3. Old Maid Card Game
Used with - key words and vocab, gap fill, multiple choice, case study
examples, quote to person.
Useful for - challenging misconceptions, provoking conversations, engaging
learners.
4. 1. Shuffle the cards and remove one.
2. Place this in the middle face up. This is the odd card.
3. Deal the rest of the cards out as evenly as possible.
4. Look at your cards, see if you can make any pairs.
5. If you can, put them face down in front of you.
6. If you can’t, you will have to wait to see if you can make a pair later on.
7. One player begins and holds their cards face down to the person on their left. This
person picks a card and sees if they can make a pair with the cards they already
have.
8. It is then their go to hold their cards face down to the person on their left. Play
continues as such until there is only one person left without a matching card. They
are the ugly, old maid.
11. Smart Marking - students self evaluation
Students mark their own work as they
progress through the activity
Step by step process within the
worksheet - so if the students answers
are incorrect they can see where they
have gone wrong
Can be used within many different
abilities
12. Smart Marking - peer and self
assessment
Starter questions which are the basis of the lesson
Simple naming activity for students to fill in - completed with
another activity
Applying knowledge to explain how we hear sounds - keywords
included (removed for higher abilities) - peer assessed in red,
DIT in purple
Challenge questions - how can we apply knowledge of hearing
to causes of deafness - this then gives a prior knowledge for
the following lesson
Finish by RAG/smiley faces to show confidence
14. RevisionAidvideos
I took this idea from GCSE pod
using videos for revision.
The pupils had recently
completed their own case study
on the Holderness Coast.
I gave them the task of simply
creating a Powerpoint for
behind them when filming on
the green-screen. They also
had to create a script to link to
the slides they have created.
The end product was designed
to work as a resource that all
pupils in the class could use as
a revision aid.
Video
28. Diagnostic Questions
- Really useful for creating
quizzes from question already
created
- Also useful to just ‘print screen’
selected questions and insert
them into a powerpoint
34. Using iMovie within practical lessons. Allows pupils
to create a visual method - could be used to create
a digital recipe book as well as assessing their
work.
https://drive.google.com/a/parkland
sacademy.co.uk/file/d/0B_WTIZE2f
FWwd3kxLXNwM0o3TWM/view?us
p=sharing
IMG_0284
https://drive.google.com/a/parkland
sacademy.co.uk/file/d/0B0JE6Htg-
wPzNFBaTUVlYjdQanc/view?usp=
sharing
FILE_000
36. Initial
Assessment
What do you
already know about
Scratch?
Basic Movement
Speech
Demonstrate an
understanding of the
different types of
speech in Scratch
(Ask & Say)
Changing Costume
Develop an animation
using the switch
costume block stating its
purpose and relevance
towards
animation/movement
User Controlled
Movement
Create a Sprite that
responds to user
control (arrow keys &
mouse)
IF/ELSE
Statements
Understand the
concept of an
IF/ELSE statement
and create one to
solve a problem
Loops
Understand the
importance of
Loops in iterative
programming to
repeat a task
Interim
Assessment
Use all the skills
learnt so far to
develop a Frogger
style game
DIT
Responding to written
feedback and
improving work in
accordance with the
Ethic of Excellence
Advanced
Skills
Broadcasting
Jumping
Gravity
Velocity
Final
Assessment
Develop a game
demonstrating all the
skills learnt over the
course of Scratch
Variables
Understand the
purpose of a
variable in
computing to store
information
Responding to written Feedback | Peer assessment | Self Assessment
Developing written Feedback | Independent Investigation | Logical Reasoning
Learning 2 Learn:
Learning 2 Learn:
47. Precision Teaching
Precision Teaching is a teaching method used to accelerate progress and
can be used to increase children's proficiency all areas of learning.
Acquisition - Fluency - Maintenance - Generalisation - Adaptation
Accuracy
and
Speed
Accuracy
Learning
maintained
over time
Learning can
be used across
curriculum
The skill is now fully
learned and can be used
and generalised and can
be adapted without
support
51. TASK PLANS
A lot of information and
instructions are given
verbally which relies on
the good listening skills of
the learners.
Task plans are designed
to be an effective visual
strategy, particularly for
students with language
difficulties.
Task plans are a visual
representation of
instructions and can be
applied to a variety of
learning situations.
52.
53. Scott Parker
CREATIVE ASSESSMENT
New GCSE specification focus
on interpretation with a 4th
assessment objective designed
to look specifically at this
historical skill.
54.
