TOP TEACHING TIPS schools supporting schools

Contact Gill Waller gwaller@emmbrook..sch.uk Issue 9 April 2013 CPD NEWSLETTER FOR TEACHERS

Page  Ideas from Head Teachers’ Conference 1  FREE Web Based Resources 4  Inclusive Practice 7  Behaviour Management 12  Differentiation 16  School Direct & CPD Courses 19 'One Team, One Mission' the vision statement of UK Sport

Baroness Sue Campbell CBE Inspired Head teachers at the BASH Conference. How did the United Kingdom manage to raise its Olympic performance from 36th place in the 1996 Atlanta Olympics with a solitary Gold, to the heights of 3rd place, behind only China and the USA, with a staggering 29 Gold Medals at London 2012 - the highest number of medals of any nation in the world in relation to population size? Sue Campbell, Chief Executive of UK Sport explained that her first task was to find out what ‘world class’ looked like. She learnt this by visiting Michael Schumacher’s race team at Silverstone, where everybody , from the man who kept the garage floor absolutely dust free, to Michael himself, was absolutely committed to being the best they could be and focussed on minute differences to make marginal gains. She watched in awe as the team tried to shave off 0.1 second from the time it took to change the tyres! She concluded that:  going from good to great needs to be systemic and cultural  everybody has to be the best they can at the job they do, no matter what that job is  being part of a great team is not always fun, not always glamorous  no matter how small their job seems, everyone is integral to a team’s success

Success is not based on talented individuals. It has to be about unlocking the potential of everyone!

To set about going from good to great, she asked everyone on her team:  What do you do?  What could you do?  What stops you? Be honest and work on problems to solve them. Share best practice with one person helping another. 1 Map out strengths and weaknesses to identify areas for improvement

Work on attitude, engagement and positivity—your own and others.

‘The work of educationalist is raising a person from what he is, to what he might be!’ The Butterfly Effect The idea, used in chaos theory, that a very small difference in the initial state of a physical system can make a significant difference to the state at some later time .[ A butterfly flapping its wings in one part of the world might ultimately cause a hurricane in another part of the world.] Sir Tim describes butterflies as small interventions that make a Sir Tim Brighouse big difference. Focus on activities that are low effort but high impact . BASH March 2013

Idea On your classroom door, display the name of the book that had the most influence on your life. Or, as at The Emmbrook School, teachers display the name of the book they are currently reading.

2 In Outstanding Schools

staff TALK about learning. Quid for a Quote staff OBSERVE each other’s learning. staff PLAN, OBSERVE, MONITOR & A head teacher in London EVALUATE their work TOGETHER. decorated his school with hun- staff LEARN from each other. dreds of favourite quotes from staff and pupils. He achieved this by paying “a quid for a quote”. It cost him over £1700 but it was Modern technology , enables teachers worth every penny! to observe their own lessons and then when viewing them back, decide whether they want to share them with a Year 8 Weekly ‘vocabulary’ Competition. coach. Each department takes it in turns to announce, the three words which all teachers of year 8 classes would incorporate into one of their year 8 lessons, with appropriate definitions and examples of usage. ( i.e Science might choose ‘analysis,’ ‘hypothesis’ and ‘investigation’.) At the end of the The Average Child week the students who have applied these words by Mike Buscemi appropriately, have their names celebrated in Assembly.

I don’t cause teachers trouble; My grades have been okay.  Staff share an article on group work and try out I listen in my classes. techniques to feedback at Department meeting I’m in school every day.  Department meeting - once a year have a piece of student work marked differently to initiate a My teachers think I’m average; debate about marking My parents think so too.  TES articles as a focus for discussion I wish I didn’t know that, though;  Staff take it in turns to say which book they’ve used There’s lots I’d like to do. recently  Plan lessons together I’d like to build a rocket; I read a book on how. Or start a stamp collection… But no use trying now. Recommended Reading

’Cause, since I found I’m average, I’m smart enough you see One street in Reading produced 12 table To know there’s nothing special tennis stars because they were inspired by I should expect of me. Mr Charters, their primary school teacher.

I’m part of that majority, ‘Bounce’ reveals how the confidence of That hump part of the bell, succeeding with one thing encourages Who spends his life unnoticed success in another. In an average kind of hell.

