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... for the teachers, governors, support staff, LSAs & learning mentors of Campsmount Technology College. Issue 4: December 2011

驶Do you want me to call your parents?始


All, Most and

Some

Claire Ord writes about the effectiveness and things to consider when planning differentiated learning outcomes via the model of ʻAll, Most and Someʼ Over   recent   years   I   have   come   to   find   that   an   effec3ve   Learning   Outcome   can  greatly   improve  a  student’s  ability   to  progress  within  a  lesson.  An  effec3ve  Learning  Outcome   allows   a   student   to   see   clearly   where   their   learning   will   progress  within  a  lesson   and  what   they  should  be  hoping   to   achieve.   The   effec3ve   Learning   Outcome   allows   students  to   understand   the  context  of   their   lesson   within   their  learning.   The ʻLearning Outcomeʼ Power point: Click on the

Equally,   an   ineffec3ve   Learning   Outcome   can   lead   to   links to view key words associated with that key word. confusion   and   a   lack   of   progression   within   the   students   learning.   Using   the   three   3ered   ‘All,   Most   and   Some’   successfully  introduce  effec3ve  Learning   Outcomes  to  our   technique  allows  you  to  focus  your  Learning   Outcome  and   lessons.   In   the   first   instance,   ensure   that   your   Learning   planning,   allowing   your   lesson   to   effec3vely   develop   all   Outcome  is  not  task  orientated.  If  you  include  tasks  in  your   your  learners. Learning  Outcome  you  move  away  from  showing  a  student   where  their  learning  is  progressing   and   simply  show  them   what   tasks   they   are   to   complete.   This   moves  away   from   “I  have  a  PowerPoint  that  can  help  to  offer   any   relevance   that   the   Learning   Outcome   has   upon   progression.  This  is   not  a  list  of   what  the  students  should   ideas  of  further  terms  that  you  may  find   complete  by   the  end  of   the   lesson;   it  is  a   guide   to   what   relevant  to  the  planning  of  your  effec;ve   knowledge  or   skills  they  will  gain.   They   should   be  able  to   learning  outcome.”   clearly   see  what  knowledge  the  lesson   will   bring   and  you   will,   through  your  teaching,  show  them   how   they  can   get   (Shared  on  the  Staff  T&L  Blog) there. Using   the   three   3ered   ‘All,   Most   and   Some’   in   your   Learning   Outcome  clearly  allows  for   differen3a3on   within   So  how  can  you  achieve  this  -­‐   the  elusive  effec3ve  Learning   your  planning.  If,  when   you  plan  your  lesson,  you   start  at   Outcome?   Using   some   simple   guidance   we   can   all   the   Learning   Outcome,   you   will   have   a   clear   picture   of  


where  you  want  each  level  of   learning  to  progress  to   within   your  lesson,  leading   to   a  more  effec3ve   lesson   as  a  whole.   You  will  know  that  you  have  ensured  all  students  within  your   classroom   have   a  progression   path   clearly   iden3fied   within   the   outcome.   By   fully   understanding   the   progression   path   you  want  your  students  to  take,  you  will  translate  this  during   your   lesson   to   the   students,   allowing   them   to   make   the   progress  they  are  capable  of.

“...  you  will  have  a  clear  picture  of  where  you   want  each  level  of  learning  to  progress  to   within  your  lesson,  leading  to  a  more  effec;ve   lesson  as  a  whole.”

ALL   students   must   aXempt   ALL   levels   of   the   Learning   Outcome.   That   the   en3re   outcome   is   achievable   to   all,   however   All   will   be   successful   at   the   All   level,   Most   will   When  planning   these  outcomes  it  is  easy  to  fall  into  a  trap   of   achieve  at  the  Most  level  and  Some   will  be  successful  at  the   repeatedly   using  the  same  3  terms  each  lesson,  All:  will   be   Some  level.   able  to  iden3fy,  Most:  will  be  able  to   describe,  Some:  will  be   able  to   evaluate.  To   stop  this  I   have  a  PowerPoint  that  can   In  addi3on  to  the  students  using  this  as  a  way  to  “Get  out”  of   help   to   offer   ideas   of   further   terms   that   you   may   find   pushing  themselves  within  a  lesson,  making   sure  that  the  All   relevant  to  the  planning  of  your  effec3ve  Learning  Outcome.   sec3on   is   appropriate   for   your   class.   The   All   must   s3ll   challenge   those   higher   ability   students   without   aliena3ng   those  lower  ability.   I  feel  that  the  PowerPoint  I  men3oned  previously  allows  you   to   plan   for   such   things.   No   maXer   the   ability   within   your   classroom,   the   All   element   should   be   a   challenge   for   ALL,   whilst  also  being  achievable  for  ALL. I   hope   this   will   be   something   that   you   will   have   a   try   at   introducing  and  will  share  with  other   members  of   staff   their   experiences.   I   know   that   the   Humani3es   department   are   trialling  this  at  the  moment  and   will  feedback   their   findings   at   the   next   department   mee3ng.   Hope   you   have   fun   with   your  ‘All,  Most  and  Some’.

