magazine... for the teachers, governors, support staff, LSAs & learning mentors of Campsmount Technology College.

Issue 2: July 2010

OFSTED raise the bar

Student perspectives & reflections

Also in this issue:The Developing Leader ProgrammeDeep vs Shallow learningStudents: our untapped resources?Supporting & understanding AutismChanging cultures at KS5Shared tips & strategies

Dean MacFarlane writes about the benefits of tapping into a powerful resource: our students.

Ever  wanted  to  try  something  new  in  the  classroom  or  looked  for  a  different  way  of  delivering  the  curriculum?  Have  you  tried  coaching  your  own  students  to  deliver  aspects  of  your  syllabus,  or  be=er  s>ll  deliver  something  they  excel  in.The  classroom  is  full  of  untapped  resources.  This  is  something  I  discovered  totally  by  chance  at  the  onset  of  mobile  technologies  at  my  previous  school.  Lacking  a  video  camera  on  a  field  trip  a  year  10  student  suggested  I  used  my  mobile  phone  video  facility.  Embarrassingly  I  had  to  admit  my  Nokia  lacked  that  par>cular  capability.  “I`ll  use  my  Sony  Ericsson,  its  got  a  3mega  pixel  camera  with  video”  he  said.  There  started  a  new  way  of  teaching  and  learning.  

Not  only  did  he  film  students  dropping  ping  pong  balls  into  the  river  but  he  also  took  it  home  and  edited  it  in  IMovie,  returned  to  school  and  downloaded  the  completed  film  to  a  PC  in  the  library.  The  head  of  Geography  was  delighted.  Not  only  had  he  got  a  video  record  of  the  trip  but  a  full  one  hour  lesson  sorted.  Students  playing  a  part  in  the  learning  process,  whatever  next?  Well  next  came  students  crea>ng  

their  own  revision  materials  using  freeware  such  as  Audacity.  Students  record  important  details,  edit  them  in  Audacity  and  export  them  as  MP3  files  and  voila  (that’s  French)    portable  revision.  

Students  stored  the  revision  material  on  their  mobile  phones  and/or  MP3  players.  This  had  a  major  impact  on  history  results  at  the  school  and  in  par>cular  the  C/D  borderline  students.  Its  easy  and  as  Andy  Sprakes  admi=ed  aZer  AC  day  8  “If  I  can  use  Audacity  anyone  can”.

Some  of  our  students  have  skills  that  can  be  used  within  the  classroom.  They  spend  most  of  their  lives  using  one  type  of  computer  or  another.  How  many  of  them  have  Macbooks,  IPhones  or  gaming  pla\orms  that  can  access  the  internet?  Could  these  be  

interes>ng  and  easier.  Using  media  to  support  learning  has  great  benefits  and  caters  for  all  the  different  learning  styles.  These  materials  can  then  be  uploaded  to  Frog  and  shared  between  staff  and  students.

Teachers  can  do  the  same,  here  are  opportuni>es  to  learn    new,  interes>ng  and  exci>ng  ways  to  create  resources  and  deliver  learning  material.  Andy  King  is  in  the  process  of  se_ng  up  a    level  4  Cascade  course  through  Hull  University  which  delivers  a  mul>  media  approach  to  Teaching  and  Learning  for  teachers  and  TLA`s.  Here  is  a  great  way  to  learn  new  skills,  create  las>ng  resources  and  achieve  level  4  cer>fica>on.  Right  I’m  off  to  create  some  more  Flash  tutorials….  well  anything  is  be=er  than  watching  England  at  the  world  cup  !!!!

accessed  and  used  to  benefit  learning?  Quite  possibly.  

I  have  had  some  coaching  on  the  new  IMovie  and  Garage  Band  soZware  by  year  11  students  and  Joe  Taylor  (Y10)  is  crea>ng  tutorials  for  the  VLE  on  Flash.  He  has  also  delivered  a  lesson  to  his  peers  about  using  the  same  soZware  package.  Young  people  are  comfortable  with  technology    so  why  not  let  them  create  their  own  learning  materials  such  as  video  tutorials  or  podcasts.  Use  Windows  Movie  Maker,    Photostory  3  or  even  Powerpoint  to  make  learning  more  

``Young people are comfortable with technology so why not let them create

their own learning materials such as video tutorials and

podcasts.”

‘A CHANGE IN CULTURE’NEIL GROVE (Head of 6th Form & Business Studies) writes about the new systems and structures he uses within his teaching at KS5

I  finished  for  the  summer  break  last  year  with  the  inten>on  of  making  some  changes  in  my  job.  I  wanted  to  make  changes  that  would  make  my  role  more  effec>ve  and  make  the  lives  easier  for  the  students  that  I  teach.  So,  I  did  some  reflec>on  and  decided  that  the  problem  was  not  with  the  knowledge  of  the  students  but  their  applica>on  in  answering  exam  ques>ons.  With  some  planning  I  decided  to  make  things  more  rigid  and  structured  so  that  I  could  concentrate  less  on  teaching  and  more  on  the  things  that  ma=ered.

The  structure  and  rigidity  came  from  edi>ng  lessons  and  pu_ng  the  en>re  course  content  online  so  the  students  could  access  the  work;  any  work,  at  any  >me.  They  can  look  at  previous  lessons,  lessons  in  the  future  and  use  them  as  a  resource  point  for  revision.  Alongside  this  I  also  included  a  task  and  homework  that  covered  the  topic  of  the  lesson  with  model  answers  that  are  locked.  The  whole  lesson  is  focussed  around  

snappy  content  delivery  and  then  spending  >me  answering  the  task.  Students  are  given  the  freedom  to  answer  the  ques>ons  and  then  through  discussion,  areas  of  development  are  considered  and  model  answers  arrived  at.  I  then  unlock  the  model  task  answers  and  unlock  the  homework  for  the  students  to  follow  the  same  process  on  their  own.  

Both  classroom  tasks  and  homework  is  structured  in  the  same  way  as  they  are  in  the  exam.  Unit  1  requires  short  response  answers  so  that  is  what  is  worked  on.  Unit  2  requires  lengthy  essay  style  ques>ons  and  so  use  of  language  and  terminology,  sentence,  paragraph  and  essay  structure  is  the  focus.  