George Bernard Shaw , ‘ The True Joy in Life’ This is the true joy in life, being used for a purpose recognized by yourself as a mighty one. Being a force of nature instead of a feverish, selfish little clod of ailments and grievances, complaining that the world will not devote itself to making you happy. I am of the opinion that my life belongs to the whole community and as long as I live, it is my privilege to do for it what I can. I want to be thoroughly used up when I die, for the harder I work, the more I live. I rejoice in life for its own sake. Life is no brief candle to me. It is a sort of splendid torch which I have got hold of for the moment and I want to make it burn as brightly as possible before handing it on to future generations.

3 Free Web Based Resources

Joe Dale came to and shared his A-Z of free web based resources. Although they were directed towards MFL teachers, they are good for all subjects. G is for ...

P is also for ...

http://edu.glogster.com Joe Dale V is for ... @joedale

http://www.polleverywhere.com W is also for ...

http://www.voki.com

Have you tried thisislanguage.com? It is an authentic resource with people speaking ‘off-the-cuff’. http://www.wikispaces.com

Have you seen Matt Connor Matt’s website? HoD MFL Piggott School

A-Z of Free Utilities for Teachers

4 A-Z of Free Utilities for Teachers

A is for ... Animoto - http://animoto.com/education M is for ... MyeBook - http://www.myebook.com

A is also for ... Audacity - http:// N is for ... Ning - http://primarymfl.ning.com audacity.sourceforge.net O is for ...One True Media - http:// B is for ... BeFunky - http://www.befunky.com www.onetruemedia.com

B is also for ... Bubbl.us - http://bubbl.us P is for ... Prezi http://prezi.com

C is for ... Cover it Live - http://www.coveritlive.com P is also for ... Popplet - http://popplet.com

C is also for ... Content Generator - http:// P is also for ... Posterous - http://posterous.com www.contentgenerator.net P is also for ... Poll Everywhere - http:// C is also for ... Cue Prompter - http:// www.polleverywhere.com www.cueprompter.com Q is for ... Quizlet - http://quizlet.com D is for ... Delicious - http://delicious.com R is for ... Real Player - http://uk.real.com/realplayer D is also for ... Domo Animate - http:// domo.goanimate.com S is for ... Storybird - http://storybird.com

E is for ... Edmodo - http://www.edmodo.com S is also for ... Socrative - http://www.socrative.com

E is also for ... eBook to images - http:// S is also for ... SlideShare - http://www.slideshare.net www.merlinsoftware.com/free.htm T is for ... ToonDoo - http://www.toondoospaces.com F is for ... Flickr - http://www.flickr.com T is also for ... Teachers Pet - http://www.teachers- F is also for ... Flashmeeting - http:// pet.org flashmeeting.e2bn.net T is also for ... Twitter - http://twitter.com F is also for ... Format Factory - http:// www.formatoz.com U is for ... USB microphones - http:// www.logitech.com/en-gb/webcam_communications/ G is for ...Glogster EDU - http://edu.glogster.com microphones/devices/221

G is also for ... Google Reader - http:// V is for ... Voki - http://www.voki.com www.google.com/reader V is also for ... Vocaroo - http://vocaroo.com H is for ... Hot Potatoes - http://hotpot.uvic.ca V is also for ... VoiceThread - http:// I is for ... iPadio - http://www.ipadio.com www.voicethread.com

I is also for ... iTunes - http://www.apple.com/itunes W is for ... Wallwisher - http://www.wallwisher.com

J is for ... Jing - http://www.jingproject.com W is also for ... Wordle - http://www.wordle.net

K is for ... Kerpoof - http://www.kerpoof.com/teach W is also for ... Wikispaces - http:// www.wikispaces.com L is for ... The Levelator - http:// www.conversationsnetwork.org/levelator X is for ... Xtranormal - http://www.xtranormal.com

Y is for ... YouTube - http://www.youtube.com

Z is for ... Zamzar - http://www.zamzar.com 5 Mind mapping tool

Content Generator creates quizzes where the teacher can walk the plank!

Domo –animate promotes writing with speech bubbles using cartoon characters. Very motivating!

6 Inclusive Practice

‘If you can crack the teaching of children with SEN, you will be flying! Nothing is more rewarding than when you make a breakthrough with a child.’

