In science, to support Y10 students with their extended writing (they were completing a 6 mark question on the carbon cycle/ decomposition), their teacher Kerray Rawlinson had got them to design and build a minitature compose bin – complete with all the features that aided decomposition. This gave what they were then writing about a context and enabled them to explain their ideas in greater depth.
In MFL, James Gardner had set students a task through Edmodo. They were then completing the task as a word document and submitting it to James, again via Edmodo. James then plans to add very specific and personalised feedback to each submission and then send it back to students for improvement. DIRT via Edmodo!
In geography, Ben Crockett had set his students 5 key questions about the topic they were studying. Working in pairs, they then had to use the information sheets posted around the room, to find the answers. Their responses would then be discussed and developed as a class.
In maths, Shane Borrett’s Y10 class were preparing for a forthcoming assessment by summarising some of the key ideas and techniques on a piece of A3 paper. What was impressive about this was the level of discussion going on about how to make their descriptions concise and clear. Careful questioning by the teacher was then moving their ideas on further. This theme of challenge was further exemplified in Sam Down’s class. Whilst the class all had GCSE traget grades of D/C they were relishing the challenge of completing grade B level work on calculating the gradient of a graph using algebra. A great example of setting the bar high and students responding to it.
In textiles with Steve Bloomer, Y11 were starting on their own individual GCSE final piece. The expectation in terms of quality of work was evidently high, even in these early planning stages. The other impressive feature was the highly personalised feedback from the teacher, which was focused on ongoing improvement of the work as it was happening – which the students responded to immediately.
Finally down in English, with Andy Tharby, Lilly in Y9 was keen to talk to me about her work, shown here:
As can be seen, her initial piece of writing (on the right) had undergone peer critique by her friend. Lilly knew exactly why each improvement area had been highlighted and what she had to do about it. She was then getting on with acting on this critique and redrafting, as shown on the left.
An inspiring way to end a busy week!