- Everyone has the right to their own ambitions
- Nobody has the right to define anyone else’s level of ability
- Everyone deserves dignity, respect and space to express themselves
- A teacher’s job is to teach as effectively as they can
- A student’s job is to learn as much as they can
- Hard work and grit are to be celebrated
- No one should be lazy or rude
- Language is powerful and creates our world
- There is only one Earth, and we all live on it. Respect it
- Think for yourself
If I am to maintain my integrity in my work life, my actions need to match my values.
This is a first attempt at putting those values into language and I hope to refine them and most importantly to act in line with them, without worrying about who might be upset!
Submitted last minute – at 10:45am on Friday 29 January 2016!
Here is the government page with details of the consultation:
(In a large part paraphrasing Tom Sherrington – thanks Tom!) Continue reading “My EBacc consultation response”
As those exams begin to loom large, here are some ideas on how to support students to develop the skill of active revision.
Ian, a science teacher (in a mystery location!) has shared his ideas for all to see; I particularly like his mneumonic “MORSE” and his ideas on how to get best use out of past papers (see below)
- M neumonics
- O rganisation
- R ehearsal / Repetition
- S implification / Summarising
- E xtension
For all of the AQA GCSE science units, there are learning checklists saved in the cloud – on Dropbox (No log in required – you can share these links with students for home access. Note that Dropbox is often filtered by school servers, but I can assure you these are accessible from home or on mobile devices)
Ian’s blog about revision is here: GCSE Science Revision – Teaching of Science, and the page where he described some different ways of using exam papers is here.
He and others have also put together some excellent revision booklets, for students to complete. These can also be found via the link above, or directly via is.gd/AQAsciencerevision
And if that wasn’t enough, he’s also made a lesson activity to support students’ skill in answering 6 mark questions. He has blogged a lesson plan, and this is the PowerPoint he uses for it, which can be adapted with different questions.
What a generous fellow he is.
“Flow: the psychology of optimal experience”
Harper Perennial Modern Classics, paperback, published 2008 in New York
When I read it
Summer 2009, quite a lot of it in Bristol where I was beginning my SASP course (science additional specialism programme – gaining an official second specialism in chemistry after teaching A level chemistry for 4 years!) Continue reading “Books: “Flow” by Csikszentmihalyi (1990)”
[I will update this blog post as I spend more time studying the documents, gathering colleagues’ views and drafting a response.]
1. DfE consultation on the content of the new GCSEs
Here are the proposed subject content and assessment objectives for sciences
Here is the main consultation document
And here is the response form, or you can respond online (registration required)
Here is the main page on gov.uk about this consultation
This consultation closes on 20th August 2013
2. Ofqual consultation on GCSE reform
Here is the consultation document in pdf format
Here is Ofqual’s page about this consultation – there are a number of reports related to the consultation (on GCSE reform, grading, tiering and controlled assessment). You can respond by emailing an amended Word document of the consultation document to firstname.lastname@example.org, or respond online here.
This consultation closes on 3rd September 2013
The MLG Repertoire Card.
If I can get the development of my own teaching as focused as this, I’ll be a happy teacher. Some great ideas on how to identify a ‘Marginal Learning Gain’, and strategies to maintain focus over a prolonged period of time.