Differentiated outcomes

Using the grid, pupils have ownership on selecting what their logo design will have in it and what it will look like. Different choices are deliberately more or less difficult than others. If a pupil finishes too quickly then they are guided to choose more difficult options on the next design. This is a great way of giving pupil choice so they feel empowered and also a great way to differentiate and demonstrate progress over time as they will develop a few versions.ABee blog entry

Adam Bee
Head of Design and Technology


Totalement Dix

This is an effective and relatively easy to plan way of helping students to tackle a difficult text.  It allows for varying abilities within groups and encourages independent learning.  Pupils read the difficult text and then choose any combination of the questions supplied by the teacher in order to reach a minimum score of ten points.  The questions start at one point (easiest) and increase in difficulty up to five points (hardest).  For example, a student who finds the text difficult might choose three questions worth one point, two questions worth two points and one question worth three points.  A pupil who wants a challenge might choose two questions worth five points.  The most able pupils might go on to answer all the questions while some pupils might take all the time given to reach ten points.

This works really well in languages and I think it could be adapted to most subjects.

Ellen Knowles
Teacher of MFL
Carlton le Willows Academy

Friday 17th November INSET

On Friday we had our second round of workshops based on the book “Making Every Lesson Count”.

Staff from Netherfield Primary joined us for the workshops that were put on and feedback so far has been very positive:

“Provided useful insight into the use of practice and the reasons for using more practice in lessons. Minimal ‘flashy’ stuff or gimmicks – the facilitators focused on what we were thinking about the content and helped develop those thoughts”

“Discussion between members of CLW and Netherfield was encouraged, and provided fruitful discussion”

We are looking forward to seeing the new techniques used in the next Teach Meet on 8th January 2018!

Focus Frames

“Open activities are those in which the teacher sets the guidelines but then leaves it to the students to decide how to go about meeting them” (Gershow, 2013: 17-18). A ‘Focus Frame’ is an example of how a teacher might go about setting guidelines for students to follow autonomously. ‘Focus Frames’ are designed to:

  • Give students options so that it minimises room for failure.
  • Empower students by allowing them to work and achieve independently.
  • Allow students to plan their own educational journey that culminate in the same outcome as the rest of the class.

How it works?

‘Focus Frames’ can be used in lots of different ways and at different points during the learning process. They can be used as an exploratory device at the beginning of a topic, as a hinge point challenge, or an AFL activity after an assessment.

Simply, find an image relating to the topic being taught and print it (it needs to fill the page). Then on your focus frame, fill the boxes around the outer edge with questions or activates relating to the image. Students then cut out the box in the middle, move the frame around the image and answer the questions/complete activities outlined around the frame. Of course, the image could be displayed on the board, or the use of multiple images around the classroom, or objects within or outside of the classroom.

Once you’ve made one, it can be used over and over again. Have a go – you won’t regret it!

Focus frames

Shelley Devine
Teacher of English
Carlton le Willows Academy

Let’s get radical on Ofsted reform. Power:reliability:impact ratio is wrong. — teacherhead

I think it is time for a very significant review of the role of Ofsted, the nature of inspection and the whole accountability machinery for schools in England. I have a lot of time and respect for Amanda Spielman and I’m writing this hoping she will read it at some point. I’m sure that much of what follows […]

via Let’s get radical on Ofsted reform. Power:reliability:impact ratio is wrong. — teacherhead

The Brilliant Club

Business teacher, Liam Scott, has got students involved in an exciting new venture called The Brilliant Club – a programme designed to raise the aspirations of students among disadvantaged backgrounds. It aims to educate them about the prospects of going on to university, allowing them to have a real taste of what life could be like for them as a university student. Their project is led by a current PhD student (Allan) from the University of Nottingham. The title of their project is Maintaining public order: What response should the state make to adolescents who offend?

The launch of the programme started at Cambridge University. All pupils experienced a tour of one of the colleges there, got to meet some current undergraduate students and attended a workshop on academic referencing. Students are currently attending weekly tutorials, submitting homework and will submit a 2,000 word essay in December. This essay will also be awarded a university style grade! Upon completion, all students will then have a graduation ceremony at another Russell Group university. This is scheduled to take place around January time.

Liam Scott
Teacher of Business

Life inside the bubble – Part 2 — Teaching it Real

Last week I wrote a piece suggesting that our profession is increasingly divided between “informed teachers” (who engage with discussions about education, manage their own CPD, read books, articles and blogs about teaching, tweet, reflect on their own practice) and “uninformed teachers” (who don’t). The first group are firmly inside the education-world bubble and […]

via Life inside the bubble – Part 2 — Teaching it Real

A Story Without Words

The PowerPoint for this resource is fairly self explanatory. However, here is a brief summary. Firstly, it’s worth saying that this strategy allows students to teach each other. We are all aware of the American research that states you are 90% more likely to remember information, if you teach it to someone else. Whereas, if someone just lectures you, you will only remember about 5% of you have been told. 

Give all students in your class a plain piece of paper. Then tell them that you are going to dictate a story/process to them in about twelves sections. There can be more if you like. There must not be any words used at all, the students can only use pictures. Then dictate the story. After you finish reading out your sections/process get the student to pair up and reveal to each other what they have drawn and the story. The more times the students repeat this part of the strategy, the more likely they are to remember what you want them to learn. 

Since the teachmeet I’ve had a number of staff contact me from different curriculum areas saying they had used my idea and how well it had worked with their classes. 

Tony Tenniswood
Lead Practitioner for English