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Messages - lular

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1
General Discussion / Re: Christmas quiz
« on: December 11, 2016, 07:28:18 PM »
Fab, thank you!

2
Agree with c.barton.  Plenty of calls/emails/postcards home when they do something that is genuinely showing effort. Word will quickly go round and they'll all want some praise.

Start with achievable tasks for the students, and have plenty of class discussions if behaviour will allow for this.  Perhaps you could mind map their discussions, take a photo of it and stick a copy in their exercise books so they feel like they've got something to show for their ideas.  Get them making coastal landforms with playdough - or if money won't stretch to this (you can buy huge tubs from the educational suppliers for £10 for own brand), you could use newspaper and sellotape if you can deal with the mess!

3
General Discussion / Re: Creative Use of Textbooks
« on: July 05, 2016, 04:27:23 PM »
I like to get them to condense sections to a certain number of bullet points and the end of each bullet point should be the same word as the start of the next one as a literacy task. For extra challenge this should loop back to the start... e.g.

Wealthy countries tend to consume more energy per person because they can afford to.
To access energy in poorer parts of the world, they may burn things they can get easily like wood, or dried manure, rather than buying electricity as they are not as wealthy.

This forces them to read the information a few times and to think about their vocab and grammar...

4
General Discussion / Re: As good as a geographer as..
« on: July 01, 2016, 03:33:27 PM »
Not sure if you can find a way to work these in... we have certificates for Iain Stewart - fascination in the world and geographical excellence, Matthew Pinsent (studied geog at Oxford)- whose university tutor said of him "he never missed a tutorial, never failed to produce an essay, and demonstrated that athletes at a high level are more conscious of time planning, and more efficient at meeting commitments, than others with far less pressure on them", Esther Boserup - for determination and perseverance (as well as influincing debate on women in the workforce), & Amelia Earhart as first woman to fly solo across the Atlantic (as well as promoting the development of passenger airline services)...

5
General Discussion / Controlled Assessment despair...
« on: January 31, 2016, 12:05:20 PM »
I work in a grammar school where 90% are expected to achieve A*/A.  Unfortunately, despite teaching and marking it since the Controlled Assessment was introduced, my CA marks were all adjusted last year ranging from -21 UMS to +7 UMS.  Subsequently, our students didn't reach expected levels. 

The next cohort's CA has been marked in line with the comments made from last years (and I've completed the online moderation course), and naturally these are low too as they were completed in year 10 before I was given feedback from the exam board.  Having asked SLT for advice as to how to tell students and parents, I have been told this is unacceptable and "the situation must be remedied" and that I should let them know how I will proceed.  Having said I don't know what they want me to do and asked for suggestions, including asking if they are saying we should break the rules, I have been told again that I am accountable and have to explain my plans on Monday.

I am not going to give them extra time, and if they want me to do that, I want it in writing that's what they're saying I have to do. Even so, I would seek advice from union and borough (we're not academy).  I still have another topic to do, so my head of faculty's suggestion that I complete another task for 98 students is unrealistic.  In addition, I had a teacher leave unexpectedly on the first day of term in September - therefore I have no other experienced staff to help with this who have taught the same exam board.

Any suggestions for what my "plan" should be, or any advice, gratefully received.  So far I have listed all of the interventions and assistance I gave to staff and students last year as evidence that I have done my best to be accountable and ensure students reach their potential, but can't think of a plan...

6
Full Time (Outer London) 
From January 2016 or earlier

This is a great opportunity to join one of the nation’s most prestigious selective state Boys’ Grammar Schools, with co-educational Sixth Form. Geography is a very popular subject with the majority of students opting to take it to GCSE and good uptake for A Level.  94% A*/B in A Level Geography 2015, 92% A*/A at GCSE 2012 - 2014, annual field trips include residential trips to Iceland or Sicily and Yorkshire, with day trips for every year group.