The SEN Alphabet A- ACTION ADD- ATTENTION DEFICIT DISORDER Jill Maher ADHD- ATTENTION DEFICIT HYPERACTIVE DISORDER SENCO, Bulmershe School ASD- AUTISTIC SPECTRUM DISORDER BESD- BEHAVIOURAL EMOTIONAL SOCIAL DISORDER DCD- DEVELOPMENTAL COORDINATION DISORDER HI- HEARING IMPAIRMENT MLD- MODERATE LEARNING DIFFICULTY ODD- OPPOSITIONAL DEFIANCE DISORDER P- PLUS PMLD- PROFOUND OR MULTIPLE LEARNING DIFFICULTIES S- STATEMENTED SLD- SEVERE LEARNING DIFFICULITIES SpLD- SPECIFIC LEARNING DIFFICULTIES VI- VISUAL IMPAIRMENT

‘Remember the strengths that are associated with SEN students. We want all our students to achieve, and indeed they can!’ STAR!

First place to David Tyler who got all the SEN alphabet correct!

Amjad Ali, AST for Teaching & Learning Bulmershe School

7 Dyslexics MLD ASD ADHD Dyspraxics S Good at making Often have good Good at learning by Lots of energy. Good at seeing connections. self-esteem. rote. Like to be help- the big picture T Logical thinkers. Can be very good at ful. Often good ver- Art. Usually of good R bally. Can be very good at or better than Often artistic. Maths. average cogni- E Often good at 3D Can be very good at tive ability. work. IT. Can work fast. N Often good visu- Can be passionate + ally e.g. shape + very knowledge- G space in Maths. able about areas Often good at of interest. sport. T Often good at IT. More able (than H written ability suggests). D Stamina. Struggle with every- Struggle to under- Struggle with con- Managing time. Struggle with or- thing. stand the needs and centration. Struggle to see I ganisation + What they grasp to- feelings of others. Struggle to wait how to start. awareness of day is gone tomor- Working co- for their turn. Struggle to se- F time. row. operatively with Blurt things out. quence. Struggle to learn to May grasp the basics peers. Fidget and fiddle. Poor at drawing. F read. of literacy but then Fear of change + Rush at every- Poor spatial progress falters. need for routine. thing. awareness. Struggle with I Struggle to transfer Rigid thinking. Make careless Stamina. spelling. skills. Understanding lan- mistakes. Clumsy. C Poor concentration Struggle to under- guage – very lit- Often struggle Usually poor at – especially with stand instructions. eral, don’t get with friendships. Maths. U written tasks. Stamina. hints, quickly over- Irritate others. Often have poor May have poor loaded. Rarely complete social skills. L handwriting. Over developed work. Poor handwriting. Often seem tired. T sense of justice. Often disliked Often have low self- Struggle to cope with and bullied. I esteem. criticism & Struggle with disappointment. E aspects of Maths Zoom in on the de- e.g. place value, tails + miss the big S times tables, picture. remembering signs. Fear of failure. Overly sensitive to light, noise, touch.

8 Students with ASD Students with Dyspraxia Often have difficulty with: Often have difficulty with: Working co-operatively with peers. Managing time. Rigid thinking / wanting to do things their own Sequencing and planning (this makes them very way. slow at practical tasks). Responding appropriately to criticism or disap- Co-ordination - clumsiness (sometimes posing pointment. health and safety concerns). Being asked to sit in a different place to usual Spatial awareness. (change to routine). Social skills. Understanding oral information (quickly become Staying still/ sat on a chair. over loaded, take things literally). Handwriting, using tools, cutting out, drawing. Coping with noise or movement. Acting with understanding of others’ needs and feelings. Can be helped by: LSA acting as a time prompter (as we do for Can be helped by: exam concessions). Simplifying instructions using easier language, Providing a checklist or visual flow chart to help having a written checklist to avoid overload. student sequence equipment and tasks – Rephrasing or modelling to check understanding mini whiteboard, laminated pre-prepared (making sure student’s understanding is not sequencing card setting out 1st, next, then over literal). etc. Allotting a particular seat /area of class where s/ Partnering with a supportive student. he always works. Allowing him /her plenty of space. Pre-warning of any noises, bangs, flashing lights Helping student to read recipe / method. etc beforehand. Allowing extra time / head start. Allowing him/her to work alone or with one 1-1 demonstration of safe use of tools / partner rather than in a group. equipment. Assigning him/her a particular job or role within 1-1 reinforcement of safety, monitoring and the group if able to join in. being ready to step in. Easing him in to a group which will be supportive. Seeking out modified equipment e.g. non slip Using choice but being careful to limit it to ‘this chopping boards, large key keyboard, and or that.’ providing writing frames, and templates Closing down open ended tasks when getting instead of blank pages. over loaded. Checking that ingredients hwk is properly Using visual cards to prompt and to support com- recorded in planner. munication e.g. volcano card. Encouraging student to use IT and Text Help for Making lessons as visual as possible. written work. Utilise special interests/obsessions. Helping to reduce writing when the writing is Ensuring tasks are manageable. not part of the learning objective. Ensuring praise, rewards and warning Marking for effort and content rather than presentation.