55. Karen Gray - Using QR codes for online
portfolios - Work Scrutiny Action Points
56. Simon Flynn
Learning Walls with learning
journeys and information
centered around the learning
objectives.
The aims are to;
● encourage independent
learning
● show examples of work
which meets the success
criteria.
● allow pupils to see what
the stages of
development might be.
68. Vicky Barwick
Multiple choice questions
Incorporating multiple choice questions and using them to encorage students to consider misconceptions
and common mistakes.
What is the gradient of the line 2y = 6x + 1?
What is the correct answer?
What mistake has been made
on each of the other answers?
73. Anne Frank: Assessment
Part one –
You should write this the day before you
go into hiding.
Describe your feelings about going into
hiding - excitement / fear?
What has your life been life under Nazi
rule?
How has your life changed?
76. Paul Willsher - Music Technology
Using screencasts to demonstrate
skills and understanding.
❏ Demonstrating to students how
screencasts should look and sound.
❏ Screencasts found on YouTube are also
used for students to watch as homework
prior to the following lesson.
YouTube as a resource for discussion and research
❏ Videos are shared with students via Google
Drive for discussion
❏ This video features sampling sounds using
technology (Launch Pad Pro) that students will
be using
77. Gregg Metcalf
FUN FUN FUN
DATA
Personalised Marksheets
Using SIMs to record all different
types of assessment data for your
classes.
83. Joanne Day
Precision Teaching Methods
Acquisition
Fluency
Maintenance
Generalisation
Adaptation
This is a simple but intense teaching
method aimed at helping a child or
young person to embed facts such as
letter sounds, single word reading, times
tables etc. The method aims to enable a
child to recall the targeted facts in order
to be able to apply it independently in
class.
84. What is it ?
Short and focused daily intervention that aims to help children learn and
retain key skills.
Works upon the ‘little and often’ principle - less than 10 mins a day
Can be applied to pretty much any subject or skill
PT supports the identification of effective teaching strategies for an
individual pupil
It is precise and efficient
It increases pupil motivation, as students experience daily success
It is individualised and assessed on a daily basis
87. AndyCunningham
Short and focussed daily
intervention that aims to help
children learn and retain key
skills.
Particularly good for teaching
distinct groups of facts.
Can be very useful for catch-up
or intervention.
Can be a good classroom activity
for pupil pairs.
PrecisionTeaching
3+7
=
4+6= 2+8= 9+1= 5+5=
4+6
=
3+7= 9+1= 5+5= 2+8=
9+1
=
4+6= 3+7= 5+5= 2+8=
5+5
=
2+8= 4+6= 3+7= 9+1=
9+1
=
4+6= 3+7= 2+8= 5+5=
88. StephRhodes
Assessment Criteria for Year 8 (no levels) and Examples of
excellent work
Skill Excellence
Research You have researched all aspects of your chosen charity in great detail and have even added
additional information not required on the task sheet
Presentation Presentation is fantastic. Your leaflet/poster highlights the key areas of your chosen charity and you
have included colour and images to make it really stand out.
Autonomy (ability to get on with task) You worked independently throughout the task requiring very little support and guidance. You
completed all required homework and additional research tasks.
89. DavidWright
6 Question Homeworks - an opportunity to slip in a variety of questions to assess students
prior knowledge, current knowledge and problem solving skills. I find them effective with
classes that are reluctant to show their working out.
The homeworks have a golden rule. You have to
attempt every question with working out. Wrong
with thought is good.
The boxes are linked each week. The previous
homework (usually) will help with the current one.
The questions try to incorporate a link between
topics in math.
E.g. Algebra + fractions or Shape and Algebra or
Problems that are worded.
The questions try to include language related to
exams .e.g. “Explain”
The majority of growth is then achieved through a
table DIT discussion in preparation for an active
task (the next homework).
90.
91.
92.
93. AnthonyCassidy
Creating tapestries to revise over a
past subject.
Good for overlooking the progress of
learning so far.
Could be used as a collaborative
revision tool.
Does not have to be detailed- pupils
can use simplistic revision
symbols.
After listing, I had them creating
questions for each topic, which
was forwarded into a carousel.
Resources
- Asdanucreative roll20m£2-3
(sugarpaperonaroll)
94. AngelaJohnson
Thinking slides that can be adapted for use within each topic
of maths - allowing pupils to deepen their understanding of
all concepts. Well chosen questions also allow pupils to
consider misconceptions and to link different areas of maths
95. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Twit a whooo is right and
whooo is wrong?
