Bright Spots: 28th February 2014


Whilst walking around the school today, going in to classrooms, I came across the following bright spots, which I thought I would share.

In Jane Squire’s RE classroom, I saw this stuck on every desk:

better answersThis was a great way of encouraging all students to think carefully about their responses to questions and make them better….all the time – an ethic of excellence!

In Science, Jody Chan was introducing her Y10 students to biofuels.  Images were being used to prompt discussion amongst the students about what biofuels were.  What was most impressive though was Jody’s insistence on students using the correct scientific terminology, to ensure accuracy of responses – there was no language dumbing down allowed!  Similarly when a student was asked a question and was unable to answer, they weren’t left off the hook.  Instead the question was rephrased and then built up again.

In maths, Sam Down was working on graphs with his middle ability Y9 set.  Sam has been developing the level of challenge in his lessons, by raising the bar of expectation high.  This was demonstrated brilliantly in this lesson, where students were confidently working on Level 7 work – and were proud of the fact that they were able to do.  Again, students were expected to use appropriate mathematical language when describing their work – anomaly, correlation etc. High expectations all round.

In drama with David Hall, students were working on their performance piece – ‘chair duets’.  However, understanding the principle of ‘learning from excellence’ they were using their mobile phones to look at video clips of excellent examples of this.  They then used this to create their own piece. When asked why they were working on this particular piece, their response was ‘it’s the weakest part of our performance, so we need to make it better’. Perfect!

In geography, Hannah Townsend was working with here Y8 class on tourism in Kenya.  Students had to use the textbook to find information for the side of the argument they had been assigned – reading for information – a bit of a lost skill for some students!  They were then having to use this to prepare a speech for a debate the next lesson.  Good questioning from Hannah ensured that students were thinking very deeply about the points they were making, ensuring they were backed up with evidence.  Also in geography, Ben Crockett has set up this Padlet page to support his y10s with revision. From previous assessments, students had to identify their weak area and then find a revision page on it – and post it on here.  Thinking about next steps, Ben was then considering asking students to look at the page, look at someone else’s post and come up with a question for them – on that topic.  So closing the learning gap.

Finally in textiles, Gail Christie was working with Y10 students.  Ahead of their main assessment piece, students were practising particular techniques on the sewing machines – emphasising the importance of ‘Perfect Practice’.  Some students had been to New York over half term, on a school trip with the art department, and so were using this as inspiration for their work today.  As can be seen with this yellow taxi:


Again, another inspiring hour at the end of a busy week.  Makes me feel like this :

smiling seal

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1 Response to Bright Spots: 28th February 2014

  1. Pingback: The Other Stuff | Teaching: Leading Learning

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