"So basically, yeah, we said that you can use this so get rid of that, but its better innit to use this for the sand." Hmm. Not quite what I wanted my Year 7 to say when explaining how to separate a mixture of sand, salt and water. How many times have you asked pupils from your class … Continue reading Speaking Frames: How to elicit formal talk
The new GCSE specifications are arriving with waves of reform. New syllabus, new examination structure and timing, new grading system, new emphasis on skills, absence of coursework, different emphasis on practical skills and literacy... you'd be forgiven for complaining that there is too much change in one go, with little time to prepare. Ofqual are … Continue reading Planning curriculum for linear GCSEs
Poor comprehension skills are undoubtedly a hindrance to learning. As teachers, we expect our pupils to read and make meaning from an unfamiliar text nearly every lesson. This might take the form of a text to teach new ideas and facts, a stimulus for discussion, to give instructions or even to read and interpret our marking. But to what extent … Continue reading Comprehension Strategies in the Classroom
One of the most pupil-empowering pedagogy ideas I use, is to ask pupils to determine the success criteria for a task, then ask them to use it to do the task, and finally self/peer-assess using the criteria. It's a very clever tool to use because it has so many benefits: Helps pupils engage with an activity at … Continue reading Success Criteria
I'm Pritesh Raichura, a science teacher in a London secondary comprehensive school. Teaching is an incredibly exciting profession. It is also incredibly challenging since 'learning' is very complicated to measure. As teachers, we have the opportunity to express our subject and pedagogical knowledge through our curriculum- and lesson-planning day in day out! Immediately, we can see the impact … Continue reading Welcome to Bunsen Blue!