This  PowerPoint   offers  key   terms  from  Blooms  Taxonomy,  a   brief  descrip3on  of  what  the  term   means  and   some  ideas  for   applica3on.   I   have   found   this   so   useful   when   planning   my   own  outcomes  in  ensuring  you  are   not  repeatedly  using  the   same  terms. A   word   of   warning   with   the   ‘All,   Most,   Some’   Learning   Outcomes,  many   students   view  this  as  a   reflec3on  of  where   they   can  stop   within   the   lesson.   Those  students  who  know   that  they  have  a  low  target  grade  will  simply   stop  at  the   All,   sta3ng   “that’s   aimed   at   me   and   I’ve   completed   that   so   I   don’t   have   to   do   any   more,   I’ve   achieved   my   Learning   Outcome!”   To  reduce  this  aWtude   I   have  always  stated  that  

Alland, Most Some


Teachmeet review For  colleagues  who  have  yet  to  a,end  a  Teachmeet  -­‐   they  are  gatherings  of  colleagues  who  share  either  a  2   minute  or  a  7  minute  presenta<on  on  something  that   works  for  them  in  T&L.  What  follows  is  a  review  from   October  2011.

RFZ  demonstrated  an  AfL  gallery  exercise  that  was   recently  observed  by  JPO  in  a  lesson  that  was  graded  as   ‘Outstanding’.  RFZ  stuck  pieces  of  work  on  the  classroom   wall  that  ranged  from  G  to  C  grades.  Teachers  acted  as   students  by  walking  around  the  different  examples,  and   highlighIng  in  yellow  effecIve  techniques,  and  pink  for   ineffecIve  techniques.  RFZ  explained  that  a  discussion   followed  that  would  encourage  students  to  think  about   creaIng  a  ‘C  Grade  Checklist’  based  upon  the  peer  and  self   assessment.  RFZ  went  onto  explain  that  it  is  important  for   students  to  go  through  a  process  that  encouraged  them  to   think  about  success  criteria,  instead  of  simply  telling  them.

and  teachers  throughout.  (See  blog  post  on  the  T&L  secIon   on  the  website)

AG  focused  on  tools  for  our  InteracIve  White  Boards   (IWB).  As  a  tool  that  is  generally  under  uIlised  across   school,  AG  showed  how  easily  it  is  to  make  engaging   resources  that  create  excitement  and  enjoyment  in  class.   AG  showcased  several  IWB  acIviIes  that  he  uses  in  Maths   and  explained  how  the  dept.  shares  them  by  storing  them   in  the  Maths  area  in  Frog.  AG  also  facilitated  successful     training  session  on  how  to  use  the  smartboard  soZware  in   a  more  interacIve  way  on  Thursday  20th  October.

DH  showcased  how  she  has  been  using  Realsmart  with   her  KS5  students  in  Science.  AZer  being  shown  how  to  use   the  soZware  by  ENE,  DH  explained  how  it  helped  her  to   give  effecIve  feedback  to  students  in  her  classes.  She   showed  examples  of  how  the  RAfL  aspect  of  Realsmart   gave  students  the  guidance  that  they  needed  to  improve   their  understanding,  and  how  it  asks  students  to  provide   evidence  of  their  learning.

JPO  did  a  presentaIon  on:  ‘7  key  findings  from  observing   over  250  lessons  and  150  teachers  (…ish)’.  This  highlighted   some  of  the  key  aspects  of  what  he  had  learned  from   observing  lessons  in  a  variety  of  contexts  and  schools.  See   the  presentaIon  on  the  T&L  blog.