The  things  that  ma=er  are  learning  and  assessment.  Students  are  given  a  target  grade  and  offer  their  own  personal  target  grade.  No  tasks  are  marked  as  this  is  usually  done  informally  in  lesson.  Homework  is  assessed  but  only  to  give  the  student  a  grade.  

The  homework  model  answers  are  then  unlocked  and  the  student  can  then  access  this  to  see  the  kind  of  response  that  is  required.  It  is  then  leZ  up  to  the  student  to  take  ownership  of  their  learning  and  use  the  model  answers  as  prepara>on  for  

the  exam.  Students  who  have  struggled  on  par>cular  tasks  or  students  I  feel  need  more  support  in  par>cular  areas  receive  help  through  individual  tutorials.  Grades  are  recorded  so  I  and  the  students  always  know  if  they  are  performing  on,  above  or  below  their  grade.    A  le=er  is  sent  home  to  parents  aZer  the  unit  content  is  complete  sta>ng  the  grades  that  their  son  /  daughter  got  for  their  homework’s  and  wishing  them  good  luck  for  their  exam.  

“The things that matter are learning and assessment.”

The  real  beauty  of  this  system  is  that  the  students  take  responsibility  for  their  own  learning  and  progress.  I  have  had  to  apply  li=le  pressure  on  the  students  as  they  have  been  very  disciplined.  I  facilitate  their  learning  and  progress  and  we  work  together  on  achieving  the  overall  aim  by  mee>ng  small  objec>ves.  They  know  exactly  what  to  do  and  when  to  do  it  and  more  importantly  they  know  where  they  are  and  where  they  are  going.

"Change is hard because people overestimate the value of what they have - and underestimate the value of what they may gain by giving that up." James Belasco

The tracking system above allows NG and students to regularly track their progress against their target grade

The Developing Leaders Programme

New CPD opportunity for

2010/11

The Developing Leaders Programme is a new initiative designed to build upon the vast potential of the staff at our college.

While  training  courses  can  be  beneficial,  anecdotal  evidence  suggests  that  professional  development  is  greatly  enhanced  when  people  are  provided  with  opportunities  to  work  with  experienced  colleagues  and  given  the  freedom  to  contribute  to,  and  indeed  lead  on,  initiatives  that  benefit  school  life.  The  Developing  Leaders  Programme  (DLP)  is  exactly  that:  an  opportunity  to  lead  whole  school  initiatives  in  order  to  gain  professional  experience  that  develops  the  expertise  of  our  staff.

At  my  previous  school  I  led  on  several  initiatives  in  my  role  as  a  classroom  teacher,  Head  of  House,  Head  of  Department  and  as  an  AST.  These  ranged  from  whole  school  assessment  initiatives,  developing  AFL,  new  technologies  and  a  wide  range  of  teaching  and  learning  practices.  Throughout,  I  worked  with  colleagues  at  various  levels  from  across  the  school  structure.  I  benefited  tremendously  from  their  ideas  and  experience.  The  DLP  is  ultimately  designed  to  enhance  the  leadership  skills  of  colleagues  by  establishing  a  number  of  projects  that  improve  students’  learning  experiences.  

The  positions  are  voluntary  and  will  begin  from  September  2010  -­‐  ending  in  July  2011.  I  am  currently  

planning  a  small  number  of  after  school  training  sessions  to  accompany  the  DLP  and  this  will  hopefully  involve  an  external  training  provider.  Perhaps  you  have  an  interest  in  developing  AfL,  experimenting  with  new  technologies  or  leading  teaching  and  learning  initiatives  such  as  group  work,  plenaries  or  active  learning  exercises?  Maybe  you  have  new  ideas  for  taking  forward  classroom  management  strategies  or  would  like  to  take  a  more  active  role  in  Pastoral  developments?    

“You must have a strong sense of moral purpose, be prepared to take risks and at times be willing to operate outside of your comfort zone.”

The  DLP  is  simply  aimed  at  anyone  who  wishes  to  enhance  their  professional  expertise.  You  must  have  a  strong  sense  of  moral  purpose,  be  prepared  to  take  risks  and  at  times  be  willing  to  operate  outside  of  your  comfort  zone.  Throughout  the  year,  you  will  be  guided  and  mentored  by  a  coach  who  will  support  you  throughout.

For  those  people  who  are  interested  in  the  DLP  there  will  be  a  brief  overview  of  the  project  led  by  myself  and  AS  which  will  take  place  in  the  meeting  room  on  Monday  19th  July  at  3pm.  Please  don’t  hesitate  to  pop  into  my  office  to  discuss  any  questions  that  you  may  have.      

Jamie  Portman

Au>sm  is  a  perplexing  life-­‐long  mental  disability  affec>ng  about  80,000  people  in  Britain  today.    Isolated  in  a  world  of  their  own,  people  with  au>sm  need  help  to  fit  in.    Au>s>c  Spectrum  disorder  is  a  broad  spectrum  and  includes  children/adults  with  varying  degrees  of  difficulty  and  varying  areas  of  ability.  The  difficul>es  children  have  are  defined  in  three  main  areas  –  ‘The  Triad  of  Impairments’.    These  are:  social  communica>on,  social  interac>on  and  social  imagina>on.

AUTISM

Language   and   Communica2on   -­‐  difficulty  with:• Processing   and   retaining   verbal  

informa>on.• Understanding   socia l   use   of  

language.• Jokes  and  sarcasm.• Literal  interpreta>on.• Body   language,   facial   expression  

and  gesture.

Social  and  Emo2onal  –  difficulty  with:• Friendships.• Managing   unstructured   >mes   of  

the  day.• Working  co-­‐opera>vely.

Flexibility  of  Thought  (Imagina2on)  –  difficulty  with:• Coping  with  change  in  rou>ne.• Empathy.• Generalisa>on.

Triad of Impairments

Support   for   a   student   will   be   based  upon   individual   observa>ons   and  assessments,   but   basic   strategies  could  well  include  the  following:

• Clear   structure   and   set   daily  rou>nes.

• Forewarn ing   o f   impending  changes.

• Use  of  clear  language.• Address   requests   directly   to   the  

individual,  using  their  name  at  the  start.

• Repeat   instruc>ons   exactly   and  check  understanding.

• Specific   teaching   of   social   skills  eg:  taking  turns.

The   first   step   towards   progress   is  recogni>on   of   the   condi>on.     The  diagrams   illustrates   some   ways   in  which  au>sm  is  displayed.

