A big thank you for moderating this week. The folders are in E7 – in hiding under my desk. As always there are still folders to check. You may take away any folders that have been moderated. If you have completely finished with them I am sure that Kellie will lock them away for you for safekeeping. There is still time to resit controlled assessments if you are convinced/confident it will make a difference. If there are any folders that you are worried about please share.
I will need you to update the tracker to give us a clear picture on the students’ progress.
English Subject Review starts next week.
Good luck everyone. Remember the focus is on the students and their learning not your ‘performance’.
Here’s some interesting advice on observations from Kristian Still from Wellington Academy following their recent inspection:
- Teach to the top – have high expectations
- Questioning – probe, dig, challenge
- Do not use one resource for the whole class
- Model or share with the class what you expect to see
- Address homework – has it been set? Marked? Used to promote progress?
Typical questions for individual students:
- What are you learning today?
- How are you learning today?
- Why is it important to know…
- What grade are you working at?
- What grade are you striving for?
- How are you going to get there?
- Is today’s lesson, a typical lesson?
- Is this lesson challenging?
Have your data to hand – does it show progress?
Annotated seating plan
Lesson plan – I know this is now optional but it certainly makes me feel safer and more prepared having one! However, don’t fall into the trap of over-planning and trying to include too many activities. I am guilty of this when feeling nervous.
Marking and Feedback
Are your books up to date?.
Do they show evidence of you beginning to use WWW and EBI?
Is there lots of green pen to indicate student response.
Presentation (Environment and Books)
We now have a rota for keeping on top of the tidiness of The Hub. Help each other.
Try to have spare just in case pens etc. Consider the impression the presentation of books and folders creates.
Basically we need to embed routines in every lesson – our review is a great opportunity to rehearse.
Here’s the timetable for observations – make a note of when and where. Try to avoid interruptions during these times and just watch out for each other.
“It’s not enough to be friendly. You have to be a friend.”
I have written a questionnaire for Year 9 on Feedback – which I will give you next week. Please ask students to complete in class and then return to me. I think they’ll make interesting reading.
|B Tuesday 4th Feb||4||MDa Yr 9||DCl|
|B Wednesday 5th Feb||1||MNe Yr 9||SSa|
|B Wednesday 5th Feb||2||KBl Yr 9||MAn|
|B Thursday 6th Feb||3||STa Yr 9||SSa|
|B Friday 7th Feb||2||RUr Yr 9||MAn|
|A Monday 10th Feb||1||SLo Yr 7||CJo|
|A Monday 10th Feb||2||SSa Yr 7||SHi|
|A Tuesday 11th Feb||1||CMa Yr 10||DCl|
|A Tuesday 11th Feb||2||HHa Yr 10||THa|
|A Tuesday 5th Feb||5||DAn Yr 9||RPr|
|A Wednesday 12th Feb||4||JRo Yr 10||LTi|
|A Thursday 13th Feb||2||CSl Yr 9||SHi|
This was sent to LG recently and I thought it might be useful when planning
The following points about teaching have been taken from the December 2013 Review.
- Planning did not always take into account the needs of students of different ability levels – work was often pitched at a broadly average level
- In some lessons, insufficient demands were placed on pupils and consequently, planning needs to introduce more challenge
- Where progress is not checked while students are working “drift” resulted and a lack of urgency was noted
Areas to focus on include:
- Ensuring learning is planned on the basis of students’ prior achievement and targets to match their needs more effectively
- Providing sufficient challenge to students of all abilities
- Clarity about what students will know, understand and be able to do / do better, by the end of each and every lesson
- Planning activities to lead to the intended learning outcomes and including opportunities for independent learning
- Frequent monitoring of student progress to move them on more rapidly to the next stage in their learning.