Don’t forget to
give a reason.
That’s very
important !!
96. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
One of these things is not like the other things
Don’t
forget to
give a
reason for
your
answer
A
B
C
D
97. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Multiple Choice
Find the
correct
answers
A
B
C
D
Done ?
Look at the
incorrect
answers
What mistakes
have been made
?
98. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
A
B
C
D
Can you find the
correct answers
To catch the
trickster out you
must also look at
the incorrect
answers. How did
he try to catch you
out ? What
misconception was
used ?
99. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Rewind
This is the
answer
What's the
question?
100. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Find the Fib
Here is a solution to
a problem. Can you
identify the mistakes.
What misconceptions
were made?
Can you find the
correct answer to the
solution ?
102. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Here is a solution to a
problem. It could be
correct or incorrect.
You need to come up with
questions to try and catch
me in my lie …..
Or do you think it’s the
truth ?
103. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Always , Sometimes , Never
Decide weather the following statement is always true , sometimes true
or never true. Try giving reasons and use example to justify you answer
105. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Looking for Links
What other areas of maths could
this link to ?
106. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Killer Questions
How could you make this question
more difficult ?
107. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Simple Summary
Summarise
this in
exactly 20
words
108. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
KEY POINTS
Here is an
exam style
question.
Identify the
key points
109. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Storm your Ideas Write down
everything you know
about…..
110. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
The Student has become the master
Teach baby
kung fu
panda how
to master
_______
Write a step by step
explanation
111. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Helping Hand
Look at this
question. If you
could only give
your friend one
hint on how to
answer this
question. What
would it be ?
115. Why is oracy so important?
It helps students formulate their ideas into clear
thought.
Accurate use of speech, helps improve
accuracy in written work, especially grammar.
Finally, and very importantly, confident
speakers are confident people – so it builds
confidence.
116. What is revealed about
Capulet’s attitude
towards Juliet in Act 1
Scene 2?
Discuss and link each
box to evidence from
the text and briefly
explain how it links to
the question.
patriarchal
society
allusion
power sentimentalised
liberal antithesis
hyperbole semantic field
117. Stage 1
for example I think that I believe this shows that this reveals that
this means that
Stage 2
possibly it seems likely it appears that
obviously as shown by probably
What is it? Opinion, Interpretation and Inference.
When do I use it? To express your point of view and show your
understanding.
Express
a point
of view
Looktodevelopyourlanguage
skillsbyusingmorecomplex
vocabulary.
Stage 3
this epitomises this signifies
this implies that this gives the impression that
this indicates one might consider presumably this exemplifies that
118. Capulet is the antithesis of Paris on the thought of Juliet’s marriage.
Evidence of this is the quote: “ She hath not seen the change of fourteen
years, Let two more summers wither in their pride, Ere we may think her
ripe to be a bride.” When Shakespeare used the vocabulary ‘ripe’, it shows
how sexist people were in the Elizabethan era. The fact that he used the
word ripe implies that women lived in a patriarchal society. The word ‘ripe’
also signifies that men thought of women to be picked off and men could
get women to do whatever they wanted. In more detail, men thought that
women were like fruits off a tree, only there to do one thing: bear children.
(...)This exemplifies that one of the characteristics of Capulet is that he is
very protective of his daughter. Capulet is not behaving normally for his
time because the offer of marriage for young girls would have secured
stability by having wealth, power and status through their husbands.
119.
120. MichaelSalisbury
Peer feedback and coaching
- Use of non participants
- All pupils engaged in
lesson
- Pupils reinforcing
teaching points
122. Name of pupil:___________________________________
Overall (Relative to Target) mark: P/G/A/R
Relative to
Target mark
P/G/A/R DIT codes
I have been able to explain how I carried out my investigation.
I have been able to represent my results clearly on a graph.
I have been able to explain what my results mean and how they link to the original aim of the study.
I have been able to evaluate my work effectively and suggested how it could have been altered and
what effect this would have on my overall results.
WWW:
Literacy notes:
PP
Assessment grid (Y7/SA2 Chorley Shop Investigation)
123. 1 Explain how you decided which category each shop went in.
2 Explain how you decided whether each shop was a chain store or an independent store.
3 Improve your graph by including a main title and labels on both axes.
4 Improve your graph by redrawing it to fill the page with correct spacing and numbering on both axes.
5 Write about whether your results mean Chorley is a clone town, home town or border town. Refer to your graph to help explain this.