We seek a teacher with a genuine passion for Geography, who is able to inspire students in a flourishing Department. We are described by the Independent as one of the “state schools’ elite” and our top 3 leavers’ destinations are the universities of Cambridge, Oxford and Imperial.

St. Olave’s is a forward-looking school with a strong ethos of both scholarship and cultural development; students are encouraged to pursue areas of independent research as reflected in a number of scholarly publications, edited entirely within student run societies.

For more information, and application forms please see our website: http://www.saintolaves.net/vacancies

7
General Discussion / Re: Iceland, when there
« on: June 30, 2015, 04:28:47 PM »
I also would not go with one student for child protection issues.  Could you open it up to other non-Geog students?  I take quite small groups (but not that small!) and David Isgrove at Izzy tours has been very helpful with this.

8
General Discussion / Re: Life after levels
« on: May 19, 2015, 10:56:54 AM »
Our school is using the new GCSE numbers in KS3.  Currently, I've transposed the old NC levels into the new numbers (old 4= new2, 5 =3 etc) with 2 sublevels each.  This has made it easier for us to transition as teachers with our marking.  Once the new GCSEs are fully approved with clearer guidance on what might be requried for each number, I will look to changing our assessments in KS3 to reflect this. 

9
General Discussion / Re: AlfieSoft for electronic marking
« on: May 19, 2015, 10:46:03 AM »
Thank you both, very helpful.  Will look into whether the budget can stretch to it next year.

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General Discussion / AlfieSoft for electronic marking
« on: May 13, 2015, 03:35:22 PM »
Does anybody use, or have experience of AlfieSoft?  In principle it looks like quite a good idea - providing quick feedback for the student and the teacher, although I'm not sure on the extent of the content.

Any comments about whether it's worth getting or not would be greatly appreciated.  As we're thinking of not buying textbooks for our GCSE students in future, we'd have a bit of extra budget...

11
General Discussion / Re: NEW GCSE SPECIFICATIONS
« on: May 13, 2015, 10:14:47 AM »
I did an AQA online discussion/training about the new spec. It was very informative and a valuable use of 2 hours.

I've got OCR coming in to see me, but haven't had any contact from Edexel yet.  I'd advise others to get the exam boards to talk to you too.  I'm not at a big school, so they must be happy to help (sell to!) anyone!

12
General Discussion / Re: Christmas Quiz from GeographyGeek
« on: December 02, 2014, 10:39:53 AM »
amazing! Thank you :)

13
General Discussion / Re: Setting up students to fail mocks
« on: November 10, 2014, 09:05:04 PM »
This sounds truly terrible - what a thing to do to children. Perhaps they need reminding that these are just children? Most adults would be very upset at this sort of treatment.

Did you speak to management about it? I'd be interested to know the response - hopefully positive. Otherwise I would recommend looking on the TES!

14
General Discussion / Re: Iceland fieldwork
« on: July 21, 2014, 11:46:07 AM »
Been with Discover the World & Izzy tours. Both were very good. Izzy tours are happy to arrange whatever you want to do & were very good in dealing with some problems with sulphurous gases and earthquakes under the glacier. I felt reassured that the guide knew what he was doing and was taking safety seriously but at the same time wanting to make sure we had a great time - which we did.

My advice is to book early - even if it is just provisionally, as Iceland has become even busier since I was there two years ago & it seems to just be growing in popularity.

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General Discussion / Re: Planning new ks3 and subverting levels
« on: July 06, 2014, 08:15:03 PM »
We've turned the old NC levels into equivalent "grades" that relate to the new GCSE numbers.  Level 8 becomes grade 6, level 7 becomes grade 5 etc... (still allowing for the students and parents to see progression once they actually reach the new GCSE) Once the new GCSE comes out and we get a better idea of what the new GCSE numbers actually mean, we'll change our KS3 grading to be in line with that & the assessments to lead onto the GCSE more closely.

Thanks for the APP grids - I like the simplification from the old NC levels :)

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