newsletter - cardinal wiseman · independent practice - giving opportunities for students to use...
TRANSCRIPT
Teaching and Learning Newsletter Spring Term.1
Introduction
Prayer
Instruct the wise and they will be wiser still; teach the
righteous and they will add to their learning
Proverbs 9:9
One of the main reasons that the Rosenshine
principles are so important to us as a school is
their simplicity. As Laura Burtonwood and I
talked about on the January training days, this
feels like the right focus at the right time; we do
not want to be distracted by fads or requirements
that do not help our students learn. I have
enjoyed seeing the successes that my own groups
have had with frequent practice and their
subsequent increased confidence, and the
successes in this newsletter that have been
achieved in 7 short weeks should fill us all with a
professional pride at how we have all helped to
move Teaching and Learning to another level.
Matthew Everett
Head of School
Trainees and NQTs 9th March
‘AFL Strategies in the Classroom’
Garreth Stockton, Head of Geography (AQ02)
30th March
‘PiXL and GCSEPod’ led by Alan Pearse, Assistant Headteacher
for Raising Attainment
SEND
Staff course information
Ambition Institute (Expert Middle Leaders) -
Howard Forinton and Kirsti Greenway
Tom Bennett Training on Behaviour Management -
Mark Lambert
A student has SEN if they have a learning difficulty or disability
which calls for special educational provision to be made for
them. This provision is additional to and different from the
mainstream provision that all students receive.
Students with SEN at Cardinal Wiseman are listed on the SEND
register. This shows an overview of each student’s needs and
highlights what additional provision they have received. There
are also links to individual student support plans for each child.
The student support plan details the student’s strengths,
difficulties and strategies that teachers can use to support them
in the classroom. The plan is created with the student and is
updated with students and parents as part of a graduated
approach. Many of the strategies that the Trinity team
recommend on the support plans (shown in bold) link directly to
Roshenshine’s principles.
Research suggests that teaching to the Rosenshine principles
will support all students to build schemata in the long term
memory. Inadvertently by doing so, teachers are also meeting
the core learning needs of many SEN students at Cardinal
Wiseman School.Fiona Oliver
SENCO
Upcoming CPD- Reviewing Material
Daily Review( Recap activities) 3rd March led by REReviewing Material - Assessment Diagnostic 17th March led by Sixth FormWeekly/ Monthly Review (Knowledge Tests) 31st March led by MathsA Practical Guide to Supporting NQTs- IRIS Connect
SEND
1. Daily Review - This will support all students that have difficulty recalling information and will support students to build their long term memory
2. Present new material using small steps - Building information slowly enables students to fully understand each step before moving on to the
next. Small steps also means that students are not trying to remember complex instructions or tasks. Students experience success and as a result gain
confidence.
3. Ask questions - This will allow teachers to check that students understand the learning. Some students will not volunteer answers and some will not
want to speak publicly. Using strategies such as mini white boards, think, pair, share, will allow all students to demonstrate their knowledge is a
non-threatening environment.
4. Provide models - This gives visual references to aid understanding. Worked examples, diagrams and exemplar materials will support all students to
see what the teacher means and how to go about the task.
5. Guide student practise - Allowing lots of opportunities for students to practise the small steps in learning with support will build confidence, allow for
misconceptions to be corrected and will reduce gaps in learning. It will support students in realising that it is acceptable to make mistakes.
6. Check for student understanding - Checking that the small steps have been understood will support students to build their long term memory. It
ensures that the foundations for learning are secure before new learning takes place.
7. Obtain a high success rate - If students are not experiencing a high level of success then tasks need to be re-modelled, re-explained and re-taught before
moving on to the next step.
8. Provide scaffolds for difficult tasks - Writing frames and scaffolds will provide a framework for students to use so that they are able to complete
the task to a high standard without making common errors. As students become more competant, the scaffolds can be removed.
9. Independent practice - Giving opportunities for students to use their own memory and prior learning to complete a task.
