With the 9-1 GCSE there is more content to remember than there was with the older GCSE. Fact! We all need to develop short sharp ideas, or ‘tricks’ to make learning stick.
Five minute tricks to make learning stick for the 9-1 GCSE
feedback
Giving effective written feedback and still managing workload
We are all told how important feedback is. Written feedback especially. The research. The Education Endowment Foundation (EEF) research states “feedback studies tend to show very high effects on learning”. We know feedback is important. SLTs love looking for this feedback as they can make it part of their accountability[…]
Marking: Thank you Ofsted. Let’s hope SLT listen
Yesterday I saw a tweet about marking which definitely made me happy. It cited Ofsted’s school Inspection Update Issue 8 and was written by National Director of Education, Sean Harford. He referred to the Teacher Workload Review Group on Marking (March 2016) and the Education Endowment Foundation (April 2016) which both[…]
20 Engaging End Products for the History Classroom
Are you bored of setting work that ends up in an extended piece of writing? An essay? An ‘important assessment’? An exam answer? When you tell your class this do they groan and look deflated? Those kids who can’t be bothered don’t bother. You’re marking load increases as your motivation to[…]
Games for the history classroom / Make Knowledge Stick: Odd One Out
Make Knowledge Stick: Odd One Out Recently I have been working really hard to ensure that my GCSE students can recall information over longer periods of time. This is something that I admit, I never really used to think about. I would just teach in an enquiry based way and[…]
Effective marking
Effective marking by Pam Canning Every half term I say I won’t do it, and every half term I do. And I can’t be the only one. I left all of my marking until the last minute, and spend the last 3 days trying to give meaningful feedback to 50[…]
Curriculum planning and the issue of marking
Neil Bates and I have been working together from afar for many years. We have taught in different schools but have always met up to swap resources. However, we were lucky enough to have been working together in the same school. Poor Neil had me as his Head of Hums! We have[…]
What makes a great (history) teacher?
What makes a great (history) teacher? I have been pondering this question lately. By lately I mean for the last 19 years or so… and probably will continue to ponder for the next 20 to 30 years, God willing! Lots of people seem to be experts on this subject, clever[…]
Assessment without levels – a few thoughts
Before I discuss assessment without levels and give you a few thoughts, let me let you into a little secret. One that I have kept close for long time. I haven’t given an individual piece of work a national curriculum level for about 15 years! In that time I have[…]
