Getting the start right

Have been working on the first unit of Year 7 quite a bit lately. Part of our school set up requires a baseline level after the first week. This means that in geography we have to get a level for each pupil by the end of the first lesson. So the challenge was to create an engaging lesson that also provides an opportunity for a baseline assessment. One of the problems in the department is setting expectations too low using a simple 'marks-out-of-ten' test. This model just tests pupils' knowledge rather than their geographical ability. From working with KS2 through induction lessons and primary projects, it had become clear to me that most primary pupils (at least in our catchment) are very capable geographers. Indeed, many primary schools seem to end Year 6 with a big geography project after the SAT examinations.

The existing baselines available don't seem to be tied too tightly into the levels of attainment (yes I know that they are for assessing the end of the key stage - but I have to ignore that argument in order to tick SLT boxes. Plus I believe that pupils want (and need) to know how well they are doing) of KS 2 or 3. So, the department and I have put together a baseline assessment based upon these level descriptors that should enable pupils to access Levels 3,4 and 5. We also wanted to use shared criteria and other AfL techniques also observed being used in primary lessons. Trials in September will let us know how successful it will be!

The lesson will also link into the Year 6 induction lesson.

The question sheets can be found here. (Although they are a work in progress)

| View | Upload your own

Comments

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words

David Rogers

Search This Blog