10. Weekly and monthly review - This could be written or verbal and works best when different techniques are used, for example, a quiz, a
demonstration. It ensures that learning is not forgotten. Fiona Oliver
SENCO
Ambition institute is a graduate school for teachers, school leaders and system leaders, serving children from disadvantaged backgrounds. Their programmes support educators at every stage –
from new teachers through to leaders of groups of schools – to keep getting better.
Mr Forinton and I have embarked on a two year course with the focus on curriculum design, intent and impact. The course entails residential courses at Warwick University as well as development days in Birmingham both of which are supported by 1:1 academic tutor phone calls and peer group
video conferences.
Recently I attended the Tom Bennett Training on Behaviour Management. The session was based on a
report he had been commissioned to compile for the government and reviewed the processes,
procedures and practices across over 200 schools who were judged to have outstanding behaviour.
The session shared with us the findings of the report and compiles a ‘what good looks like’ guide to
behaviour management. The main message was that schools who had good behaviour had adopted ‘a
proactive approach that allowed students to flourish’, and ‘the most effective schools taught students
how to behave well’. This alludes to the idea that we should not expect that students already know how
to behave well, and should invest time into teaching all students how to follow our rules and routines,
rather than just telling them what they are. We would not expect students to understand the balanced
symbol equation for aerobic respiration in Science, or to be able to know the triggers of World War 1 in
History, or write coherently about the themes in Of Mice and Men in English without first teaching them
how, so why would we expect that of good behaviour?
Students must be clear on our expectations, but must also have the knowledge and tools of how to
behave well, and we must provide them with that. Good behaviour allows students, and staff, to
flourish..
I am grateful for CWCS supporting me through participation in this
qualification. It has been an opportunity to broaden my understanding
of school improvement and gain further whole school experience
necessary to make this next step along with sharing good practice with
other professionals. As with any course like this, the chance to
network with other people is a further rewarding aspect of being part
of the course as well as the support from staff running the
qualification.
There are a number of aspects to the course. Firstly there was a 4 day
residential towards the end of August along with a number of virtual
group webinars, coach and mentoring calls, these have all been
valuable in supporting me to develop the skills required to complete
the course.
Further, to this there is additional reading to support each module
which is completed online, however this also includes: video, case
studies and research tasks. The course concludes with the presentation
of a 3000 word assignment which measures and reflects upon the
success of a whole school initiative which I will have embedded into
the school and have led.
Personally, I have always had an interest in the pastoral role of a
teacher so my focus has been to develop the school’s ‘Compass for
Life’ at Cardinal Wiseman.
Ultimately I hope the course has a successful outcome, and is the
stepping stone into a senior leadership team in secondary education
Howard Forinton
Head of Year.11
Kirsti Greenway
Head of KS4
Mark Lambert
Head of Year.9
Embedding the Rosenshine principles in Religious and
Personal Education
Reviewing Material
Recap Activities and Knowledge Tests
Scaffolding learning
Displays within the RE classroom allow students to retrieve information in
relation to how to structure GCSE exam style answers, e.g how many
points/paragraphs do you need for a C style question,what do you need to
include in a 15 mark evaluative essay? Students can visually see what they
need to include for each style of question. This also comes in handy during
assessments!
Sequencing concepts and Modelling
Students are provided with literacy mats in RE which outline how to structure a 15
mark evaluative style essay following TRADEC (Thesis,Reasons
For,Agree,Disagree,Evaluate,Conclusion) The literacy mat includes sentence starters
and higher level connectives to ensure coherence and flow in written work.Model
essays are regularly shared with students and students are given the task to highlight
and annotate essays,evidencing where the student has used PEEL,sources of wisdom
and evaluative terminology. This enables our learners to see what makes an
outstanding Band 5 essay in RE and improve upon their own writing style in the
process..
Thinking and learning grids in RE provide our learners with the
opportunity to not only retrieve information but also establish deep
and insightful connections. In particular, this activity enables our
learners to make comparisons between Catholic and Jewish beliefs- a
key skill which is required at GCSE level in RE.
Knowledge Tests and Questioning-students are required to complete
knowledge tests regularly in RE in order to cement learning and
retrieve key information.Knowledge tests are self assessed and any
misconceptions are addressed straight away.