AK  presented  7  minutes  on  the  use  of  QR  codes  in  the   classroom  via  another  acIve  session  where  parIcipants   used  11  iPod  touches  to  scan  the  codes  that  were  placed   around  the  classroom.  AK  explained  what  QR  codes  are   (Quick  Response)  and  gave  examples  of  how  they  could  be   used  for  educaIonal  purposes.  His  blog  post  on  the  T&L   blog  provides  many  further  examples.  This  was  a  very   thought  provoking  session  that  made  colleagues  think   about  the  possibiliIes  for  when  we  move  to  the  new   Campsmount  build  as  it  will  have  Wifi  access  for  students  

* Thank you to all colleagues who presented and attended. Presentations are available on the T&L blog.


Interactive & Engaged Alfie Gualda writes about how a 7 minute Teachmeet session has led to further CPD sessions on IWB training

Using  the  Smartboard  so>ware  allows   the  teacher  to  incorporate  all  three   elements.  Obviously  it  can  be  Visual,   as  for  Auditory  -­‐  well  you  are  going  to   be  speaking  to  your  students,  but   geIng  the  Kinesthe1c  element  takes   a  bit  more  doing.

I  suppose  it  wasn’t  really  un1l  I  did  my   As  a  department,  Maths  has  been  at   li4le  bit  on  the  interac1ve  Smartboard   the  forefront  of  using  Smartboard   at  the  last  Teachmeet,  that  I  realised   so>ware  in  lessons.    We  all  produce   how  under-­‐used  this  fabulous   resources,  which  are  then   piece  of  so>ware  was  used   stored  on  a  shared  area   within  other   on  frog. departments  at   “How  can   Campsmount. When  I  start   developing  a   I  involve  the   A>er  that  session,  I   Smartboard  resource   had  staff  asking  me   students  in   to  use  in  lessons,  my   about  Smartboard  and   first  thought  is  “How   this?” how  to  use  it.    So  I  put   can  I  involve  the   on  a  session  a>er  school   students  in  this?”    So  as   to  showcase  some  of  the   well  as  trying  to  get  over  the   possibili1es  that  Smartboard  has  to   main  learning  objec1ves,  I  am   offer. looking  to  incorporate  interac1ve   learning  ac1vi1es  into  the  resource. Over  the  years,  we  as  a  Staff,  have   looked  at  various  ways  of  teaching   I  certainly  find  that  giving  students  the   and  learning,  with  VAK  strategies   opportunity  to  get  involved  helps  their   being  the  one  that  stands  out  for  me.    

engagement  in  the  lesson  and   therefore  their  learning  experience. In  my  presenta1on,  I  showed  how   various  techniques  could  be  used   across  the  different  subject  areas.    I   showed  ideas  that  could  be  used  in   English,  French,  German,  History,   Geography  and  Science.  (This   presenta1on  is  available  for  staff  on   the  Campsmount  teaching  blog).

Smartboard  is  a  fantas1c  tool  to  aid   our  teaching  and  our  students   learning.    As  Jamie  Portman  said  a>er   he  a4ended  the  session    “the  only   limits  are  your  own  imagina1on!” If  you  want  to  know  more,  please   email  me,  and  if  there  is  enough   demand  I  will  try  to  put  on  other   sessions,  hopefully  these  will  involve  a   prac1cal  element  where  you  can   transfer  your  ideas  into  prac1cal   resources. The  so>ware  is  free  to  download  (30   day  trial  period,  a>er  that  you  need  a   product  code).    If  you  do  so  at  home   you  will  get  more  resources  in  the   gallery  than  we  have  at  school.   Remember,  I  am  rubbish  with   technology  as  various  members  of  the   Maths  and  ICT  department  will  tes1fy.     So,  if  I  can  use  it,  so  can  you!


Whilst healing at home from a recent knee operation Ben

Wheeler updates us on some of

the developments from the ‘Behaviour for Learning Working Group.’