Ideas for support

Our ʻAutisticʼ students:

* NAMES NOT INCLUDED FOR THIS VERSION

Claire Allen in her role as SENCO provides us with a brief overview of Autism.

OFSTED  last  visited  our  college  in  November  2007.  Under  the  previous  regime    ‘Good’  schools  (OFSTED  judged  us  to  be  ‘Good  with  outstanding  features’)  are  inspected  every  3  years.  In  this  arKcle  I  will  briefly  summarise  the  new  criteria  that  they  will  use  when  judging  the  quality  of  our  teachers.  It  should  be  noted  that  these  are  also  the  standards  in  which  all  lessons  will  now  be  judged  here  at  Campsmount.  (con%nued  next  page)

The evaluation schedule for schools 32

The quality of teaching and the use of assessment to support learning: grade descriptors

Outstanding (1)

Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils�’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils�’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.

Good (2)

The teaching is consistently effective in ensuring that pupils are motivated and engaged. The great majority of teaching is securing good progress and learning. Teachers generally have strong subject knowledge which enthuses and challenges most pupils and contributes to their good progress. Good and imaginative use is made of resources, including new technology to enhance learning. Other adults�’ support is well focused and makes a significant contribution to the quality of learning. As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress. Teachers listen to, observe and question groups of pupils during lessons in order to reshape tasks and explanations to improve learning.

Satisfactory (3)

Teaching may be good in some respects and there are no endemic inadequacies in particular subjects or across year groups. Pupils show interest in their work and are making progress that is broadly in line with their capabilities. Teachers�’ subject knowledge is secure. Adequate use is made of a range of resources, including new technology, to support learning. Support provided by other adults is effectively deployed. Teaching ensures that pupils are generally engaged by their work and little time is wasted. Regular and accurate assessment informs planning, which generally meets the needs of all groups of pupils. Pupils are informed about their progress and how to improve through marking and dialogue with adults. Teachers monitor pupils�’ work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.

Inadequate (4)

Expectations are inappropriate. Too many lessons are barely satisfactory or are inadequate and teaching fails to promote the pupils�’ learning, progress or enjoyment.

or Assessment takes too little account of the pupils�’ prior learning or

their understanding of tasks and is not used effectively to help them improve.

OFSTED and the new criteria for judging teachers

The  first  thing  that  you  will  no>ce  when  looking  at  the  new  OFSTED  grade  descriptors  is  the  heading.  This  places  emphasis  upon  what  is  being  judged:  ‘the  quality  of  teaching  and  the  use  of  assessment  to  support  learning’.  Do  not  ignore  this!  The  key  factor  in  judging  teaching  and  the  use  of  assessment  is  their  impact  on  pupils’  learning.  Excellent  subject  knowledge  and  the  ability  to  manage  a  class  are  not  sufficient  for  Sa>sfactory  or  above.  

The  heading  places  a  new  emphasis  on  the  role  of  assessment  and  this  will  play  a  central  role  in  judgements.  The  criteria  for  Outstanding  states:  ‘Teachers  systema>cally  and  effec>vely  check  students’  understanding  throughout  lessons,  an>cipa>ng  where  they  may  need  to  intervene  and  doing  so  with  striking  impact  on  the  quality  of  learning.’  Consequently,  the  need  for  ongoing  assessment  within  lessons,  poten>ally  via  effec>ve  ques>oning  and  other  methods,  is  cri>cal  for  iden>fying  misconcep>ons  or  milestones  for  progress.  

“The key factor in judging teaching and the use of assessment is their impact on pupils’ learning.”

Assessment  for  Learning  also  plays  a  central  role  within  the  criteria.  Do  your  students  know  where  they  are  in  their  learning,  know  where  they  are  heading  to  and  know  the  steps  they  need  to  take  in  order  to  get  there?  How  do  you  use  peer  and  self-­‐assessment  to  achieve  this?  The  role  of  feedback  to  students  appears  in  both  criterion  for  ‘Good’  and  ‘Outstanding’  and  students  should  be  involved  in  assessing  their  own  learning  and  progress.  Effec>ve  ques>oning  could  also  be  used  to  gauge  students’  understanding  and  reshape  explana>ons  and  tasks  where  this  is  needed.  

The  new  evalua>on  schedule  focuses  strongly  on  the  achievement  of  different  groups  of  students  as  

well  as  individuals:  ‘As  a  result  of  good  assessment  procedures,  teachers  and  other  adults  plan  well  to  meet  the  needs  of  all  students’  (required  for  Good).  Consequently,  you  should  con>nue  to  plan,  and  provide  support  for,  the  varying  abili>es  within  your  lessons.  A  ‘one  size  fits  all  approach’  is  not  sufficient  and  differen>a>on  is  absolutely  key  for  ensuring  that  all  students  progress.  Do  you  know  who  your  SEN  students  are  and  how  to  effec>vely  support  their  needs?  Are  you  aware  of  G&T  and  more  able  students:  who  are  they  and  how  do  you  plan  for  them  within  your  lessons?  

“A ‘one size fits all approach’ is not sufficient and differentiation is absolutely key for ensuring that all pupils progress.”

Inspectors  will  pose  ques>ons  such  as:  What  are  different  groups  and  individual  students  actually  learning  as  opposed  to  doing?  Are  pupils  consolida>ng  previous  skills/knowledge  or  learning  something  new?    Consequently,  I  advise  you  to  refrain  from  planning  revision  lessons  when  being  observed  .  All  observers  are  looking  for  what  the  students  couldn’t  do,  or  didn’t  know  before  they  walked  through  your  classroom  door  –  but  can  do  or  do  know  when  they  leave.  The  emphasis  is  clearly  on  learning  something  new.

The  use  of  resources  also  play  a  prominent  role  throughout.  At  Good  it  states:  ‘Good  and  imagina>ve  use  is  made  of  resources,  including  new  technology  to  enhance  learning.’  Whereas  at  Outstanding  it  says  that  technology  should  ‘…make  a  marked  contribu>on  to  the  quality  of  learning.’    Consequently,  the  use  of  new  technologies  to  support  learning  should  not  be  ignored.  The  use  of  targeted  support  by  other  Adults,  for  example  LSAs,  should  be  also  well  focused  and  also  impact  upon  learning.  How  regular  are  your  conversa>ons  with  other  adults  

about  the  progress  of  the  students  that  they  support?  In  what  ways  do  you  discuss  strategies  with  LSAs  for  overcoming  poten>al  obstacles  to  a  student  with  special  educa>onal  needs?  Dialogue  with  suppor>ng  adults  is  essen>al.

