Mrs Humanities

Because I'm married to the job


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Resource – Access to Education

Access to educationAt my last school I taught and developed Opening Minds, our citizenship and RE curriculum. As part of the year 7 provision they explored human rights with particular focus on education. One of my favourite lessons which led to much discussion and questionning from the students happened to come from a very simple lesson looking at access to education over time in the UK.

Students first mind mapped what they knew about education in the UK. There were many misconceptions with many believing that education had been accessible by all for a very long time.

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We then looked at these misconceptions by exploring a timeline of education in the UK.  Students were given a set of cards to arrange into chronological order, after which they discussed what they discovered.

timeline cards images

Finally students completed a timeline on access to education in the UK. Students were scaffolded dependent upon their varying abilities and skills associated with chronology and production of timelines evident from their Humanities lessons.

You can download the resources here.

Hope you can make use of the resources.

Best wishes,

Mrs Humanities

 


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Mrs Humanities shares… 5 Differentiation Strategies for SpLD

mrs humanities shares

Now I’m no expert in SEN or SpLD for that matter, but these are 5 strategies that I have found that work for my students over the past 5 years. These strategies have come from research or CPD I have undertaken.

1 // Pastel Colours for Powerpoints
Since I can remember I’ve been using pastel colours for PowerPoints and other digital documents. I read somewhere during my NQT year that pastel colours are preferable for students with dyslexia but are also beneficial for all students as white backgrounds can cause eye strain. Ever since then I’ve been using pastel colours for displaying information on the whiteboard. Yellow for task instructions, blue for information and green for assessment for learning. In addition the background is a light grey to reduce glare and sensitivity to bright lights.

Further reading on role and value of colour 

2 // Structure Scaffolds
To support students to develop their extended writing I’ve used a variety of scaffolding strategies over the years in order to enable students to break down the task and focus on demonstrating their knowledge as opposed to structure (initially). Some approaches include sentence_starters_mat, structure sheets/strips and tasks broken down into sections which come together as one piece in the end.

atstructure stips differentiatedtask break down

3 // Note Taking Supports
Students with dyslexia regularly struggle to take notes, the challenge of listening and writing at the same time is clear. In order to develop note taking skills, I’ve provided what many people these days call ‘Knowledge Organisers’ as a reference point and note taking supports to support laying out and recording information.

independent learners topic placematsindependent learners note taking

4 // Differentiated feedback
This really applies to all students, however there are things I focus more or less on with students with SpLD than others. For instance focusing on subject knowledge as opposed to spelling, punctuation and grammar, making students respond to questions as opposed to making improvements to a previous piece of work and editing as opposed to full re-writes.

5 // Words to use in a lesson
Really simple but effective way to develop subject specific terminology in SpLD students and their practice of spelling such terms has been the list of key terms to use during lessons. These appear as a list at the bottom of PowerPoint slides and students are given the key word list at the start of the topic. They’ve then been able to highlight the words for the lesson that they need to focus on using. These are the only spellings I have focused my attention on in the marking of their work and these are the only spellings I have had them correct. I found this worked particularly well with boys, particularly one higher ability boy in year 8 that particularly worried about the structure of his written work and SpAG, he’d focus too much on these rather than showing his understanding in written work. When we started to focus on the spelling of key terminology instead he wrote more about what he knew and understood. independent learners key word lists

I hope this post is of some use to you.

Share your approaches in the comments.

Mrs Humanities


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A Spiraling Curriculum?

Now this post is just about thinking aloud, sharing my thoughts and ideas. Nothing is set in stone and apart from initial ideas discussed on a recent course with one colleague, nothing has been discussed with the rest of the team. So this post may or may not make much sense, but I’d love your ideas and feedback.

I first started to consider the spiral curriculum model when my last school introduced mastery as a way of assessing student progress, although the approach didn’t quite work it made me aware of it. Later when I went to a CPD course on Developing the More Able, it cropped up again and it quickly got me thinking about how to incorporate such an approach. Unfortunately due to the system in place, it wasn’t possible to implement. However the concept has stuck in my mind.

More recently I was inspired to look at it again whilst on an IB Diploma Geography course, despite not being related to Key Stage 3, it got me thinking.

So what is a spiral curriculum? 

The ideas was first developed by J.Bruner and essentially involves the return to topics and concepts over time. Learning is essential spread out and material is revisited repeatedly with development and progression on the initial learning. Each time a topic, skill or concept is revisited new details are introduced and the complexity of thinking develops whilst at the same time the basics are reemphasized until mastery is achieved.

 

 

How is progression achieved?

Progression is approached through the development of the same concepts and skills but each time with increasing complexity and sophistication. Not only is the breadth of knowledge developed so is the depth as learning takes places.

Progression is therefore not only vertical through increasing complexity but also horizontal as the range of knowledge and application of understanding develops.

 

My Plan

So the school I’m currently teaching at covers the IB Middle Years Programme at years 7, 8 and 9. Students then undertake GCSEs and return to the IB at Key Stage 5.

Before starting I knew very little about the IB programme, but amazingly so much of it fits with my approach to teaching. Anyway whilst away on the IBDP course my mind started whirling and I was inspired as to how a spiral curriculum can be developed through an inquiry approach.

Firstly my thoughts started with teaching by country/region/continent.

regions

Next step was deciding on reoccurring themes. What’s important to geographical knowledge? I’ve considered these 6 themes to be of most relevance to our students and the world in which they are growing up. In addition I considered what knowledge in particular would be required for GCSE and IBDP Geography – or A levels if students choose a different route. What do you think? Suitable as reoccurring themes?

themes

I want themes that are applicable to students and their life long learning of geography and/or humanities.