‘You will behave !!!!!!’ Whilst sitting on a disabled platform in Manchester Arena... ...  watching  Peter  Kay  with  0ckets  I  had  owned  for  18   months,  something  struck  me  -­‐  Peter  Kay  knows  a  lot  about   teaching!!    Mr  Kay  went  into  a  comical  rant  about  teachers   and  how  they  are  power  mad  and  ask  too  many  stupid   ques0ons!    As  he  made  us  laugh  uncontrollably,  I  pictured   myself  confron0ng  students  from  the  past,  ac0ng  in  the  way   he  was  describing,  using  my  ‘power’  to  exert  authority  over   them.    I  heard  myself  asking  students  ‘stupid  ques0ons’…“do   you  want  to  fail?”,  or  “do  you  want  me  to  call  your   parents?”!

not  my  inten0on.    However,  I  do  strongly  believe  that  we   have  to  ensure  that  we  mo0vate  and  enthuse  ALL  students  in   the  subjects  we  teach  in  order  to  avoid  behaviour  issues.     Our  school  was  once  labelled  a  ‘school  in  challenging   circumstances’  and  we  do  teach  students  with  differing   levels  of  support  available  at  home,  different  backgrounds   and  varying  interests,  making  our  aim  of  improving  teaching   and  learning  techniques  all  the  more  important.

Last  year,  Andy  Jones  put  me  onto  a  guy  called  Bill  Rogers.    I   watched  recordings  of  him  in  ac0on  and  sent  Rachel   Behaviour  is  not  a  problem  at  Campsmount…was  your  next   Furnandiz  (as  part  of  the  behaviour  for  learning  working   word  “whaaaaat”?!    Seriously,  I  do  not  believe  that   party)  to  see  him  speak  at  a  conference.    Bill  Rogers  is  a   behaviour  is  a  problem  at  Campsmount.    Let’s  examine  the   renowned  expert  in  the  field  of  behaviour  and  what  he  has   facts  for  a  moment.    Visitors  oQen  comment  about  the   to  say  is  spot  on.    I  emailed  Rachel’s  review  to  all  staff  in  July   impressive  ethos  at  Campsmount  and  I  have  lost  count  of  the   and  September,  and  you  can  find  this  in  the  ‘Behaviour  for   number  of  0mes  that  staff  come  back  singing  the  praises  of   Learning  –  Wednesday  13th  July’  document  in  the  ‘Behaviour   our  students  on  trips  out  of  school.    Also,  in  the  3  OFSTED   Working  Party’  folder  in  ‘school  documents’  under   inspec0ons  at  CTC  since  I  have  been  here,  there  has  not   ‘staffroom’  on  Frog.    The  clips  of  Bill  Rogers  in  ac0on  are  in   been  a  problem  with  behaviour,  it  has  been  outstanding  or   ‘school  departments’  under  the  ‘classroom’  sec0on,  ‘AC   nearly  so.    In  fact,  at  our  last  OFSTED  feedback  mee0ng,  the   Days’,  ‘Misc’  and  in  the  folder  ‘Bill  Rogers  for  Ben  Wheeler’  (if   inspectors  said  that  the  only  reason  they  could  not  give  us  an   anyone  can  swop  this  folder  into  the  Behaviour  Working   outstanding  for  behaviour  was  because  some  of  the  teaching   Party  folder  that  would  be  great!).     did  not  engage  the  students  fully,  leading  to  distrac0on  on  a   few  occasions. Bill  Rogers’  basic  message  is  that  teachers  should  never  lose   control  and  should  deal  with  issues  with  certainty  not   Now,  far  be  it  from  me  to  sit  in  my  ivory  town  house,   severity.    I  urge  you  to  look  at  his  work  (and  Rachel’s   slagging  off  the  quality  of  teaching  at  Campsmount.    That  is   summary),  as  it  is  a  fantas0c  star0ng  point  for  improving  


behaviour  at  a  school.    Thanks  to  Andy   and  Rachel  for  their  input  so  far. What  the  behaviour  for  learning   working  party  looked  at  last  summer   term  was  the  no0on  that  poor   behaviour  by  students  is  down  to   mistakes  being  made  rather  than   malicious  intent.    Throughout  a  school   year,  we  deal  with  both  academic   mistakes  and  behavioural  mistakes.     We  see  academic  mistakes  as   accidental,  inevitable  and  a  signal  for   further  teaching.    We  see  behavioural   mistakes  as  deliberate,  believe  that   they  should  not  happen  and  that  they   should  be  punished.

expressed.    It  is  the  working  party’s   inten0on  that  we  reposi0on  our   system  of  dealing  with  behavioural   mistakes  by  students. What  we  are  aiming  to  do  is  develop   informal  and  formal  restora0ve   approaches  at  Campsmount.    I   feel  that  we  do  have  restora0ve   prac0ce  in  certain  aspects  at   Campsmount  but  not  as  a  fully   pervasive  system  to  support   students  and  staff.    In  a  school   behaviour  (criminal  jus0ce)   system,  when  an  incident  occurs,   the  following  approach  is  usually   taken: • • •

What’s  happened? Who  started  it  and  who  is  to   blame? What  is  the  appropriate   (unpleasant)  sanc0on  to  deter  and   punish?