From  a  whole  school  perspec>ve  OFSTED  will  make  judgements  on  whether  students  are  developing  good  habits  of  learning:  are  they  engaged,  crea>ve,  independent  and  how  well  do  they  collaborate  with  others  or  show  ini>a>ve?  How  are  weak/good  literacy,  numeracy  and  ICT  skills  affec>ng  pupils’  progress?  Are  teachers  alert  to  the  social,  emo>onal,  and  learning,  needs  of  individuals?

Don’t  forget  the  basics:All  effec>ve  lessons  have  suitable  lesson  objec>ves  that  provide  challenge  and  are  always  revisited  within  a  plenary.  A  variety  of  VAK  ac>vi>es  should  be  used  wherever  possible  and  engagement  is  key  for  including  all  students  within  your  lessons.  

“What are different groups and individual students actually learning as opposed to doing?”

Pace,  interac>on,  enthusiasm  and  specialist  knowledge  help  to  provide  exci>ng  learning  experiences.  Be  prepared  to  take  risks:  a  dynamic  and  purposeful  learning  environment  generates  a  ‘we  can  do’  a_tude  where  achievement  flourishes.  Facilitate  your  lessons  instead  of  ‘delivering’  a  19th  Century  didac>c  approach  of  sending  informa>on  out  to  students  in  the  hope  that  they  retain  it.  

Overall  however,  never  underes>mate  the  power  of  effec>ve  rela>onships  between  yourself  and  your  students:  they  act  as  the  cornerstone  of  effec>ve  prac>ce  –  something  that  Campsmount  has  in  abundance  and  something  that  OFSTED  does  not  men>on  throughout!!!  

Sapphire Sparkle’s Top Six StrategiesSapphire Ogle writes about her passion for teaching and provides six great strategies as

a thank you for helping her to feel so welcome at Campsmount. The  last  two  years  have  been  a  steep  learning  curve  for  me;  starKng  as  a  GTP  student  at  Don  Valley  having  never  been  taught  how  to  plan  a  lesson,  I  was  apprehensive,  but  open  to  any  ideas  and  strategies  I  could  lay  my  hands  on.    I  faced  various  challenges  there,  at  Hayfield  School  and  also  here  at  Campsmount,  although  the  challenges  here  were  much  easier  to  face  with  the  bit  more  experience  I  had,  not  being  observed  each  lesson  and  because  I  was  comfortable  and  happy  amongst  my  colleagues.    Whilst  on  placement  at  Campsmount  in  2007,  I  finally  observed  the  kind  of  teaching  that  I  had  been  looking  for  and  confirmed,  for  me,  that  this  was  the  profession  for  me-­‐  and  I’ve  never  looked  back.

Having  had  the  privilege  of  observing  many  teaching  professionals  over  the  last  two  years,  I  feel  I  have  gained  golden  knowledge  that  could  hopefully  provide  a  new  tool  for  teaching  to  my  colleagues  here,  as  a  way  of  thanking  everyone  for  making  me  feel  at  home.

   Rather  than  displaying  a  >mer  on  the  IWB  using  my  voice  or  expec>ng  students  who  are  ‘beavering’  away  to  keep  an  eye  on   the  >me,   I  have  successfully  used  this  method.    Songs  are  a  more  fun  way   of  >ming  a  task  and  as  songs  generally  give  musical  queues  that  they  are  coming  to  an  end,  students  become  aware  that  their  >me  on  the  task  is  coming  to  an   end-­‐   without   the   teacher   saying   anything!   I  may   give   students   2  songs   to   do   a   short   task,   for   example,   and   as   we   found   out   on   a  previous   INSET   day,   our   students   enjoy   working   with   some   low  background  music.     They   don’t  even   seem   to  mind  what  music   it   is,  although  using  popular  chart  music  could  be  used  as  a  reward.  

   If  you’ve  created  a  resource  that’s  par>cularly  good,  has  worked  well  with  a  group  and  deserves  recogni>on,  share  it,  s>ck  it  on  Frog!    It’s  easy  to  feel  possessive  over  a  great  idea,  but  the  acknowledgment  of  your  peers  who  go  on  to  use  it  is  an  equally  fabulous  feeling.    You  may  have  the  missing  key  a  colleague  needs  to  unlock  a  problem  they’re  facing-­‐  isn’t  that  sa>sfac>on  enough?    Also,  once  it’s  been  tried  and  tested  by  others,  they  may  come  back  with  sugges>ons  for  how  you  can  make  your  brilliant  idea  more  brilliant  =  double  the  pats  on  the  back  for  you!

   Don’t  be  afraid  to  re-­‐jig  your  sea>ng  plans  every  couple  of  lessons  if  it  means  that  eventually  your  students  are  seated  where  distrac>ons  are  limited  and  they  are  less  tempted  to  fall  off  task.    Be  conscious  to  check  that  everyone  is  in  their  correct  seat  at  the  beginning  of  each  lesson,  students  are  oZen  adept  at  surrep>>ously  moving  next  to  their  friends  and  if  allowed  to  stay  there,  there’s  the  poten>al  they  will  not  stay  on  task  or  others  will  follow  their  example.  Ask  colleagues  who  also  teach  a  group  you  find  challenging,  where  they  seat  them  and  if  this  works  for  them.

 Si_ng  down  and  wri>ng  a  scheme  of  work  in  a  condensed  amount  of  >me  is,  I  find,  a  far  more  useful  way  of  planning  than  lesson  by  lesson.    You  can  quickly  look  over  your  work  and  ensure  that  over  a  week  or  half  term  you  have  included  a  variety  of  tasks  to  not  only  suit  the  preferred  learning  style  of  most  individuals,  but  keep  things  fresh  and  the  students  engaged.    It’s  easy  to  fall  into  a  rut  when  planning  >me  is  >ght  and  you  are  planning  on  a  lesson  by  lesson  basis,  but  students’  boredom  can  oZen  lead  to  those  nega>ve  challenges  we  some>mes  face.  

