Thinking Time

This is one of the first times when we  have time to think about what education is in the country, the community, our school, and our classroom.

For Education Ministers and policy makers

This is your time now things are really stripped back to understand what the essential aspects of education are. What as a country is our main bread and butter, day to day service so we are clear what our provision must be. What then are the next factors we need to consider. These are things that definitely need funding and funding well. As you reintroduce things after the coronavirus peak this will give you a clearer understanding of what order things are necessary and what is icing on the cake because as a country we can provide it. From their real value policy decisions can be made and planning for the vision for the next five -ten years will be made all the easier.

Headteachers and Senior leaders

As the education policy makers in your school you also have time to think about what the educational setting is all about. You should be clearer at knowing what needs to be a priority and not. Unusual since these tend to happen through normal days with various interruptions and extended over weeks depending on calendars, timetables, illness and general day to day activities which take away good valuable thinking time. As above school 5 year plans and departmental plans can all be re-examined in the wake of this virus. With this different time that we have, you can ensure all planning will take you and the school through the next challenges and changes successfully.

For schools in special measures or serious weaknesses you have an unprecedented time to rethink, take all evidence on board, and come up with a vision, or examine and be ready to re-promote the vision. There is time to put things in place so that on reopening schools everyone from the leader to the final member of teaching and non-teaching staff feels ready to engage and engage well. As the e-learning successes and inevitable failures come to light, it will be even more evidence for you to understand even more so why you believe the vison and the measures will work. It should also support your thinking when making these challenging decisions. At a time when so many parents have realised how important school is to them not necessarily from a learning point of view, but also it allows them to be part of the workforce, have their own space to improve their wellbeing and give their child a chance that maybe they didn’t have, it is easier to encompass all of the schools community into the vision and why the measures put in place will support this.

Teachers

As all above you also have time to think about how you will fulfil the vision for the school, what role you will play and plan what learning will look like in your classroom. With new resources being opened daily there is so much now to see and also challenges on how to interact with learners in their home environment. Some of these things we are doing now will be successful, but also due to the type of learning experience there will also be things that don’t work out as we would have hoped. This is all good learning and as a reflective practitioner it helps to know why we do the things we do and sometimes why we don’t.

If you have any resources that you would like to share or know that are good resources let me know and I can write about it during the coming weeks

However we use this time #staysafe 

 

 

Coronavirus – distance, online and e-learning ideas.

Well this is such a strange time with everyone in lockdown due to the pandemic of coronavirus. I hadn’t realised how long it was since I last posted. As usual life took over mainly health related to family and sadness and has been a big part of that.

I am currently still teaching albeit it remotely so thought as all my lessons are ready for delivery next week I would start to continue my journey with this blog as well. As many of you know I have been blessed with a very varied teaching life in England and Wales, a teacher of many subjects, to HoD of both English and Science, HoY, SLT, DH and consultant for schools in special measures. In this role I was actively in schools to see exactly what needed changing as my feeling is it isn’t helpful for OFSTED or ESTYN to come along and say this needs changing if there isn’t the follow up of experience and knowledge to make this happen. The last role being my favourite as I love the challenge of keeping staff jobs safe, learners getting the best possible experience and ultimately results for them and the school being relabelled Good. Of the three schools I actively supported all moved from special measures to Good and 1 with excellent aspects.

Important things for families and teachers to know starting next week.

https://www.bbc.co.uk/bitesize/articles/zn9447h – From 20 April, you’ll be able to access regular daily lessons in English and Maths, as well as other core subjects, in an expanded version of our website and also on special programmes broadcast on BBC iPlayer and BBC Red Button.

Science resources.

Maggie Moate – https://www.maddiemoate.com/   brings science to life so may support families depending on their current topic.

8 Planets, 8 Experiments, 8 Minutes! | Maddie Moate – really interesting youtube video

https://www.sciencekids.co.nz/videos/physics/gravity.html – cool site for secondary use 7th and 8th grade although the others are fun to watch as well.

https://www.natgeokids.com/uk/category/discover/science/ – may look primary but for secondary its worth dipping into. For example in Secondary one topic is habitats here is a good link to look at one specific animal https://www.natgeokids.com/uk/primary-resource/siberian-tiger-primary-resource/

https://www.homeschooling-ideas.com/easy-science-experiments.html – it has an easy to understand explanation of why the experiments work. Most things c an be found in the home ….. or just do the things you are interested in or supports the topic you are doing with your teacher.

For Teachers

https://www.stem.org.uk/secondary-science – lots of different things for Biology, Chemistry and physics. Many can be used with the new AoLe’s in the new curriculum.

https://www.thenational.academy/ – Example below of year 7 lessons but look for all other years as well. Starts on 20 April 2020

Year Group Subject Focus
Year 7 English

● Intro to Greek Myths: The Myth of Prometheus
● Pandora’s Box and the creation of mankind
Maths ● Algebra
Science

● Biology – Ecology + digestion
● Chemistry – Chemical reactions + Atoms
● Physics – Forces + energy
● Ecology – Feeding relationships and adaptations
History Medieval power and rebellion, Medieval life and War of the Roses
● Barons or families: who had most power?
Geography ● Map Skills
● Weather & Climate
Spanish ● Surviving in Spain. A focus on transactions.
● Arriving in Spain
French ● Surviving in France. A focus on transactions.
● Arriving in France
Latin ● Chapter 1: Subjects and Objects; Gladiators & the amphitheatre
RE ● Judaism: beliefs, teachings and practices
● Jewish beliefs, teachings and practices
Art ● Approaches to drawing, painting and sculpture
● Artist research, responding to an artists work

Maggie Moate as above

BBC Bitesize – I think we all know about this but it is worth remembering there are tests for the e-learners to help them see what they have learnt and what they need to review.

https://www.teachitscience.co.uk/ – usually a mix of free and paid items but currently all is available.

hhtps://thescienceteacher.co.uk/ – all subjects with some interesting video links. Some need to be paid for but many free.