In  restora0ve  prac0ce,  a  slightly   different  approach  is  taken  to  take   account  of  everyone’s  posi0on  in  the   incident  as  a  star0ng  point  for   repara0on  of  rela0onships.    The   process  involves  different  ques0oning: • Bill Rogers: behaviour expert How  do  we  deal   with   these  different  types  of  mistakes?     Well,  mostly,  we  deal  with  academic   mistakes  by  offering  feedback  and  help   so  that  students  can  improve  and  get   things  right.    However,  when  a  student   makes  a  behavioural  mistake,  we  oQen   meet  this  with  punishment  and   some0mes  displayed  annoyance  or   loss  of  control.    What  we  ought  to  be   doing  is  offering  feedback  about  their   behavioural  mistake  and  helping  them   to  improve  and  get  things  right. The  behaviour  for  learning  working   party  also  looked  at  how,  for  years  in   educa0on,  behaviour  has  been  dealt   with  using  systems  that  align   themselves  with  the  criminal  jus0ce   system.    Words  and  phrases  such  as   ‘interviews’,  ‘deten0on’,  ‘punish’,   ‘evidence  gathering’,  ‘iden0fying  the   culprits’,  ‘an  example  must  be  set’  and   ‘culprits  must  not  be  allowed  to  get   away  with  it’  are  too  oQen  heard  or  

• •

What’s  happened  from  everyone’s   unique  perspec0ve? Who’s  been  affected  or  harmed? How  can  those  affected  be   supported  to  find  ways  forward   for  themselves  and  put  things   right?

Schools  that  work  restora0vely  have   had  great  success  in  improving   behaviour,  adendance  and  ethos,   reducing  exclusions  and  consequently   raising  levels  of  achievement.    I  have   spent  quite  a  bit  of  0me  researching   this  type  of  system  (whilst  I  have  had   0me),  both  looking  at  training   providers  and  what  schools  are  already   doing.    On  my  return  aQer  Christmas,  I   will  work  with  the  working  party  and   College  Council  students  to  develop   restora0ve  prac0ce  at  Campsmount.    I   am  also  looking  at  how  I  can  effec0vely   consult  with  parents  to  ensure   support  from  the  community. In  the  mean0me,  I  encourage  you  to   contribute  to  a  discussion  on   behaviour  in  general  and  on  how  the   system  can  be  developed,  in  your  view,  

at  Campsmount.    In  order  to  access   this,  I  sent  out  emails  invi3ng   comment  on  a  google  doc  or  in  C-­‐ Forum.    The  document  is  called   ‘behaviour…discuss!!’.    I  hope  that  you   find  0me  to  have  your  say.

Please  remember  that  inappropriate  or   harmful  behaviour  is  oQen  a  tragic   expression  of  an  unmet  need.    This   inappropriate  or  harmful  behaviour   can  then  impact  nega0vely  on  others’   needs.    It  is  then  vital  that  we  look  to   meet  the  needs  of  our  students   through  building,  developing,   maintaining  &  repairing  rela0onships.     So  as  well  as  our  key  focus  of   improving  teaching  and  learning,  we   must  never  neglect  the  con0nual  focus   needed  on  rela0onship  development. Whilst  I  see  a  place  for  levels  of   restora0ve  prac0ce  in  every  type  of   incident  that  could  occur  at   Campsmount,  please  also  remember   that  on  rare  occasions,  an  issue  may   need  an  immediate  serious  sanc0on.     An  example  of  this  could  be  one   student  violently  adacking  another.    A   short  fixed  term  exclusion  may  be   appropriate  that  could  then  be   followed  up  with  restora0ve  prac0ce   taking  place  to  start  the  repara0on   process. I  look  forward   to  reading   The your   group will thoughts   continue and  working   after Xmas with  you   closely  on  this   in  order  to   develop  an   improved  system  to  support  students,   parents  and  staff,  and  consequently   raise  achievement  further  at   Campsmount.


ADHD What is ADHD: ADHD  or  A'en*on  Deficit   Hyperac*vity  Disorder,  is  the  most   common  behavioural  difficulty  in  the   UK.  Although  it  manifests  itself  in   different  ways,  a  child  with  ADHD  is   likely  to  suffer  from  impulsive   behaviour,  be  easily  distracted,  skip   from  one  ac*vity  to  another  and  does   not  consider  the  consequences  of  his/ her  ac*ons.  