9 Students with Moderate Learning Students with Down’s Syndrome and Difficulties Severe Learning Difficulties Often have difficulty with: Often have difficulty with: All aspects of learning. Everything. Speech and language. Retaining information / learning. Problems with hearing and vision. Literacy and numeracy. Concentration. Language / understanding instructions and Pace. subject specific vocabulary. Retention of learning. Concentration. Literacy and numeracy. Speed, stamina. Co-ordination and muscle tone – often flat footed, weak grip. Can be helped by: Motivation – can be very stubborn. Rephrasing and modelling instructions ‘show Keeping up with peers socially – gap tends to and tell.’ widen. Breaking tasks down, chunking one big task into Can be helped by: a series of smaller ones and presenting as a Using very visual resources, introducing ideas check list. and learning using pictures. Liaising with LSA re objectives/ expectations for Teacher and LSA working together to that specific child i.e. do everything vs or differentiate. focus on ‘must know’ parts of the lesson. Using very simple language and short sen- Providing more practice to encourage mastery tences. i.e. Overlearning. Sitting with well-behaved students. Starting the student off, setting a time limit to Sitting on a row of 4 so they are socially in- complete a specific thing and then returning cluded with peers and not put to one side to check and give next bit. with LSA. Linking learning to student’s own life experi- Short tasks with tick lists to show progress ences. through the lesson. Making tasks as visual and kinaesthetic as pos- Breaking up lessons with short breaks and re- sible. ward activities. Liberal praise. Visual praise – reward charts which show ticks Providing key word lists, writing frames, and stickers earned leading to rewards. templates. Word level work. Making learning as visual as possible. Linking work to their own experience. Using mini white boards to sequence a sentence. Sentence starters. Inviting teacher feedback to the student during the lesson. Linking learning to everyday life.

10 Students with Specific Learning Difficulties Students with ADHD (Dyslexia) Often have difficulty with; Often have difficulty with: Reading and writing, including copying from the board. Listening. Working memory, especially auditory memory Waiting their turn/shouting out. (often good visual memory). Fidgeting/staying seated. Organisation. Staying on task. Managing anxiety. Actually completing the task. Self-esteem. Remembering instructions. Being accurate, precise, neat. Can be helped by: Getting on with others.

Making sure you never pick on them to read aloud Can be helped by: in front of class. Reading text aloud and tracking text with fin- Keeping listening activities short and making ger/pointer. them visual and active. Encouraging student to locate bits in text by scan- Using show + tell/modelling rather than just ning for a given key word. telling. Breaking tasks down into small steps so work looks Breaking tasks into small stepped sequences less threatening and more manageable. displayed as a checklist. Encouraging them to contribute to class discussion Allowing discreet doodling. so they can show ability – reassuring and build- Providing legitimate movement (errands, giv- ing confidence. ing out equipment). Giving key word lists. Sitting them with well-focused students. Using highlighters to pick out key points from text. Sitting them away from distractions e.g. win- Reducing the need for copying by writing the ques- dow. tions, so they can focus on writing the re- Tactical ignoring. sponses. ‘Noticing’ + specific praise. Using handouts so anything to be copied can be Encouraging use of IT. put in front of them as easier than working Displaying + referring to classroom rules, from the board. consistently reinforcing with rewards Giving a sentence starter on mini whiteboard. + sanctions. Using mini whiteboard to plan and rehearse sen- Ensuring consequences (good or bad) are as tences. instant as possible. Providing sentence starters and writing frames. Marking for effort + content rather than pres- Liaising with LSA re the learning priorities for the entation. student e.g. a smaller quantity but produced Sensitive partnering! with more independence. Using a check list to help sequencing of tasks and to motivate. Making praise specific. Marking for content and effort rather than spelling.