6 Compare your result to the class average discussed in a lesson. Explain why it is different or the same.
7 Explain how some of the ways you carried out your fieldwork could have caused your results to be wrong.
8 Describe a way you could change your investigation to make it fairer. Explain why it is fairer.
9 Explain how the change to the method you suggested would impact on your results and potentially give you a different overall result.
10 Correct and improve sp/CL/ww/gr/p
11 The grammar of some important sentences is weak. Reconstruct these sentences.
DIT codes (Y7/SA2 Chorley Shop Investigation)
Some DIT codes are more
likely to be used by pupils
with lower targets
Other DIT codes are more
likely to apply to higher
target pupils
124. This pupil has a target of C.
The assessment grid shows that they have
reached their target (G) in the first three criteria
of this assessment but just missed the target with
the fourth criterion (A).
The work on the left relates to the first criterion.
There is still room for improvement so the DIT
codes show the pupil how to improve their work.
125. 1 Explain how you decided which category each shop went in.
2 Explain how you decided whether each shop was a chain store or an independent store.
3 Improve your graph by including a main title and labels on both axes.
4 Improve your graph by redrawing it to fill the page with correct spacing and numbering on both axes.
5 Write about whether your results mean Chorley is a clone town, home town or border town. Refer to your graph to help explain this.
6 Compare your result to the class average discussed in a lesson. Explain why it is different or the same.
7 Explain how some of the ways you carried out your fieldwork could have caused your results to be wrong.
8 Describe a way you could change your investigation to make it fairer. Explain why it is fairer.
9 Explain how the change to the method you suggested would impact on your results and potentially give you a different overall result.
10 Correct and improve sp/CL/ww/gr/p
11 The grammar of some important sentences is weak. Reconstruct these sentences.
DIT codes (Y7/SA2 Chorley Shop Investigation)
127. RachelFerguson
Adaptation of existing resource and amended activity to
utilise advice on grouping students according to ability.
This enabled pupils to work independently and learn from
each other. All pupils could contribute as the task was
differentiated to their ability.
Upper Uppermiddle
Lowermiddle Lower
128. http://radiooooo.com/#
Radioo.com
Click on World Map and different time periods
to access songs from different cultures and eras
● Can form the basis of research on time
periods/locations
● Works well as a stimulus for creating
mood or characters
● Cross curricular opportunities with
languages, history, music, geography
● Beta project - opportunities for students to
contribute and nominate music
AnnaFowler
130. ChloeTaylor-Reeve
● Revision scaffold
● This is only part of their revision,
this encourages them to be
proactive when it comes to
revision.
● Encourage students to create their
own portfolio of revision at home,
books can be used for practice
questions.
● Differentiation: Outline what needs
to go in each box, dependant on
ability.
● ‘Date revised’ links to the
‘forgetting curve’ covered in an
earlier TLC.
● They can use the RAG to keep a
record of how well they are doing
on a particular topic.
● ‘Links to other branches of Maths’
This box could be used as a
homework.
● Doesn’t necessarily have to be
used at the end of the topic.
131. ChrisSnell
Kahoot and multichoice questioning
https://docs.google.com/a/parklandsacademy.co.uk/presentation
/d/1D5XA4wNN1mPLAMfzm1PGnW8nC6IYzVtZXlMmxV0dtMI/edit?usp=shar
ing
139. AndyCunningham
Short and focussed daily
intervention that aims to help
children learn and retain key
skills.
Particularly good for teaching
distinct groups of facts.
Can be very useful for catch-up
or intervention.
Can be a good classroom activity
for pupil pairs.
PrecisionTeaching
3+7
=
4+6= 2+8= 9+1= 5+5=
4+6
=
3+7= 9+1= 5+5= 2+8=
9+1
=
4+6= 3+7= 5+5= 2+8=
5+5
=
2+8= 4+6= 3+7= 9+1=
9+1
=
4+6= 3+7= 2+8= 5+5=
140. StephRhodes
Assessment Criteria for Year 8 (no levels) and Examples of
excellent work
Skill Excellence
Research You have researched all aspects of your chosen charity in great detail and have even added
additional information not required on the task sheet
Presentation Presentation is fantastic. Your leaflet/poster highlights the key areas of your chosen charity and you
have included colour and images to make it really stand out.
Autonomy (ability to get on with task) You worked independently throughout the task requiring very little support and guidance. You
completed all required homework and additional research tasks.
141. DavidWright
6 Question Homeworks - an opportunity to slip in a variety of questions to assess students
prior knowledge, current knowledge and problem solving skills. I find them effective with
classes that are reluctant to show their working out.