You  will  be  surprised  at  what  can  happen  when  you  give  individuals  or  groups  the  opportunity  to  teach  others,  with  minimal  instruc>on  on  how  to  do  so.    With  a  Year  9  group  at  Don  Valley,  I  gave  each  group  a  different  poem  which  they  had  to  research  independently  (emphasis  on  this  word)  and  then  choose  how  to  present  the  poem  to  the  rest  of  the  class  in  anyway  that  they  thought  would  best  help  the  class  understand  the  poem  be=er.    I  provided  them  with  any  materials  they  needed,  which  meant  a  trip  to  Asda  to  buy  a  black  bed  sheet  and  gli=er.    The  results  were  several  PowerPoints  and  a  whole-­‐class  journey  around  the  classroom  experiencing  the  poem  Night  of  The  Scorpion  (hence  the  black  sheet  and  gli=er  for  the  star-­‐spangled  night).  I  couldn’t  wait  to  try  this  with  my  beloved  Year  7s  here  at  CTC  and  the  results  were  fantas>c,  with  photographs  to  prove  it.  We  gained  knowledge  of  a  variety  of  poems  through  the  mediums  of  drama,  puppet  shows,  raps,  comic  strips  and  diagrams.  Maximum  impact  with  minimum  teacher  effort,  zero  behaviour  issues  and  more  independent  learners,  surely  the  Holy  Grail?

   How  surprised  I  was  when  a  bunch  of  street  savvy  and  too-­‐cool-­‐for-­‐school  Year  10s  showed  off  their  books  to  their  pals  because  they’d  received  a  shiny  star  s>cker  in  their  books  from  me  aZer  comple>ng  a  piece  of  work.    The  work  may  have  not  been  the  best  I  had  seen  and  there  were  several  issues  to  fix  before  the  final  draZ  was  wri=en,  but  this  small  gesture  boosted  their  confidence  and  made  them  want  to  try  for  another.  Apparently,  you’re  never  too  old  for  a  bit  of  sparkle.

Innovative Curriculum Change in PE Andy Mankin provides us with a summary of how the introduction of Personal, Learning and Thinking Skills is transforming CTCʼs PE curriculum and lesson delivery across the department.

Why did we want to introduce change?

• Lessons were being delivered in reasonably directed style• Keen to increase the independence of our students to be able to self-manage • Learners already very good at taking responsibility to lead their own warm ups on a

regular basis, and more advanced learners could be relied upon to lead skill development activities and undertake roles other than a performer when required.

• Peer and self-assessment were already used regularly in the learning environment, notably in areas that lend themselves particularly well to this process such as gymnastics, dance and athletics.

• Keen to try and develop all learners as self-managers, effective participants, teamworkers and leaders, in line with wider initiatives such as the successful introduction of the Sports Leader and Community Sports Leaders Awards and our Leadership Academy. This is also in conjunction with our new GCSE specification placing more emphasis on roles other than a performer.

• Our current curriculum did enable learners to achieve in PE in a variety of ways, albeit somewhat adhoc, and we were keen to try and formalise these processes early on in their learning experiences, so as to give them the best possible chance of achieving in their PE careers.

• We were also driven by the introduction of the new National Curriculum for Physical Education and in particular the new Personal, Learning and Thinking Skills initiative.

Department Goals and Targets Our particular priorities within our Department Improvement Plan were to…

• ‘develop approaches to assessment for learning, including student involvement in target-setting’ • ‘develop personalised learning and independent learning with the subject’• ‘develop the curriculum to meet the needs to of our learners’

The key areas in which we wanted to develop our students are as follows:

• To develop their thinking skills through enabling students to process information, develop their reasoning, enquire, be creative and evaluate.

• To increase student independence by developing students’ ability to; assume responsibility for organising, managing and pacing their own learning; decide what to improve; use evaluations to improve performance of self and others.

• Provide intervention to support learning by helping learners to; identify hazards and check safely; judge when they are ready to move on; decide what to improve; guide them on what they are observing; help them to compare what they see with what they expected to see; give appropriate feedback to improve another student’s performance.

• Provide opportunities for peer and self assessment and develop this by ensuring students know and understand the learning objectives for the lesson/activity and by using focused criteria for assessment.

This project made

the final shortlist for the Doncaster LA innovation in education award

2008/09

What We Did• Introduced new introductory Scheme of Work at Year 7 for first 6 double lessons• It incorporates a range of different activities that are broad in scope, brings in the key concepts of ‘Personal, Learning and

Thinking Skills (PLTS)’ and attempts to introduce the students to the various roles that they will be expected to undertake during their Key Stage 3 experience and beyond, such as Performer, Leader and Evaluator & Improver.

• Block of problem solving lessons in their single lessons to extend and enhance student learning • Variety of activity areas were used in delivering the ‘Key Skills’ ; these being invasion games, striking and fielding games, net

and wall games, dance activities and athletic activities.

• Each of the PLTS paired with what was deemed to be the most suitable activity through which to teach it. • Emphasis was very much placed on the PLTS, not the activity area.

• The PLTS and the activity areas were paired as follows:o Invasion games and creative thinkingo Net games and effective participatingo Striking and fielding games and teamworkingo Dance and reflective learningo Athletics and self-managing

Lesson format• Task cards were introduced to the students and an overview of the lesson was given. • There was an expectation that students would use the task cards to determine the finer details and guide their own

learning to an extent. • The task cards were supplemented by a series of resource cards that highlighted the main skills that were required in

order to perform a certain task, or discreet sport, effectively.

• Students split into self- chosen groups, with some teacher guidance. • Each group had a clipboard that contained all the task cards and resource cards required for that lesson.• Once the lesson had been introduced, it was down to the learners themselves to determine how they progressed and

guide their own learning within the lesson environment. • This was done with the help and support of the teacher when required and necessary. Students had to manage their

time and equipment as well as themselves! • The idea was that the teacher was able to circulate and dip in and out of groups as and when required, while also

bringing the students in for whole group Q and A when deemed appropriate.

Review• Students were brought back in to evaluate their own learning within the lesson, in reference to the tasks set and

explicitly the appropriate focus in terms of the PLTS. • This was aided by further resources cards within their packs that guided them as to what it was be an effective

participant for example. • Each student had to think of an example within the lesson where they had demonstrated a certain skill,

behaviour or personal quality. • The last lesson of the problem solving scheme of work was used for students to review their progress.• In their student planner, students recorded their National Curriculum target level for the end of Year 7 and set

their own personal targets for the year ahead. • Students were given back their worksheets for each of the PLTS and asked to conduct an overall review of their

performance set against the explicit PLTS.• In an attempt to make this tangible, each student was to rank themselves against a scale of 1 to 5 for each of

the PLTS, with 1 being that they believed themselves to be an excellent self-manager for example, and 5 meaning that this was a key area for them to develop in the future.