Literacy mats provided for each exam
paper-Foundational Catholic Theology,
Applied Catholic Theology and
Judaism.
Embedding the Rosenshine principles inEnglish
The GCSE exam skill that our students struggle with the most is the use of SQIZL to critically analyse and evaluate a text. Each element of SQIZL links directly to one of the Literature mark scheme assessment objectives, and these skills are also transferrable to many of the Language GCSE questions.
We have therefore been gradually introducing these skills from Yr 7 when analysing KS3 texts, which has unsurprisingly proved challenging. However, the ultimate aim is that these skills become so embedded and habitual by GCSE that students will have the confidence to move away from its prescriptive nature in order to develop their individuality, while still meeting each of the mark scheme AOs.
Clare Montgomery
Head of Faculty
● This is a KS4 scaffold sheet to help students meet all the elements of SQIZL analysis.
● It includes ‘I do’ guidance for each element + ‘We do’ sentence starters to scaffold their construction.
● There is also a ‘You do’ section for them to apply this by creating their own example for each SQIZL element.
Once students have used this to guide their initial planning, volunteers offer examples to be used in ‘Whole Class Modelling’ of a paragraph on the lesson’s teaching ppt slide.
● This is a reduced KS3 scaffold sheet to help students construct the initial SQI elements of the full SQIZL analysis.
● Similarly, it again includes ‘I do’ guidance for each element + ‘We do’ sentence starters to scaffold their construction.
● There is also a ‘You do’ section for them to apply this by creating their own example for each SQI element.
Again, once students have used this to guide their initial planning, examples can be used to ‘Whole Class Model’ a paragraph on the teaching ppt slide.
KS3
KS4
Scaffolding
Embedding the
Rosenshine principles
inMaths
We have recently introduced an updated curriculum delivery model in Years 7 and 8. As part of the scheme of work, each unit is broken down into a series of ‘small steps’. It is not necessarily the case that one ‘small step’ is covered per lesson. There may be times when it is appropriate to cover more than one in a lesson and equally well there may be times when a small step will take more than one lesson. What is important is that we have thought about how a particular topic should be broken down into appropriate learning steps
Richard Wheat
Head of Faculty
Embedding the Rosenshine principles inLanguages
Reviewing Material
Recap Activities and Knowledge Tests
Scaffolding learning
Sequencing concepts and Modelling
Knowledge Tests and Questioning
At KS4 key questions are
Embedding the Rosenshine principles inScience
Knowledge Tests and Questioning
Questions given, understanding checked and recorded, misconceptions and
misunderstandings immediately addressed using knowledge tests.
Reviewing Material/ Stages of Practice
Practice is guided each lesson, and at revision sessions. A high success rate
with quick wins now possible, independent practice possible as students
have all content to practice questions at home. At KS4 trackers are used to
review and monitor understanding of units to aid future planning,.
Recap Activities
Reviewing Material
Sequencing concepts and Modelling
Embedding the Rosenshine principles inPE
Scaffolding Learning
● Obviously modelling goes without saying in practical lessons but how do we incorporate it into theory lessons?
● Most of the content on our courses are based around movement of the human body in sport. Here is an example of how we use modelling to teach the topic of planes and axes.
● Presenting knowledge in small steps.
Embedding the Rosenshine principles inApplied Arts
Modelling in Art & Photography
Sequencing concepts in Music
In Year.9 Music lessons students learn
through a variety of strategies. Lessons
begin with a recap activity, followed by an
example and explanation led by the teacher.
Students then complete independent
learning with HA students demonstrating
their learning. Peer learning helps to
scaffold and support LA students, before all
students’ play individually. The lesson
finishes with a group performance to review
progress.
Scaffolding Learning in D&T
Reviewing Material in Performing Arts
Thoughtful
Today you will all be having a
photoshoot in the Photography
Studio.
You need to think of at least 6
different emotions to show in
each photograph.
Modelling in art and photography is
not a new concept, traditionally this is
done through demonstrations and
further embedded with questioning.