The homeworks have a golden rule. You have to
attempt every question with working out. Wrong
with thought is good.
The boxes are linked each week. The previous
homework (usually) will help with the current one.
The questions try to incorporate a link between
topics in math.
E.g. Algebra + fractions or Shape and Algebra or
Problems that are worded.
The questions try to include language related to
exams .e.g. “Explain”
The majority of growth is then achieved through a
table DIT discussion in preparation for an active
task (the next homework).
142. AnthonyCassidy
Creating tapestries to revise over a
past subject.
Good for overlooking the progress of
learning so far.
Could be used as a collaborative
revision tool.
Does not have to be detailed- pupils
can use simplistic revision
symbols.
After listing, I had them creating
questions for each topic, which
was forwarded into a carousel.
Resources
- Asdanucreative roll20m£2-3
(sugarpaperonaroll)
143. AngelaJohnson
Thinking slides that can be adapted for use within each topic
of maths - allowing pupils to deepen their understanding of
all concepts. Well chosen questions also allow pupils to
consider misconceptions and to link different areas of maths
144. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Twit a whooo is right and
whooo is wrong?
Don’t forget to
give a reason.
That’s very
important !!
145. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
One of these things is not like the other things
Don’t
forget to
give a
reason for
your
answer
A
B
C
D
146. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Multiple Choice
Find the
correct
answers
A
B
C
D
Done ?
Look at the
incorrect
answers
What mistakes
have been made
?
147. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
A
B
C
D
Can you find the
correct answers
To catch the
trickster out you
must also look at
the incorrect
answers. How did
he try to catch you
out ? What
misconception was
used ?
148. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Rewind
This is the
answer
What's the
question?
149. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Find the Fib
Here is a solution to
a problem. Can you
identify the mistakes.
What misconceptions
were made?
Can you find the
correct answer to the
solution ?
151. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Here is a solution to a
problem. It could be
correct or incorrect.
You need to come up with
questions to try and catch
me in my lie …..
Or do you think it’s the
truth ?
152. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Always , Sometimes , Never
Decide weather the following statement is always true , sometimes true
or never true. Try giving reasons and use example to justify you answer
154. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Looking for Links
What other areas of maths could
this link to ?
155. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Killer Questions
How could you make this question
more difficult ?
156. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Simple Summary
Summarise
this in
exactly 20
words
157. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
KEY POINTS
Here is an
exam style
question.
Identify the
key points
158. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Storm your Ideas Write down
everything you know
about…..
159. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
The Student has become the master
Teach baby
kung fu
panda how
to master
_______
Write a step by step
explanation
160. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS
DISCUSSDERIVECREATEEVALUTESYNTHESIS
Helping Hand
Look at this
question. If you
could only give
your friend one
hint on how to
answer this
question. What
would it be ?
164. Why is oracy so important?
It helps students formulate their ideas into clear
thought.
Accurate use of speech, helps improve
accuracy in written work, especially grammar.
Finally, and very importantly, confident
speakers are confident people – so it builds
confidence.
165. What is revealed about
Capulet’s attitude
towards Juliet in Act 1
Scene 2?
Discuss and link each
box to evidence from
the text and briefly
explain how it links to
the question.
patriarchal
society
allusion
power sentimentalised
liberal antithesis
hyperbole semantic field
166. Stage 1
for example I think that I believe this shows that this reveals that
this means that
Stage 2
possibly it seems likely it appears that
obviously as shown by probably
What is it? Opinion, Interpretation and Inference.
When do I use it? To express your point of view and show your
understanding.
Express
a point
of view
Looktodevelopyourlanguage
skillsbyusingmorecomplex
vocabulary.
Stage 3
this epitomises this signifies
this implies that this gives the impression that
this indicates one might consider presumably this exemplifies that
167. Capulet is the antithesis of Paris on the thought of Juliet’s marriage.
Evidence of this is the quote: “ She hath not seen the change of fourteen
years, Let two more summers wither in their pride, Ere we may think her
ripe to be a bride.” When Shakespeare used the vocabulary ‘ripe’, it shows
how sexist people were in the Elizabethan era. The fact that he used the
word ripe implies that women lived in a patriarchal society. The word ‘ripe’
also signifies that men thought of women to be picked off and men could
get women to do whatever they wanted. In more detail, men thought that
women were like fruits off a tree, only there to do one thing: bear children.