#StaySafe

Year 8 lesson Plan example for lesson 2 – Creative writing – The Granny project

A  SCHOOL                  SCHOOL LOGO

 

Group Year 8 Class T                                                 Date ____21 May ________

 

 

Unit Of Work.  20 Century Drama
Teaching Aim. 

 

To continue to understand the play The Granny ProjectObjectives for board:

To write for a specified audience

 

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will complete a task

Most pupils will present imaginative work for display

Some pupils will develop ideas

Lesson Content. 

 

 

Main Activity(ies)

 

 

 

 

 

Brain bloom words appropriate for an elderly audience    10 mins 

 

 

Re-read part of the Granny Project

Choose an audience and re-write the play for the specified audience eg, for the elderly, choice of words, longer, flowery old fashioned, bosh to wash in, Frock dress                             35 mins

 

 

 Differentiation

 

 Use of dictionaries, thesaurus, working in pairs

 

  

Extension Work.

 

  

Edit their work, extending sentences using connectives

 

 Plenary

 

 

 

 Share ideas with class                                                      15 mins
  The text Paper Exercise books
LSA (How do LSA’s contribute to the learning process). Not present
Assessment (What strategies are you using to assess learning). Competition 
Key words  Presentation Content Audience
Basic Skills.Literacy, numeracy ICT. R 6 W11
 Date Due Sam Learning (or other ICT resource/platform that creates homework) Homework – Writing 

Friday 28th of May

Year 8 – Creative writing – The granny project Example lesson plan

This lesson plan is for lower ability students.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
  Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Year 9 Set 3 Lesson Plan example (2) – Creative writing

This lesson plan is for a lower ability group i.e. set 3 with 4 being the bottom.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Example lesson Plan 3 Year 9 Set 2 (2) – Creative writing

 

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 2                                                                 Date __19 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumTuesday the 25th of May

Lesson Plan Example 2 – Year 9 Set 2 Creative writing

A SCHOOL                        SCHOOL LOGO

 

Group Year9/ Set3                                                                  Date __17 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim.   To develop writing in preparation for GCSE Objective for board:  To respond to the marking in your books, to understand GCSE requirements for higher tier, To begin preparation for Original writing coursework and be aware of the need to write to a certain audience.
Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will).All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will write accurately and with imagination

Lesson Content.  

 

Main Activity(ies)

 

 

 

 

 

 

 

 

 

 

 

Differentiation

 

 

 

Read the comments re. My Marking and respond.         Give out books and folders.  Write date, title, C/W and objective.

Students put names on.                                                      10 mins

 Write a review about reading week. 2 paragraphs min   15 mins

 

Read GCSE Guidance sheets.                                             10 mins

Begin GCSE coursework – Original writing

Think about books previously read in primary school Name them, author and genre.  Why was it good ?   At least 3              10 mins

Begin preparation for Original writing Talk about what they learnt from having an author in school

Who is his audience? What kind of audience does he write for?

Who will you write for?                                                         10 mins

 

 

Some of the class will need ideas to start their writing

 

 

 

Extension Work.  Brain bloom ideas for audience
Plenary  

 

Review GCSE requirements.  Give examples of audiences. 5 mins
  Paper, folders, books, Tony Buzan example of Mind Maps
LSA (How do LSA’s contribute to the learning process). None present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Audience
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
 Date Due None set  

Every child matters! or does it? When the mother of one of my year 7 students told me that her daughter was struggling to come to terms with the drop in her levels since primary school….

Such an awful yet typical story that those of us who work in pastoral systems in schools are aware of on a  daily basis. Every year our children struggle and yet as this article states quite clearly the system itself adds to the pressure on children. As I always say no matter what we agree our policies to be, every time we must remember there is a child at the end of it, and we have a duty to each individual child.

# mentalhealth

http://www.theguardian.com/teacher-network/teacher-blog/2014/feb/22/secret-teacher-student-stress-suffering?CMP=new_54

Leaders 4 – Managing Resources

Of all the things recently discussed this is the one thing on a daily basis that can become a nightmare particularly as a new manager you are usually left with the previous owners resources which may not suit you and a budget which initially will be non-existent or meagre.

Here are things to help you sort out in your own mind what and how to achieve the best for you, your team and learners.

  1. How will you establish staff and resource needs for the subject and how should requests of this be transmitted/reported/asked/sent to Senior leaders and/ or Headteacher? and by when?
  2. How will you or what is the process to let the Headteacher know about the deployment of your staff within your team and job roles?
  3. How will you ensure the effective and efficient management of resources including technology?
  4. How will you explore and assess the role of new use of resources in your department?
  5. How will you ensure you effectively use the rooms/accommodation that you are in?
  6. How will you ensure at all times that there is a safe working and learning environment?

I hope that some of these things have been useful and if you have any good practice to share please do so on the comments page.