Exemplar work from both teachers and
students is also used to inspire and
support students. Examples of Year.9
Familiarisation, exploring lighting and
studio photography techniques, as well
as Year.10 Strange Folk, where students
build artist understanding through
learning about traditional painting
techniques.
In Year.11 D&T
practical work is
scaffolded through
teacher and technician
support as well as plan
of make worksheets.
HA students add more
components and
complexity to their
designs.
In Year.13 Performing Arts students
continually self and peer assess their
performances to reflect on their
strengths and areas for development.
They use this to review and refine
their performances alongside teacher
feedback and support.
Embedding the Rosenshine principles inHistory
In history we use guided note-taking sheets for new concepts and tough topics. This provides some structure for students who can take comfort in knowing that their work is ordered. This also makes finding notes for recap activities/revision easier.
Sequencing learning
When completing evidence based tasks such as the table shown here, we will provide some completed examples to model the type of answers and detail that we expect. The class will be taken through these example before completing the rest of the work themselves..
Modelling
Reviewing learning
In terms of reviewing learning, we use a Knowledge Test pro-forma that is familiar to the students. There are always 10 questions which vary in difficulty to hit all ability levels. With History being a literature based subject, most of our knowledge recaps centre on embedding key vocabulary. In this example, the words/phrases have to be used to create a short, coherent paragraph.
Embedding the Rosenshine principles inGeography
Sequencing concepts and Modelling
Depending upon the subject content we use several strategies to achieve this. Where
possible a systems approach is used, to help to understand how our environment is
interconnected. Further content is delivered through contemporary media and text,
and opportunities for AfL are embedded in lessons to ensure the whole class moves
together and misconceptions are challenged, before writing a more detailed response.
Scaffolding learning - Guided questioning
This builds confidence, embeds subject knowledge, addresses
misconceptions and extends student responses.
The images demonstrate how building blocks of knowledge are embedded firstly to foster confidence and then to scaffold reponses to access AO3 within the mark scheme. Guided questioning, leads in to scaffolded answers, student draft responses with feedback and then assessment and feedback.
def maths (): score=0 q=input("what is 5+5") if q== "10": score=score+1 q=input("11+1") if q== "12": score=score+1 q=input("what is 3x4") if q=="12": score=score+1 print("the task is finished your score is",score)
def geography(): score=0 q=input("what continent is india from?") if q=="asia": score=score+1 q=input("What is the capital of france") if q=="paris": score=score+1 q=input("Whats the largest ocean") if q=="pacific": score=score+1 print("the task is finished your score is", score)
choice+input("""Choose a subject 1. maths 2. geography """)
if choice== "maths": maths()
if choice=="geography":geography()
Embedding the Rosenshine principles in
Business and ICT
Reviewing Material
Recap Activities and Knowledge Tests
Scaffolding learning
In computer science students are expected to produce a variety of
programs and be able to write algorithms to design and plan these,
they need a high level understanding of logic and must be able to
use computational thinking to solve problems.
1. Start each lesson with a recap of what has been covered
already/recap test.
1. Introduce new material in baby steps, with students practising
each one in turn.
Students need to write large programs that incorporate all three concepts
and others such as lists, sql, file writing. They need to sequence, they need
to use selection statements and incorporate variables in a variety of ways
and use string manipulations. They also need to show that they write and
index lists and then write iterations/loops such as WHILE loops - condition
controlled and FOR loops - count controlled. We do this by introducing
each single programming construct/technique to them and show them how
it is written through teacher demo, they write notes on the theory too and
are able to describe what it does and the why which is an off computer task.
They are then given practice exercises that get more difficult every
question. Through this practice students are able to solidify their ability in
separate constructs prior to writing a bigger program that will require all
techniques to be used.e:
Embedding the Rosenshine principles inPost 16
Psychology
Spaced recall task
Scaffolding learning
Sequencing concepts and
Modelling
Knowledge organisers are used to present new information with direct teacher instruction. Knowledge is sequenced to draw links with other areas of the course and embed understanding.
Structure provided for evaluating theory.
Reviewing Material