(...)This exemplifies that one of the characteristics of Capulet is that he is
very protective of his daughter. Capulet is not behaving normally for his
time because the offer of marriage for young girls would have secured
stability by having wealth, power and status through their husbands.
168.
169. MichaelSalisbury
Peer feedback and coaching
- Use of non participants
- All pupils engaged in
lesson
- Pupils reinforcing
teaching points
171. Name of pupil:___________________________________
Overall (Relative to Target) mark: P/G/A/R
Relative to
Target mark
P/G/A/R DIT codes
I have been able to explain how I carried out my investigation.
I have been able to represent my results clearly on a graph.
I have been able to explain what my results mean and how they link to the original aim of the study.
I have been able to evaluate my work effectively and suggested how it could have been altered and
what effect this would have on my overall results.
WWW:
Literacy notes:
PP
Assessment grid (Y7/SA2 Chorley Shop Investigation)
172. 1 Explain how you decided which category each shop went in.
2 Explain how you decided whether each shop was a chain store or an independent store.
3 Improve your graph by including a main title and labels on both axes.
4 Improve your graph by redrawing it to fill the page with correct spacing and numbering on both axes.
5 Write about whether your results mean Chorley is a clone town, home town or border town. Refer to your graph to help explain this.
6 Compare your result to the class average discussed in a lesson. Explain why it is different or the same.
7 Explain how some of the ways you carried out your fieldwork could have caused your results to be wrong.
8 Describe a way you could change your investigation to make it fairer. Explain why it is fairer.
9 Explain how the change to the method you suggested would impact on your results and potentially give you a different overall result.
10 Correct and improve sp/CL/ww/gr/p
11 The grammar of some important sentences is weak. Reconstruct these sentences.
DIT codes (Y7/SA2 Chorley Shop Investigation)
Some DIT codes are more
likely to be used by pupils
with lower targets
Other DIT codes are more
likely to apply to higher
target pupils
173. This pupil has a target of C.
The assessment grid shows that they have
reached their target (G) in the first three criteria
of this assessment but just missed the target with
the fourth criterion (A).
The work on the left relates to the first criterion.
There is still room for improvement so the DIT
codes show the pupil how to improve their work.
174. 1 Explain how you decided which category each shop went in.
2 Explain how you decided whether each shop was a chain store or an independent store.
3 Improve your graph by including a main title and labels on both axes.
4 Improve your graph by redrawing it to fill the page with correct spacing and numbering on both axes.
5 Write about whether your results mean Chorley is a clone town, home town or border town. Refer to your graph to help explain this.
6 Compare your result to the class average discussed in a lesson. Explain why it is different or the same.
7 Explain how some of the ways you carried out your fieldwork could have caused your results to be wrong.
8 Describe a way you could change your investigation to make it fairer. Explain why it is fairer.
9 Explain how the change to the method you suggested would impact on your results and potentially give you a different overall result.
10 Correct and improve sp/CL/ww/gr/p
11 The grammar of some important sentences is weak. Reconstruct these sentences.
DIT codes (Y7/SA2 Chorley Shop Investigation)
176. RachelFerguson
Adaptation of existing resource and amended activity to
utilise advice on grouping students according to ability.
This enabled pupils to work independently and learn from
each other. All pupils could contribute as the task was
differentiated to their ability.
Upper Uppermiddle
Lowermiddle Lower
177. http://radiooooo.com/#
Radioo.com
Click on World Map and different time periods
to access songs from different cultures and eras
● Can form the basis of research on time
periods/locations
● Works well as a stimulus for creating
mood or characters
● Cross curricular opportunities with
languages, history, music, geography
● Beta project - opportunities for students to
contribute and nominate music
AnnaFowler
179. ChloeTaylor-Reeve
● Revision scaffold
● This is only part of their revision,
this encourages them to be
proactive when it comes to
revision.
● Encourage students to create their
own portfolio of revision at home,
books can be used for practice
questions.
● Differentiation: Outline what needs
to go in each box, dependant on
ability.
● ‘Date revised’ links to the
‘forgetting curve’ covered in an
earlier TLC.
● They can use the RAG to keep a
record of how well they are doing
on a particular topic.
● ‘Links to other branches of Maths’
This box could be used as a
homework.
● Doesn’t necessarily have to be
used at the end of the topic.
180. ChrisSnell
Kahoot and multichoice questioning
https://docs.google.com/a/parklandsacademy.co.uk/presentation
/d/1D5XA4wNN1mPLAMfzm1PGnW8nC6IYzVtZXlMmxV0dtMI/edit?usp=shar
ing