11 Well-planned lessons are the best Classroom Control tools to manage student behaviour. Learners remember :

 10% of what they read  20% of what they hear  30% of what they see  50% of what they see and hear  70% of what they discuss with others Successful, well planned, interesting Netty Glatter  80% of personal experience and encouraging lessons are the key to AST for Maths  90% of what they teach someone else an improvement in pupil behaviour. Induction Tutor, Forest School

Hands up to get control. Thank those QUIET SIGNAL who do it first!

1. Raise Hands (No shy hands)

2. Focus fully on teacher (No talking or working)

3. Signal to others (Teacher congratulates those who put hands up and who are quiet)

Why is the student behaving like this?’ Lack of confidence leads to poor behaviour. Work in pairs allows students to help each other

Reahgan Quartermaine, AST for PE [email protected]

12 Pass the Buck!

Working in subject groups, everyone was given a sheet with one of four scenarios written at the top. At the bot- tom of the paper, they wrote one way they would solve the problem, folded over what they had written and passed it to the next person in the group to write something else. When the sheets had been passed to everyone in the group, it was unfolded and they compared responses. The best solutions were written up on the board.

Scenario A You find you are losing a lot of learning time dealing with behaviour. What can you do to stop this?

   Meet and greet Good sharp starter Commendations    Establish clear expectations Pace and challenge Short 2 minute time targets    Class contract Observe class with another Rewards those who are teacher working well  Have a seating plan  Know the class  Make the lesson engaging  Have ready tasks on desk  Give responsibility  Praise good/correct behavior  VAK learning styles  Check plans are engaging What is the cause of bad  Differentiation  Follow school policy behaviour?  Avoid teacher talk Go back to the lesson planning to  Be consistent with sanctions  Give praise see if it was due the content of  Names on the board the lesson

13

Scenario B A student says the lesson is boring and can’t be bothered. How do you deal with this?  Talk one-to-one their learning  Use students ideas on what they would like  Check their understanding  Have pace in the lesson  Students say it’s boring  Is the work too hard/easy?  Make up lesson time at when they find it difficult lunchtime and spend time  Plan for differentiation with the student to help  Ask children to choose the  Give student responsibility them engage activity they can do  Develop relationship  sense of humour  Explain relevance of task.  “Chunk” up the lesson  Set expectations  Make a competition of it  Plan engaging activities  Make it real to life  Ask what they find boring  Observe other lessons to and get them to come up see what the student is like with an idea of the lesson. elsewhere  Give them ownership of  Discuss and open ideas up

Scenario C A year 10 boy has no interest in school and consistently distracts others in the class. What do you do?

 Build a constructive rela-  2 letters in your mark tionship—make time for book—one positive the him other negative - which one would you like me to send  Find out about his interests home? - personalise learning  Give responsibility  Talk to him one-to-one  Remember non-verbal com-  Check his understanding- is munication—open body the work too hard/easy? language

Scenario D Pupils keep calling out at inappropriate times, sometimes about work, sometimes not. What could you do?

 Set expectation—one per-  Follow school sanction  Praise good behaviour son speaks at a time policy—names on board  Praise when they get it right  No ‘hands up’ lesson  Non-verbal communication  Ask them to respect each of disapproval  Pick on students to answer others questions -random name  Ignore the students who  Only talk if they have the generator – classroom call out empowering object i.e. As tools .net  students to nominate the soft toy, (the conch).  Praise for the correct next person to answer a

14 contribution question , ( phone a friend’)

Remember the 5 Ps Consistency and  Passion consequences . . . .

 Participation  Arrival/departure  Talking  Praise  Forgotten equipment/book  Movement  No homework  Eating/drinking  Pace  Forgotten diary/planner  Rocking on a chair  Purpose  Arriving late to the lesson  Fiddling  Incorrect uniform  General noise level  Calling out

What the children look for in a good teacher . . .

 Approachable  Patient

 Caring  Authoritative  Firm but fair  Simple explanations  Interactive  Cheerful

 Varied lessons  Safe environment

 Respect  Somebody that listens

 Fun  Not hold grudges

This is a fantastic little book - full of brilliant ideas! I also recommend the restorative question card. Please let me know what you think, if you use them. [email protected] am.sch.uk

Follow me on Twitter to keep up to date with the latest on Teaching &Learning www.twitter.com/ASTsupportAAli

15 Differentiation

Whatever a teacher needs to do Each child is different; each learner to ensure all pupils make good progress regardless of their is different starting point Life experiences Language skills Talents Know your students Attitudes learning skills 1. Prior learning Confidence levels 2. Target level or grade Prior knowledge Commitment Dr Andy Love 3. SEN or G & T 4. Skills and knowledge required Ways of learning to reach or exceed target Degrees of home support Social skills Likes and dislikes

Allocate students to a number of different groups which can be glued into their exercise books. This allows you to personalise learning and differentiate under appropriate criteria for specific tasks.