• These levels were also all recorded in their student planners. As a result of this, when setting their targets for the year ahead, students were asked to make their lowest ranked PLTS one of their targets to develop.

Andy recently presented to the

Association of PE teachers conference

in Sheffield

Andrea Lownes writes about the debate between shallow and deep learning experiences.

Teaching  and   learning  are   inextricably   linked,  they   are  bound   to  each   other   and   yet   there   are   wide   chasms   that   separate   them.    Today  we  live  in  a  society  that  demands  responsibility  is  taken  and  decisions   are   made.     This   does   not   only   apply   to   the   grown-­‐up  world   of   work   but   also   to   the   world   of   educaKon,   in   terms   of  learners  and  teachers.    Whether  you  are  an  educator  or   one  who  is   being  educated   certain   expectaKons   are   placed   upon   you.     If  decisions   need   to   be  made,  then   who   makes   them   and  on  what  grounds?     What   lies   at   the   heart   of   teaching   today?     Is   the  moKvaKon   of   all   teachers   and   learners   alike   realisKcally   the  pressure  of  government  and  society  on  results,  results,  results?  

In  ‘The  Art  of  Teaching’  Haigh  puts  forward  the  idea  that  in  today’s  educaKonal   system   learners   are   required   to   ‘reproduce  knowledge’     this   he   sees   as   coming   from   the   ‘shallow-­‐end’   of  teaching,   whereby   learners   can   recognise   and   recall   without  showing  any  true   in-­‐depth   understanding,  this  he   terms   tenuous  and  superficial.    

“Is  the  mo7va7on  of  all  teachers  and  learners  alike   realis7cally   the  pressure   of   government  and  society  on  results,  results,  results?”

This   idea  of   knowledge  reproducKon  seems   to  be   the   foundaKon  of  the  examinaKon  system.    It   is  a  safety  net;  if  learners  ‘know’  the  content  then  surely  they  will  do  well   in  the  examinaKon.    This  idea  supports   Campbell   et   al   who   see   learning   as   being   progressive,  from  the   largely  rote   and  reproducKve  fashion  where  the  learner  is  passive  through  to  the  more  acKve,  risk  taking  learner  who  must  develop  understanding  and  who  work  ‘with’  the  teacher;  the  la[er  falls   into  Haigh’s  second  category  of  ‘deep-­‐end’  teaching,  which  is  interacKve   and   incorporates   ‘higher-­‐order   intellectual  engagement’.     How  much   do   we   embrace   and   incorporate   this  type  of   learning?     It   is   something  which  we   expect   to  witness  at  Key  Stage  5   but   is   not   necessarily  embraced   at  Key  Stage   3  or  4.    That   is   by  no  means  a   slight   on   us,  the  educators,  more   on   the  system  under  which  we  work.

There  seems  to  be  no  doubt  that  learning  is  at  the  forefront  of  many  pedagogical  debates,  it  needs  enhancing  and  teachers  need  to  understand  the  factors  that  contribute  to  its  effecKveness.    MacGilchrist,  Myers  and  Reed  suggest  that  teachers  need  to  be  knowledgeable  about:  the  process  of  learning,  learners  themselves  and  what  learning  is.    They  propose  that  there  are  two  models  of  learning:  tradiKonal,  which  is  passive,  formal,  linear  and  sequenKal;  and  progressive,  which  is  acKve,  informal  and  encapsulates  the  desire  of  the  learner.    

These  ideas  are  supported  by  Campbell  et  al  and  Haigh  and  link  in  with  Draper  who  quesKoned  who  should  adapt  to  who,  the  teacher  or  the  learner?    His  answer  was  a  resounding  ‘both’.    It  is  implied  in  many  pedagogical  debates  and  research  that  there  is,  or  at  least  should  be,  an  unwri[en  code  between  learners  and  teachers.    However,  ‘teachers  must  be  encouraged  -­‐  I  almost  said  'freed',  to  pursue  an  educaKon  that  strives  for  depth  of  understanding’.  Howard  Gardner’s  point  leans  towards  the  onus  being  on  the  teacher,  aiding  and  supporKng  the  learner  into  realising  their  full  potenKal,  they  need  to  act  as  the  catalyst  to  learning.    

However,  is  this  the  case?    In  1847  Charlo[e  Bronte’s  novel  Jane  Eyre  was  published  in  London  and  within  this  text  Jane  herself  says:  

"I  am  no  bird;  and  no  net  ensnares  me;  I  am  a  free  human  being  with  an  independent  will  .  .  ."  

It  seems  to  be  a  belief  that  many  educators  hold  dear,  that  with  freedom  of  thought  and  acKon  our  learners  will  go  on  to  achieve  their  potenKal.    Thus,  perhaps  if  we  embrace  the  acKve  and  progressive  approaches  to  learning  put  forward  by  Haigh  and  Campbell  at  all  levels  of  educaKon  then  the  quesKon  of  who  should  adapt,  proposed  by  Draper,  is  something  which  will  fade  into  the  background  as  the  basis  of  it  will  form  the  cornerstone  of  all  of  our  experiences.

‘NO NET ENSNARES ME...’

“...teachers need to be knowledgeable

about the process of learning, learners

themselves and what learning is.”

Being  part  of  a  department  that  essen>ally  has  a  prac>cal  and  an  inves>ga>onal  approach  is  a  sheer  privilege.  It  is  essen>al  to  be  part  of  the  future  giving  our  students  the  chance  to  ques>on  modern  and  innova>ve  methods  of  designing,  making  and  producing  some  outstanding  products  using  skills  that  they  have  gained  throughout  their  whole  school  learning.

Design  and  Technology  draws  on  many  different  curriculum  areas.  This  provides  students  with  the  opportunity  to  put  into  prac>ce  the  theory  of  whatthey  have  learnt  in  other  lessons.  For  example,  they  use  maths  in  the  majority  of  their  lessons,  be  it  se_ng  out  a  page  for  poetry  or  measuring  materials  ready  for  cu_ng.  Students  use  morals  and  social  issues  to  understand  the  best  possible  material  choice  for  instance,  the  students  may  select  sustainable  sources  to  manufacture  their  products.  They  use  English  to  create  well  constructed  and  cri>cal  evalua>ons  of  their  work.  All  of  this  being  taught  by  other  facilitators  at  Campsmount.