 

Then my favourite part was deciding on core topics to run through each country/region/continent of study.

topics

Next I need to make the topics and content relate to the MYP assessment criteria, key concepts for Individuals and Societies and related concepts for geography.

content

Surprisingly it was a lot easier than I had anticipated, I must be getting the hang of all they MYP terminology malarkey.

So the idea is that for each region students will develop their knowledge and understanding of the reoccurring themes through inquiry into the core topic/s for each country, region or continent of study.

Whilst the units are split into countries, region or continent slowly but surely the topics will start to make comparisons with other countries. For instance whilst looking at the tectonic landscape of Iceland, not only will students look at the impact of eruptions there they will make comparisons with an LEDC such as Montserrat.

With each unit, the students will develop their skills and understanding in relation to the reoccurring themes and their application of their knowledge. For instance in year 7, students may create graphs to show the population size of a selection of European countries, then when looking at the UK start to look at population density and describe patterns with evidence. By Iceland they will be able to use the population density maps and describe and explain the trends shown. Initially being scaffolded in the process so that by the time they come to producing an inquiry on a country of their choice in year 9, they would have mastered the skills in preparation for GCSE and will be able to carry them out independently.

My ideas for monitoring progression are as follows

  1. Formative assessment of the reoccurring topics which students will cover in each unit will be assessed on shared success criteria for the bands entering, developing, secure and mastered. A target will be set which will be returned to the next time they covered the reoccurring theme.
  2. For each unit there will be an assessed piece of work related to the learning taking place in relation to the core theme of the unit. These will relate to the MYP assessment criterion.

Here are my ideas so far…

assessments

Okay so these are my initial ideas. They are just my thoughts and ideas, nothing set in stone yet. What do you think? Could it work? Anything you would suggest?

Mrs Humanities

 

 

 


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Resource – The Hydrological Cycle

I created the foundations for this lesson in my PGCE year but have recently updated it for my year 8’s.

It’s quite an engaging activity and my students have taken a lot of the key terminology from it in the past. This version is for higher ability students but it’s pretty easy to differentiate or scaffold.

Activity Set Up

  1. Set the room up into ‘stations’.
  2. Place one ‘station card’ at each station along with dice.stations.png
  3. Student’s start at a station and record their location.
  4. They roll the die and look up the corresponding instruction.
  5. Students move to the identified destination.
  6. As they do so they record the transfer process that allowed them to move from one part of the cycle to the next.
  7. After 8-10 minutes students should have moved around a considerable number of the stations to be able to create a systems diagram.

Follow Up

To follow up from the activity I have students each other about their journey around the hydrological cycle, at which point they tend to compare and contrast.

I then select a few students to feedback to the class. Usually they forget to explain why they transferred from one part of the cycle to the next. So I will ask other students to improve upon the answer given when they outline their journey.

New Tasks

This time I’ll be getting my students to create a systems diagram of the stores and flows of water in the cycle. Before doing so students will come up and add to the list either side to enable students to differentiate between stores and flows. systems diagram.png

Finally my students will be answering a question that I offer them 8 marks for. We will discuss the different between describe and explain and then look at the example given. Students will reflect upon the example to explain why it has only achieve 4 marks and what they would do to improve.

question.png
After that students will write their own answer and peer assess what is produced.

peer assessment.png

If you’d like a copy you can download it here.

Hope you can make use of it.

Mrs Humanities


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Zombie Apocalypse Atlas and Map Skills SoW

I have a confession, I really like post-apocalyptic fiction.  Last year I wanted to take some of this enjoyment and create some tension and fun in the classroom.

I decided to make my favourite resource of all time, a geographical scheme of work based on the concept of a disease spreading around the world, through Europe and into the UK. I wanted to add a sense of excitement and tension through challenges that led to learning and the practice of key geographical skills.

I spent a number of hours last summer creating the perfect project and thoroughly enjoyed teaching it. Unfortunately my students at the time didn’t quite get my enthusiasm and eagerness, oh well.

Within this scheme of work is a booklet, as students work through the activities they have challenges to complete in order to find their way to safety.

They start with 12 hours (6 lessons), each mistake they make in the work costs them 1 day. Their challenge is to make it to the end with as many ‘days’ left as possible.

Front page.png

Ideally students work in groups to complete the challenges, sharing the workload and supporting one another through the tasks. Each mission is essentially a lesson depending on the ability of your students.

Missions look something like this…

Mission Objective 1 – Map Infected Cities across the World
Mission Objective 2 – Decode the message, find the identified locations
Mission Objective 3 – create a map to show the spread of the disease in the UK
Mission Objective 4 – Locate supplies and feed directions to the team on foot
Mission Objective 5 – Locate and Find Survivors
Mission Objective 6 – Locate to Safety

There’s plenty of room for extension for your more able students with Missions to Extend at the end and possibility for differentiation throughout.

extension.png

In addition each mission has success criteria and resources for self/peer assessment.

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So I guess here’s the part you’re waiting for… the resources.

Yes… they’re coming.

You can find them here for free, all I ask is that you do not edit and share.

Feedback is welcomed!!!

Hope you can make use of it.

Mrs Humanities

Creative Commons License
MrsHumanities Zombie Map and Atlas Skills by Victoria Hewett is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.