Clare Allen in her role as SENCO explains what ADHD is, how it is diagnosed and how to support students in class.

complex  neurological  disorder  and  alters   the  way  in  which  a  child’s  brain  works.  

“There  is  no  simple  test  for  

concentra*on.

§

Impulsive  and  act  without   thinking  of  the  consequences.

§

Impa*ent  and  have  difficul*es   wai*ng  their  turn

ADHD.  A  child  psychologist   usually  completes  a  specialist   assessment  by  using   observations  and  reports.”

Signs of ADHD:

ADHD  might  be  accompanied  by  other   Although  each  child  is  different,  some  of   special  needs  such  as  speech  and   the  types  of  behaviour  you  might  expect   language  difficul*es,  learning  needs  in   to  see  include  a  tendency  to  be: literacy  and  numeracy  and  motor  co-­‐ ordina*on  needs.  ADHD  is  not  directly   § Restless  and  overac*ve. linked  to  intelligence  and  many   children  with  ADHD  are  very  crea*ve. § Interrup*ve. It  is  not  known  exactly  what  causes   ADHD  although  gene*c  factors  are   believed  to  contribute  and  it  is   thought  that  it  is  the  result  of  a  

§

Easily  distracted  and  move  from   one  task  to  another.

§

Ina'en*ve  and  lack  of   These  types  of  behaviour  are  not   generally  unusual  in  most  children.   However,  children  with  ADHD  will   demonstrate  them  persistently  and   for  a  prolonged  period  of  *me.  

Diagnosing ADHD There  is  no  simple  test  for  ADHD.  A   child  psychologist  usually  completes  a   specialist  assessment  by  using   observa*ons  and  reports.  The   psychologist  will  be  taking  account  of   whether  the  child’s  symptoms:


§

Have  been  evident  for  at  least   six  months.

§

Have  been  demonstrated  in  at   least  two  different  seNngs.

§

Cannot  be  explained  by  other   factors.

§

Are  not  part  of  another   developmental  disorder.

“ADHD  is  not  directly  linked  

to  intelligence  and  many   children  with  ADHD  are  very   creative.”

Support for students with ADHD Although  there  are  physical  causes  of   ADHD,  changes  to  the  environment   can  make  a  difference  for  the  child.   Many  of  the  recommended   strategies  are  also  beneficial  to  all   children  whether  they  have  ADHD  or   not.  For  example:

§

Decreased  appe*te.

§

Insomnia.

§

Increased  anxiety.

§

Irritability.

Students diagnosed with ADHD: * Confidential: information only available to teaching staff

Closely  link  sanc*ons  with   inappropriate  behaviour.

§

Ensure  that  consequences   closely  follow  on  from   unwanted  behaviour.

At  school,  different  strategies  might   be  incorporated  into  lessons  to  help   the  student  maintain  concentra*on   and  to  allow  for  more  physical   movement.  For  example:

§

Do  not  sit  the  child  near   thoroughfares  or  distrac*ons   such  as  doors  and  windows.

§

Spot  the  good  behaviour  –   praise  and  reward  it.

§

Make  your  requests  clear   and  simple  and  deliver  them   one  at  a  *me.

§

Provide  something  for  them   to  fiddle  with  such  as  a  stress   ball.

§

Praise  effort  as  well  as   achievement.

§

Give  them  jobs  to  do  which   allow  them  legi*mately  to   move  around  the  classroom.

§

Be  clear  and  precise  about   targets  and  goals.

§

§

Allow  some  opportunity  for   ‘*me-­‐out’  according  to   agreed  parameters.

Provide  opportuni*es,  where   possible,  for  them  to  be   involved  in  sports  and   games.

§

§ There  is  no  cure  for  ADHD  although  it   can  appear  differently  at  different   *mes.  On  occasions  medica*on  might   be  prescribed  and  may  alleviate  some   of  the  symptoms.  This  can  help  where   behaviour  is  perhaps  causing   par*cular  difficul*es  in  school.   However,  there  can  be  side  effects   from  the  medica*on  including:

§

Closely  link  praise  with   behaviour  being  rewarded.

* Image below: this article as a ʻwordleʼ. Go to http://www.wordle.net to create your own in seconds.