These  cross  curricular  links  are  an  area  in  which  I  have  improved  both  my  teaching  and  the  learning  of  students  not  only  in  my  area  of  exper>se  but  in  that  of  other  learning  providers  in  our  college.

Students  transfer  skills  from  lesson  to  lesson  but  how  can  I  ensure  that  they  are  achieving  their  goals  in  an  effec>ve  manner?  One  of  the  best  ways  of  learning  is  ques>oning.  Looking  at  some  keys  areas  in  which  I  felt  I  needed  to  enhance  my  delivery  I  felt  it  best  that  i  ask  a  fellow  member  of  staff,  Cheryl  Latham,  how  to  improve  these  and  how  the  student  could  improve  their  learning  in  these  areas.

The  area  in  ques>on  was  analysis  in  which  English,  History,  Geography,  P.E,  Design  and  Technology  and  many  more  subjects  use.  I  felt  that  if  I  could  find  away  of  bringing  the  same  style  of  teaching  to  my  lesson  from  that  of  others  it  may  indeed  help  me  teach  this  area  be=er  but  give  the  students  a  more  fluid  link  between  lessons.

Cheryl  gave  me  a  few  good  pointers  that  I  took  to  my  lessons  and  put  into  prac>ce.  Star>ng  with  year  10  the  students  they  were  quick  to  recognize  the  links  between  lessons  and  found  it  an  easier  task  to  analyze  

informa>on  for  their  GCSE  major  projects.

With  more  development  and  speaking  to  other  members  of  staff  I  feel  I  could  certainly  develop  my  delivery  of  key  areas  but,  more  importantly,  give  the  students  an  easier  to  understand  approach  to  gathering  and  using  skills  across  the  whole  school  curriculum.  With  a  similar  way  of  teaching  throughout  the  different  curriculum  areas  at  Campsmount  I  feel  that  students  would  find  it  easier  to  transfer  their  knowledge  from  lesson  to  lesson.

Gaining  knowledge  from  other  people  is  a  useful  way  to  move  yourself  forward  whilst  helping  others.  I  certainly  do  not  want  to  become  stale  in  my  subject  but  bring  the  exper>se,  inspira>on  and  teaching  methods  from  colleagues  into  my  lessons  and  do  the  same  in  return  for  them.

Simon  P.  Huntridge  and  Cheryl  Latham

Its better to ask“I hear and I forget. I see and I remember. I do and I understand”.

Before working with Mr Huntridge

After working with Mr Huntridge

WHAT

MAKES

A G

OOD L

ESSO

N? ...the student

perspective:

Taken from AC Day 6

PLANNING• “The unusual “• “A lesson that is planned”

RESOURCES

• “Not using worksheets”• “Not using textbooks all the time”• “Music – used for background or for

ideas”• “Use IWBʼs interactively!”

DELIVERY

• “A mixture of audio, kinaesthetic and visual learning”

• “To understand”• “Having options – not all doing the same

thing at the same time”• “Being part of the decision process”• “Teachers should start the lesson in a good

mood even if the last lesson went wrong.”• “The subject must be enjoyable”• “The teacher”• “Mixture of practical and written”• “Teachers moving around the classroom

and donʼt just sit down at the front”• “Having fun whilst learning”• “Variety”• “Not just delivering information, the teacher

actually getting involved”• “Being taught without interruption”• “The feeling that the teacher wants to be

there”• “Clear explanations at the start of the

lesson, not using ʻget on with itʼ”

For  some  a  good  holiday  is  an  open  >cket  and  no  agenda,  others  might  be  sa>sfied  with  cocktails  by  the  pool  whilst  many  more  may  say  an  ‘all  inclusive  with  kids  club!’  The  criteria  for  a  good  holiday  depends  on  your  age,  your  goals  and  your  budget.  Unfortunately  OFSTED  aren’t  so  flexible  with  their  criteria  for  what  makes  a  good  lesson!  The  new  framework  guidance  has  become  >ghter  for  those  observing  and  awarding  an  overall  grade.  Unlike  a  cocktail  menu  with  a  plethora  of  intoxicated  choices  it  could  be  considered  as  ‘one  size  fits  all’  ...

At  Campsmount  the  new  main  focus  falls  into  three  areas:  teaching,  learning  and  assessment,  of  course  subject  knowledge  and  planning  are  part  and  parcel  of  it  but  there’s  no  point  in  being  top  of  the  class  in  knowing  your  subject  if  you  can’t  share  knowledge  without  fun  and  engagement.

Pu_ng  OFSTED  to  one  side  we  asked  the  students  of  Campsmount  what  they  think  makes  a  good  lesson,  it’s  interes>ng  reading  and  it’s  not  rocket  science!  So,  what  do  our  students  say  about  what  makes  a  good  lesson?

Summary account written by Petrina Drury

WHAT

MAKES

A G

OOD L

ESSO

N?

So  ...  interes>ng  reading!  None  of  the  students  commented  on  the  content  of  the  curriculum,  which  could  suggest  that  they  are  happy  with  the  content  of  the  educa>on  they  receive.  All  of  this  comes  with  a  health  warning  of  course.  These  are  the  views  of  young  people  who  are  without  life  experience,  hindsight  and  the  educa>onal  vision  we  share  as  21st  century  stakeholders.  We  could  not  possibly  adhere  to  all  of  these  every  lesson,  some  would  just  never  work  but  even  so,  like  any  good  bar  tender  we  need  to  listen  to  our  customers  comments  and  requests.

IN  THE  LEARNING  AREA...

• “Mutual respect between staff and students”

• “Students should have manners”• “Having a relaxed atmosphere”• “Being able to sit with friends”• “Working in groups”• “Everybody involved”• “Positive attitude from students, wanting to

learn”• “Being given independence”• “Relaxing seating plans”• “Not being put on the spot – embarrassed

in front of friends”• “The feeling that what you are doing is

useful”• “Discussions”• “Debates”• “Not copying out of text books”• “Getting help when you need it”• “Work completion being recognised /

rewarded”• “Answering questions without having to

write them down”

SOMETHING NEWAlfie Gualda writes about how encouraging students to reflect on their learning led to thoughtful questioning and independent discussion.