COLOUR NUMBER SHAPE Mixed Ability Friendship Learning Styles

CELEBRITY ANIMAL SCIENTISTS Ability Gender Motivators / roles

Grouping: Ability grouping Mixed ability grouping Pair work Single gender and mixed gender groups or pairs Friendship grouping

What are your outcomes for the groups? ‘All’ ‘Most’ ‘Some’ ?

MUST SHOULD COULD

16 Thoughts and Crosses This is a great way to challenge and extend Thoughts and Crosses Template thinking Choose any three tasks as long as they’re in a line Creator Students need to choose 3 tasks in a line Apply, demonstrate, calculate, List, define, tell, describe, Summarize, describe, complete, illustrate, show, find, match, identify, show, interpret, contrast, predict, solve, examine, modify, label, collect, examine, quote, illustrate, associate, relate, change, classify, use, name, who, when, where. distinguish, estimate, review, discuss, extend. experiment. Remembering understanding Application

Analyse, separate, order, Combine, integrate, modify, Assess, decide, rank, grade, explain, connect, classify, rearrange, substitute, plan, test, measure, recommend, arrange, divide, compare, create, design, invent, what convince, select, judge, contrast, select, explain, if?, compose, formulate, explain, discriminate, support, examine, infer. prepare, generalize, rewrite. prioritize, conclude, compare.. Analysis creating Evaluation

As above boxes. As above boxes. As above boxes. Thoughts and Crosses Simultaneous Equations 1 Choose any three tasks as long as they’re in a line

Remembering or Evaluation Application or creating Remembering or Analysis 2x + 5 = 10 Show that the solutions of Define what we mean by has a solution of x = 2.5 x2 - x - 6 = 0 'Solving' an equation. Predict what will happen to the solution of are x = 3 and x = -2 2x + 6 = 10

Remembering understanding Application Give a reason why each of these equations could be Create a linear equation Explain why there are two considered the odd one out: which has x = - 8 as a solutions when solving 3x + 4 = 19 solution. x2 = 9 2(x + 2.5) = 15 Your equation must include 20 ÷ x = 4 brackets. Analysis Creation Evaluation Mark this worked solution: Complete the Mangahigh Solving Linear Equations Estimate a solution to 5 + 3x = -2x + 25 with Unknowns on Both 4x2 + 5x + 10 = 1 000 000 5 = -5x + 25 Sides task and achieve a Thoughts and Crosses Goldilocks and the 3 bears -30 = -5x Bronze medal. 6 = x Choose any three tasks as long as they’re in a line remembering Application Analysis

Describe the rooms where Explain why Goldilocks was Identify all the animals in the Goldilocks story was set moving from room to the Goldilocks story and in room. recall the key points of the story. Remembering understanding Application

Categorise the different sizes Design a new piece of Rank each room that of furniture in the Bears furniture for the Bears Goldilocks entered into in house and explain why you house that Goldilocks could terms of health and safety. picked those categories. have tried out

Analysis Creation Evaluation

Change the porridge into Compare Goldilocks to Recommend a brand an alternative breakfast Little Red Riding Hood of furniture to replace product that Goldilocks for similarities and the furniture items might have not liked at all differences. Goldilocks used in the 17 house evaluation Application Analysis Higher Order Thinking Skills -HOTS Remembering Understanding Applying Analysing Evaluating Creating Tell Explain Solve Analyse Judge Create Describe Interpret Show Distinguish Select Invent Relate Restate Use Examine Decide Compose Write Discuss Illustrate Compare Justify Predict Find Distinguish Construct Contrast Debate Plan Identify Predict Complete Investigate Argue Construct

Recall Translate Change Categorise Recommend Design Recognise Compare Classify Identify Prioritise Imagine Reproduce Describe Interpret Explain Criticise Propose Select Summarise Put together Separate Discuss Devise Draw Demonstrate Manipulate Take apart Weigh Formulate

Students Asking Questions Invert a question – closed into Fat Question Starters Skinny Question Starters open How might…? How many…? ‘What is this shape?’ Who should…? Who was…? ‘What makes this a triangle?’ When might…? When did…? Turn a skinny question to a fat Predict…? What is…? question. Why do you think…? Can…? ‘Why might this be a jug?’ Where might…? Where did…? In what ways…? Did…? What do you think about…? Will…? Why do you agree/disagree Do you agree/disagree with…? with…? What advice would you give…? How did…? What else could…? What did…?

