The Butterflies have been thick and fast this term, with a focus on 6th form teaching:
Sharing is caring – Sabah Khan
It is important to show students what excellence looks like by sharing models of the very best work, giving them something to aspire to and an understanding of how to produce high quality work of their own.
Students are given specific topics to research (allocation of topic is based differentiation). Student work is then collated and made available to all, this way personalised revision guides have been created.
- Sets high expectations.
- Models student work.
- Helpful for upcoming assessments/mocks.
- Good for content heavy subjects.
- Allows peer assessment.
- Facilitates repetition.
Things to consider:
- Quality control
- Strategically assign topics – differentiate for abilities
- Double up topics where necessary – assign to a variety of students
Support with essay writing – Emma Keys
Scaffolding- This is not just for Key stage 3 & 4. It is just as important in year 12 in order to model and support their writing development. I like to use a starting code of red- heavy support, amber- medium and green- essential information. Reduce this support over the course of year 12.
Providing critical references and modelling how to use them in an essay- this is a new skill and not one we should just ‘expect’ them to learn independently. Provide clear websites and books which you would expect to find the sources.
Essay mark sheet- a clear checklist of what essential requirements an essay should have and clearly marked to the exam AOs. This will help them visualise where they need to improve.
Refresh your subject knowledge- A levels are very difficult and at times, it is important that we as facilitators have the most up-to-date readings and research to help push and challenge their ideas/ progress.
Building independence– Sara Kate Rafter
Making use of the exams boards website which is full of useful information. Some of what can found:
Start yr12 teaching students how to make use of exemplar questions, so this can used to guide revision and improve answers to exam questions.
Set students 15 marks worth of questions to complete (they can choose the 15 marks worth- autonomy)
Give 15 mins DIRT time in lesson for students to reflect on their answers and identify using the specification which assessment objectives (AO’s) are their weakest and what content requires improvement.
Making BTEC engaging- Ben Waite
Things to consider for BTEC lessons…
Planning – often there are very few lessons pre-planned for teacher tweaking and few resources. This means planning from scratch- but it is worth it, for an engaging lesson.
Ensure lessons are planned to allow ideas that are often complex, to be explained clearly and concisely, bring in new ideas gradually (the less info per slide, the better).
Reviews– these should be well thought through, to maximise student engagement. Often students that do BTEC are less confident than others to express their understanding or lack thereof. Therefore, it is important that review activities draw out any concerns, misconceptions or understanding of the more challenging concepts.
Training students and getting them ready- Chris Chalk
Ensure students are aware of how to distinguish between; describe, explain and analyse as these directly match the assessment criteria for assignments.
Use assessment criteria as a scaffold for students, so that work submitted is structured in a way that it can be easily and effectively scanned for marking, rather than be marked in a detailed way.
When submitted for the final marking, have the assessment record ready to fill in. When marking and filling in assessment records, keep the language used simple.
Make use of the Pearson on line calculator, for students to track and monitor their own progress in terms of P, M and D and relate this to the points system.