The  seed  of   this  idea  was  sown  while  I  was  trying  to  get  to  sleep   at  half   4   in   the  morning   aZer   a  burglar   alarm  from   across   the   road   had   rudely   and   loudly   awakened  me  from  my  hard  earned  slumber.

I’m   not  sure  what  other  people  do   in  bed   to   try  to   get  back   to   sleep,   but   I   start   thinking   about  work!     I   was  thinking  “what  can  I  do  with  my  7’s  and  8’s  now  they  had  done  their  end  of  year  exams?”  

I  wanted  a  lesson  with  minimal  planning,  but  maximum  effect.  Coming   towards  the  end  of   the   academic  year,  I  wondered  how  much  new  stuff  my  students  had  actually  learnt,   as   opposed   to   just   reinforcing   their   exis>ng  knowledge.

So   I  came  up  with  this  small,  but  oh  so  brilliant  idea.    I  asked   students   to   share   with   the   rest   of   their   peers  something  new  they  had  learnt  since  September.     I  gave  them  a  week  to  think  of  3  new  things  they  had  learnt  and  be  ready  to  share  one  (or  more)  of  those  things  with  the  class.      

These  new   bits   of   learning   could   be   the  meaning   of   a  word,   the   applica>on   of   an   algorithm,   new   facts   or  theorems,  etc.  I  used  the  Random  Number  func>on  on  a  calculator   to   choose   the  order  that   the   students  would  come  up,  and  away  we  went.

Things  went   quite   well,   and   I   picked   up   on   what   the  students  had  said,  took  some  things  further,  got  students  to   comment   and   ask   ques>ons.     By   the   second   day,  students   had   become   more   familiar   with   the   process,  and  began  asking  more  per>nent  ques>ons,  they  began  to   take   control   of   the   lessons,   I   did   less   and   less.    Students  stopped  looking  at  me  for  guidance.

When  someone  had  not  got  something  exactly  correct,  discussions  were  ini>ated,  the  level  of  understanding  was  incredible.    Students  were  engaged  in  the  discussions,  arguing  with  other  students  why  something  

was  right  or  wrong.      One  example  of  this  was,  when  one  student  drew  this  diagram  to  show  one  of  the  angle  rules  arising  out  of  a  straight  line  crossing  2  parallel  lines.

He  stated  that  the  two  angles  between  the  parallel  lines  were   Alternate   angles   and   hence   measured   the   same.  One  student,  Owen  Denley,  stated   that   this  couldn’t  be  possible,  as  one  angle  was  acute,  and  the  other  obtuse.    This  provoked  further   discussion  with  other   students,  2  of   which   came  up   to   the  whiteboard   to   illustrate   their  points.

“...students  had  become  more  familiar  with  the  process,   and   began   asking   more   per7nent  ques7ons,   they   began   to   take   control   of   the  lessons,   I   did   less  and  less.    Students   stopped  looking  at  me  for  guidance.”

A  key  issue  here  is  for  the  teacher  to  pick  up  interes>ng  things  that  are  brought  up  by   the  students,  things   that  can  spark  a  discussion,  or  that  can  be  explored  further  by  the  class  to  enhance  exis>ng  knowledge.    

It  is  important  to  realise  that  not  every  student  will  give  you   something   to   follow   on   from,   but   they   all   need  

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53º

plenty  of   praise,  encouragement,  and  thanks  for  sharing  their  learning,  thoughts  and  ideas.

An  example  of  following  on  from  someone’s  finishing  point.    Ashley  Lomas  drew  a  right-­‐angled  triangle  when  talking  about  enlargement  and  similar  triangles:

AZer  he  had  finished,  I  asked   the  ques>on,  “where  had  we  used  similar  triangles  in  lessons?”  

The  class  remembered   that  we  had  used   them  to  work  out   the   height   of   Babbage   block.   (students   made  clingometers,   to   measurements,   then   did   scale  drawings).

I  then  asked   them  to  look   carefully  at  Ashley’s  diagram.    Were  there  any  comments  they  wanted  to  make.

Ma=hew   Arundel,   wanted   to   say   something,   but   was  unsure.    So  I  asked  him  what  he  was  thinking.    He  replied    “I  think  the  diagonal  side  should  be  the  longest”.

“Why?”   was   my   reply.     He   could   not   answer,   but   I  thanked  him   for  his  contribu>on,   and   then  asked  what  other  people  were  thinking.

Sam  Auty,  then  gave  an  explana>on.  

“Well  if  the  bo=om  side  and  the  diagonal  side  both  start  at   the   same  place,   and   then   they  both  go   to   the  same  straight  line,  the  bo=om  side  just  goes  straight  along,  but  the  diagonal  side  has  to  go  up,  so  it  must  be  longer”.

All   these   anecdotes,   come   from   my   top   set   in   Year   7.    When  I  did  the  same  lessons  with  my   set  3  Year  8,  they  tended   to   remember   more   recent   topics   studied,   and  were   a   lot   less  confident,   but   they   also   became  much  more  confident  on  the  second  day.    So  doing  this  ac>vity  every  half-­‐term  or  termly  would  be  more  beneficial.

Some  Year  7  comments

Sam   Auty:   “Me   and   Luke   (Anderson)  have  learnt  most  in  these  2  lessons.    It’s  been  good  ‘cos  we’ve  learnt  from  other  students.”

Caitlin   Longley:   “you   learn   twice,   once  when  explaining  what  it  is  you’ve  learnt,  and   also   when   other   students   explain  their  thing.”

I  was  blown  away  by  these  reac>ons,  I  thought  it  was  a  good  idea,  hoped  it  would  work,  but  never  expected  it  to  be  so   posi>ve.     What  was  great   to   see  was  how  students   could   give   examples   of   their   learning,   and  answer  ques>ons  confidently.    

Also  it  was  brilliant  to  hear  the  ques>ons  coming  from  the   students.     These   were   ques>ons   that   not   only  tested  the  other  students’  knowledge,  but  also  added  to  the  ques>oner’s.    Certainly  a  task  I  will  be  adop>ng  in  future,   hopefully   across  all  groups,  and   on   a  more  

regular  basis.

Thank you......to those people who submitted an article for this edition of ‘C Magazine’.

If you would like to submit an article for issue 3 please email me at jpo@campsmount.com or pop into my office to discuss any ideas.

Have a relaxing Summer!

Jamie Portman

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Notes