What makes an outstanding lesson jan 2012
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Overview of changes to the teaching judgements in the new Ofsted evaluation schedule from January 2012
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This is a useful presentation for staff to be able to come back to, to remind them about our learning on 25th October 2013.
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This lesson plan outlines an activity to teach 6th grade students about conservation of energy. Students will analyze their household energy bills, choose a conservation method, and track the impact of that method over 3 months. They will enter energy usage data into a spreadsheet to calculate their share of bills and create graphs. Students will research conservation methods, implement one as a group, and write reflections on the results of reducing their energy consumption. The lesson incorporates skills in science, technology, and problem solving while promoting environmental stewardship.
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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.
IMYC trial - Olympics 2012 week
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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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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What makes an outstanding lesson jan 2012
- 1. What makes an outstanding lesson? 2012 UPDATE Based on OfSted’s evaluation schedule of judgements for schools inspected under section 5 from January 2012 D Drake – October 2011 Advanced Skills Teacher Abbeyfield School – Chippenham http://flavors.me/humanitiesast
- 11. So how do you teach ‘outstanding’ lessons? Paul Adams, 2003 Effective learning arises from open-ended, challenging problem-solving exercises. Effective learning stems from efficient transfers of information. Learning is an active process. Learning consists of stimulus –response relationship, and is passive in nature. Students construct their own learning questions. Teacher generated questions are used to elicit understanding. Learning processes are student-centred and involve group and individual activities. Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Teacher as organiser, and but one source of information. Teacher as all-knowing oracle. Constructivist (lesson ceiling: ‘outstanding’) Objectivist (lesson ceiling: ’good’)
- 13. Features of ‘outstanding’ lessons: Clear objectives Behaviour for Learning Opportunities for review Questioning for depth not content Pace Modelling Co-operative learning Appropriate seating arrangements Assessment for Learning Differentiation Features