The reading task needs to consist of AF2 and AF3 (identify tasks and basic
inference), and more sophisticated AF5 and AF6 tasks requiring more
sophisticated answers. AF4 responses should be more detailed, too.
18. How Teachers would Plan using this
SoW?
(Slide 1 of 2)
Content for the scheme of work would be planned ahead of time from the DARTs library (which can be added to by
anyone). About 1.5 times more content is needed to allow legitimate choice.
Assessment times will be planned into the scheme of work, along with other school events.
A week/fortnight ahead, teachers will plan (via their judgement) a series of lessons for the rhythm of learning of that class.
Marking of all books needs to take place on a weekly/fortnightly basis to legitimise this. This initial planning is contained on
a ‘Planning for Teachers’ scheme of work that allows responsive changes within routines. This allows cohesiveness amongst
the class-by-class planning.
A week before, this initial planning is placed into the ‘Planning for Students’ PowerPoint that contains the learning
objectives, instructions, and resources for each student. This PowerPoint also contains key documents such as personalised
and exam criteria, copies of all the key rolling sheets, and links to our plenary and article examples.
On each morning, the day’s lessons are reviewed, and any tweaks to what the students need or will do is made in
response to the previous lesson.
19. Issues with this type of planning
(Slide 2 of 2)
It is not suitable for NQTs or teachers without experience planning schemes of work or curriculum. It requires
judgement of the achievement of the students to work successfully.
It requires the ‘framework of language’ sheet and the ‘personalised rubric booklets’ to be integrated into the
practice of the teacher: they may have different ideas of how to prioritise language acquisition and
manipulation. However, critiques of the framework can still place every possible language technique within the
categories of this framework, and the criteria is vague enough to include them. In addition, the framework is
based upon students developing their own framework, not teachers developing their favourite ways to teach it.
It can be time-consuming for teachers to use this when they are used to paper planning where they plan a
week ahead, and for teachers who are used to just following created schemes of work, and believe in the
illusion that linear lessons lead to progress.
Teachers need to embrace the concept of liminality, and thrive on challenging their students. To do this, they
need to be able to:
- teach to challenge students, not just to manage their behaviour.
- teach all students as if they capable of achieving at the highest levels given the right time and support.
- teach with built-in consolidation where you return in a systematic and responsive way to the requirements of that
particular class.
20. Planning the Scheme of Work
What is the final assessment? What content do you require to enrich the students and increase
knowledge? What is the rhythm of learning?
Includes Homework
Type:
Includes
Connections to other
subjects and Global
Classroom
What is the type of Lesson? DARTs; Routine; Project; Full English
What is the type of homework: Improve; Maintain; Create; Discuss.
Routine includes:
Library; Grammar;
Project
Students to refer to
Personalised Rubric
Booklets in order to
manage targets
What does the lesson consist of? Type of Starter:
Maintenance; Question; Inference; Grammar; Quizlet
Starters aim to connect to the content
of the lesson where appropriate
Plenaries are mostly a modified KWL
chart, or a questions recorded for later
consolidation.
21. Other Considerations –
Different types of scheme of work.
(Slide 1 of 2)
Non-fiction schemes of work (should be linked to key text types on KS4 exams).
Poetry schemes of work (Poems should be linked with a focus for each, rather than
teaching ‘everything’ in ‘all).
Creative writing schemes of work – should be linked to a real audience (e.g. NA Global
Classroom Creative Writing Competition).
Studying a novel schemes of work – to study a novel in depth requires longer units.
22. Other Considerations
(Slide 2 of 2)
Students should take surveys on a termly basis, and at the start of the year
in order to establish learning attitudes.
Speaking and listening should be embedded in the question starters, and
in the Full English lessons. Also, student observations and sharing criteria
should act to empower students so they know what good learning is (not
just what is ‘engaging’).
Students should be able to study an author and their work in depth over a
period of time while still retaining a skills-based focus.
23. How does this SoW differentiate?
(Slide 1 of 1)
The main differentiation comes from the personalised rubric booklets:
students can access the same content and respond to it at different levels
academically.
Students ultimately choose, with guidance, their own targets that develop
in DARTs-based lessons.
Differentiation is about inclusion in the lesson, which means inspiring all
students to be receptive. This is aided by the rhythm of learning in which
the learning judges the composition of Full English and DARTs-based
lessons.