SOMETIMES IT’S NOT HOW GOOD YOU ARE...

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...ITâ&#x20AC;&#x2122;S HOW GOOD YOU WANT TO BE Join in with the T&L developments at Campsmount

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Independent Thinking Tasks

Debbie  Hudson  explains  the  progress  that  is  being   made  by  the  Homework  group.

work,  innovaCve  ideas  and  enthusiasm  is  detailed  and   explains  the  concept  of  Independent  Thinking  Tasks  (ITT).

A"er  a'ending  the  first  developing  leader’s  session  last   year  with  the  task  ‘think  of  a  focus  for  your  project’   bouncing  around  inside  my  head,  independent  learning   quickly  came  to  mind.    

Homework Group - Initial Objectives:

That  iniCal  idea  led  to  many  quesCons;  what  is  independent   learning?  How  is  independent  learning  currently   supported?  How  does  it  link  into  the  school’s  learning   vision?  How  can  independent  learning  be  developed   further  at  CTC?

3. To produce a statement expressing the purpose of homework at CTC

Discussions  with  colleagues  pointed  towards  homework  as   an  area  of  independent  learning  that  could  be  reviewed   and  possibly  revised.     The  homework  group  evolved  combining  the  experCse  of   experienced  staff  across  most  curriculum  areas.    Their  hard  

1. Review current practise 2. Review purpose of homework

4. Develop and implement a new whole school policy

The  group  spent  a  lot  of  Cme  discussing  the  purpose  of   homework,  what  works  well  currently  and  what  could  be   be'er.    I  also  approached  students  though  school  council   and  tutor  group  quesConnaires  to  ask  for  their  views  and   opinions.    Staff  and  student  ideas  can  be  summarised  as   follows:


‘What  Works  Well’  and  ‘What  could  be  Even  Be6er  If…’  about  homework  at  CTC Staff What Works Well

• • • • •

Workbooks  that  provide  differen2a2on Rou2ne  &  consistency Project  work Engaging  ac2vi2es Providing  feedback

Students •

Homework  being  set  regularly  that  s2cks  to  rou2ne  is   beAer  than  giving  out  homework  randomly  on  &  off.

SeDng  homework  on  the  topic  which  will  be  covered  in   the  next  lesson. Having  lunch  deten2ons  if  homework  is  not  handed  in. Having  a  large  range  of  homeworks;  exam  papers,   revision,  worksheets,  research. When  we  get  set  fun  group  projects.

• • •

Even Better If

• • • • • • • • •

Consistency  within  departments. Rou2ne  to  help  with  parental  support. Agenda  item  at  departmental  mee2ngs  to  share   good  prac2se. PR  campaign  –  ‘join  in’  invita2on  to  parents  to   help  support  students  at  home.     Rebranding  homework  –  extended  learning   projects. A  room  in  school  to  complete  homework  at  lunch   &  aMer  school. Rewarding  comple2on  of  homework  –  ‘feel  good   Friday’ Projects  at  specific  2mes  of  year  that  are  co-­‐ ordinated  across  school. Faculty  projects.

Outcomes  -­‐  The  group  discussed  the  ideas  provided  from   our  iniCal  work  on  homework  and  the  following  was   agreed: 1. Develop  cross  curricular  tasks 2. Use  the  5R’s  to  assess  students’  progress 3. Deliver  the  tasks  through  realsmart  (in  order  to   keep  everything  in  one  place) 4. To  start  in  year  7  and  allow  it  to  progress  as  those   students  move  through  school  in  KS3 Cross  curricular  Collabora=ons The  group  felt  it  was  important  to  put  together   departments  that  students  would  not  perceive  as  a  logical   partnership.    The  iniCal  thoughts  were  to  have  a  task  for   each  of  the  six  half  terms  in  the  school  year.    A"er  much   discussion  it  was  agreed  to  use  only  the  first  five  half  terms   and  therefore  put  together  5  collaboraCons. The  5R’s The  5  R’s  are  key  learner  a'ributes  that  will  help  to   support  students  develop  an  independent  approach  to   learning.    They  simplify  the  PLTS  (Personal  learning  and   thinking  skills)  that  we  have  looked  at  previously  when   discussing  teaching  and  learning  during  staff  inset.    The   approach  is  being  used  in  other  schools  with  success.    They   can  be  summarised  as  follows:

