Recent Posts

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91
General Discussion / Re: Setting up students to fail mocks
« Last post by zcsaa44 on October 10, 2014, 03:36:26 PM »
They will not have been told to revise, from what I understand we are not supposed to tell them about the mocks until they receive their timetable. Some people have said that this will help students who cannot be bothered to try till year 11 to pull their finger out early and get working
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General Discussion / Re: Setting up students to fail mocks
« Last post by podders on October 10, 2014, 03:15:06 PM »
This is truly appalling. Giving students work in an examination that they can't answer, even though they have revised and prepared well.

Crazy things we are doing to our students in the name of progress.

Glad I'm out of this loop at the moment

Matt
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General Discussion / Re: Setting up students to fail mocks
« Last post by swhitch on October 10, 2014, 11:59:04 AM »
Not uncommon these days it seems - give them sometihing you know that they cannot do and then you are able to evidence progress when you have taught them and retested. It is the law of unintended consequences and comes largely from the demand (real or perceived) from Ofsted to be able to prove progress. It is all about target setting, performance mangement etc.

We do a baseline test based on KS2 for students new to the school which tests their prior knowledge but we do not try to get students to fail.

For Y10 upwards at the start of the year we provide a table (A progress sheet) with all the elements that they will be studying over the duration of the topic. They score themselves from 1 (Haven't got a clue what you are talknig about) to 5 (I could teach this !) at the start of the topic and then again at the end - hopefully it will identify the progress that your managers are looking for. It also provides the studetns with space to say what they intend to do to get themselves from where they are to where they need to be. Focuses on student interaction with their learning and is positive and provides evidence. Rather different to the strategy proposed !
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General Discussion / Setting up students to fail mocks
« Last post by zcsaa44 on October 10, 2014, 11:07:01 AM »
I have been told by my head of department that the head of the school has decided for the mocks we are giving our year 10 class next month I have to put all students in for the Higher paper and that the paper has to be 3 questions when we have only studied 2. This is so we can demonstrate that when the students sat an assessment at the start of the course they got Us or extremely low grades and then the school has taken that and got them better grades at the end, this will equal happy governors.

I think this is rather reprehensible and think I am going to have to talk to the head about it. I am just not quite sure how to approach the subject/argue that it should not be done. Any ideas?
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General Discussion / Re: What do you do on your KS3 fieldtrips?
« Last post by swhitch on October 09, 2014, 11:06:15 PM »
Y7 - Walton on the Naze - Coastal erosion and management. Students collect data, answer questions, draw sketches, take photos. After the trip students develop a DVD to outline the issues in groups of three and present to the class. Individually they develop a DVD cover to sell the Geography (and their ICT Skills)

Y7 - School Microclimate - students go around the school collecting data and then plot the data on a map of the school - proportional symbols, weather symbols etc.etc.

Y8 - River flood management and land use in Chelmsford - Visit a number of sites, for which we have photos for follow up. Students take notes, make sketches and complete environmental quality data. Students produce a poster to outline the management strategies through the city using annotated photos, land use map, environmental quality data.

Y8 - Individual fieldwork (with parents) into the student's local park - ecosystem, environment and facilities

Y9 - In the past we have done Docklands fieldtrip to redevelop the Victoria Docks area - students collect photos, sketch and make notes. Visit to the London Docklands Museum to take notes from exhibits. Students return to plan the development of the Victoria Docks in respect of sustainability, energy housing etc. Some do models, some use AutoCAD, etc.etc.

Y9 - Next year to complete a geology unit for the new KS3 at the Natural History Museum - self developed worksheet and Dinosaur visit.
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General Discussion / Re: What do you do on your KS3 fieldtrips?
« Last post by LucyRawe on October 09, 2014, 09:29:02 PM »
We only do one big trip and collect river data. Our lesson-based fieldtrips are more immersive touchy feely bits with some data collection thrown in too.
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General Discussion / What do you do on your KS3 fieldtrips?
« Last post by Victoria on October 09, 2014, 09:00:34 PM »
Possibly a rather odd request, but if you are lucky enough to be able to get your KS3 classes out on fieldwork, what do you do with them?  Is it all data collection, 'look-see' immersion stuff, "quirky" experiential Mission Explore stuff, a combination of some/all of these, or something different? 

Thank you!
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General Discussion / Re: New resources-Mt Ontake eruption.
« Last post by GB geographer on October 09, 2014, 08:45:00 PM »
Nice work Stephen :) Plenty of extra downloads for GA members too
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General Discussion / Re: Ready made Geography resources & work booklet - EBOLA
« Last post by gee on October 09, 2014, 08:20:58 PM »
Awesome, thanks.
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General Discussion / Re: NPQML
« Last post by Kate Russell on October 09, 2014, 06:14:14 PM »
Although I am unfamiliar with the specific requirements of NPQML, I would suggest it should be something that you would be working on in school even if you were not doing the course - might be about new NC, assessing without levels, raising standards of attainment and progress at KS4, supporting non-specialists etc.
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