6 x 6 grid with key words from a topic and 2 dice.  Roll the dice twice to decide which 2 words you need to try to link  If the students can link the 2 words then they colour them in.  If they cannot link the words then they cannot colour them in  The winner is the student who colours in the most words

You can vary the task by creating the grid yourself or by asking the students to put Gamma Big Black X-rays telescope Milky their own key words on the grid. rays Bang hole Way

Venus Galaxy Light Radio Saturn Rocket

Earth Star Gas Asteroid Uranus Moon

Sun Titan planet Pluto universe Ice

Jupiter Sun Crater Mercury Comet Rings Mars Oxygen Rocky Plough Eclipse Meteor 18 Become a Teacher with School Direct

in partnership with

Addington School Become a Teacher Woodlands Avenue The Wokingham Secondary Federation comprises schools with Woodley Reading outstanding expertise in training teachers. RG5 3EU We are offering two School Direct programmes, a salaried route Bulmershe School and a training route. The Training route offers the opportunity to Checkers way Woodley take a PGCE with the University of Reading or, (for Geography), the RG53EL Open University.

If you are changing career and are a graduate with three or more Emmbrook School Emmbrook Road years’ experience of working life, then you may consider applying Wokingham for the School Direct Training Programme (salaried). We are offer- RG411JP ing 11 salaried places in 2013. The successful candidates will re- ceive a salary on the unqualified teacher pay scale, and your train- Forest School ing school will have a job in mind for you. Robin Hood Lane Winnersh Other graduates can apply to the School Direct Training Programme RG415NE PGCE, and could be eligible for a tax-free bursary of up to £20,000.

Holt School Bursaries are dependent on the subject you want to teach and your Holt Lane class of degree . Wokingham RG411EE Visit our Website for further details: http://www.wokingham.gov.uk/schooldirect/

Piggott School We are currently recruiting the following: Twyford Road Wargrave Biology 2 non salaried places RG108DS Chemistry 3 non salaried places St Crispins School Computer Science 2 non salaried place London Road Design Technology 1 non salaried place (Food or Textiles) Wokingham RG401SS English 1 salaried place Geography 1 non salaried place – Open University Waingels College Mathematics 1 salaried & 4 non salaried places Denmark Avenue Woodley MFL 4 non salaried places (French, German, Spanish) RG54RF Music 1 non salaried place Physics 1 non salaried place

Contact Gill Waller [email protected] 19 Literacy skills: Progression and Expectations 4:00-5:30 Thursday June 6th Waingels College, Denmark Avenue, Woodley RG54RF Angela Jenkins School Improvement Adviser Royal Borough of Windsor & Maidenhead

 What should we expect of students in terms of literacy skills as they progress through KS3 and 4?  What exactly is a Level 5 reader and writer able to do?  What does progression look like in terms of speaking and listening skills?  How can we ensure consistency across the school in terms of the assessment of literacy?  How can we support students to progress in their literacy skills?

This session will be an interactive exploration of progression in literacy skills, highlighting the strengths and development areas for students as they move through KS3 and KS4. Colleagues will investigate how to use literacy assessment information (based on NC levels) to inform planning so that they can enable earners to become more proficient communicators, readers and writers.

Language and literacy strategies: A toolkit for the secondary classroom

Talk like Talk Active an expert Sequencing frames listening

Oral rehearsal Dictogloss

Demonstration Disappearing Text writing text marking

Part 1: 12th June 4 – 6pm Part 2: 1st July 4 - 6pm Introduction: Writing  What do Ofsted inspectors look for in terms  The sequence for teaching writing of literacy?  Active reading strategies to develop under-  The challenge of developing academic standing of text types language  Strategies to develop academic writing  Formal talk activities to support writing

Venue: The Oakwood Centre, Woodley Free of charge for maintained schools. For: Teachers, staff with responsibility for literacy across the curriculum, staff with responsibility for EAL To book places please complete the online booking form (one form for each date). http://www.wokingham.gov.uk/schooltrainingbooking/ (You will need the course codes which are EAL120613C and EAL010713C.) 20