• • • • • • • • • • • •

Don’t  set  homework  for  seDng  homework’s  sake. Teachers  should  s2ck  to  deadlines. We  had  bigger  pieces  of  homework. If  teachers  explain  it  before  giving  it  to  you. If  there  was  a  homework  class  at  lunch  2me. Teachers  didn’t  rush  telling  you  about  the  homework  in   the  last  minutes  of  the  lesson. Less  worksheets. Team/group  projects. Subjects  working  together  so  that  students  do  not  get   overloaded  with  homework  for  one  day. Homework  was  set  consistently  across  the  year. More  fun  –  like  ‘mathle2cs’. All  teachers  go  through  homework  aMer  it  has  been   marked  so  all  students  can  understand  the  concept  of  the   homework  if  they  didn’t  understand  it  at  first.

Resilient:  sCck  at  something,  set  targets  and  pracCce,  have   a  posiCve  a[tude,  find  interest  in  what  they  are  doing Responsible:  work  effecCvely  as  part  of  a  team,  plan   ahead,  get  on  with  it,  know  right  from  wrong Reasoning:  choose  the  best  method,  say  which  is  be'er   and  why,  gather  all  the  evidence,  take  Cme  to  do   something  properly Resourceful:  learn  in  different  ways,  use  their  imaginaCon,   take  risks,  ask  good  quesCons Reflec=ve:  learn  from  mistakes,  listen  to  different  opinions,   ask  why,  stay  calm Realsmart  -­‐  As  the  purpose  of  the  tasks  is  to  develop   independence,  it  was  felt  that  realsmart  was  the  most   appropriate  tool  for  the  projects.    Andy  Jones  described  the   successes  in  History  with  project  work  and  the  resounding   theme  was  keep  things  simple,  so  it  was  decided  to  give   each  task  4  areas:  Plan  ITT,  Research  ITT,  Do  ITT  and   Review  ITT.   Overall,  this  is  an  ambiCous  project  designed  to  improve   the  independence  skills  of  our  students  and  colleagues   from  the  team  are  currently  involved  in  several  pilots.  Stay   tuned  for  further  updates.


The Tarsia Jigsaw Generator

Step  3:  Click  on  Output  to  see  the  jigsaw  pieces,  print  this   out

Mark  McKie  shows  us  how  to  use  the  ‘Tarsia  jigsaw   generator’  -­‐  a  piece  of  so6ware  that  was  ini7ally  created   to  generate  maths  jigsaws.     I  believe  that  this  is  a  huge  untapped  resource  generator   that  has  applica7ons  in  all  subject  areas.    To  wet  your   appe7tes  I  will  take  you  through  an  example  of  a  jigsaw  in   Step  4:  Finally  click  on  Solu7on  to  see  the  answers,  print  this   Espanol. as  well.  (don’t  forget  to  save  your  hard  work) Step  1:  Choose  your  style  of  jigsaw,  different  shapes,   different  numbers  of  ques7ons  and  jigsaws  with  ‘open’   ques7ons  are  available.    You  can  also  choose  from  a   variety  of  domino  ac7vi7es  and  card  ac7vi7es.

Step  2:  Use  the  Input  screen  to  set  your  ques7ons  and   answers.

Some  li5le  tricks  and  words  of  advice:  Reduce  the  size  of   the  jigsaw  on  the  photocopier  so  that  it  fits  into  an  exercise   book,  that  way  students  can  keep  their  work.  To  ensure  that   all  students  are  involved  in  the  matching  task,  put  dots  in  the   centre  of  all  pieces  in  a  small  sec7on  of  the  jigsaw,  tell  the   class  to  start  with  this  sec7on  first.  Some  of  the  jigsaw   designs  have  “open”  statements  around  the  outside.    These   can  be  used  to  challenge  students  to  apply  their  learning   further.  You  can  paste  pictures  into  the  input  boxes  as  well.   Overall,  the  challenge  with  this  so6ware  is  to  ensure  that   students  make  sufficient  progress  in  a  lesson.     Ideas  of  my  own:  Capital  ci7es  of  European  countries  in   Geography,  sequencing  events  in  History  using  domino   cards,  word  opposites  in  English,  compound  equa7ons  in   Chemistry  etc. This  so6ware  is  available  on  the  computers  in  the  staffroom,   it  is  a  free  download  at  home  (search  for  Tarsia  Hermitech).     If  you  want  any  help  geVng  started  please  ask  Mark.


C-Magazine Issue 4