Mrs Humanities

Because I'm married to the job


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Resource – Exploring England Year 7 SoW

exploring england
It occurred to me this morning that I have so many resources that I put loads of time and effort into but since moving schools in September 2016 I no longer use. I thought I ought to start sharing a few more of them.

Now I can’t promise they are any good but they might be a starting point for you.

To start with I’m sharing my Scheme of Work on Exploring England. Whilst the topic is called Exploring England, it looks more at the the United Kingdom as a whole with some exploration of the geography of England.

Lesson 1 explores the differences between the British Isles, the UK, and Great Britain. Students have to locate their location on a global, national and local level.

Lesson 2 explored human and physical features of the British Isles.

Lesson 3 takes a look at the population distribution of the UK and in particular England.

Lesson 4 encourages students to look at migration to the British Isles over time.

Lesson 5 looks at migration in more recent times and the stories of migrants, encouraging students to explore push and pull factors.

Lesson 6 is an an opportunity for some directed improvement and reflection time of any assessed work.

Lesson 7 is the summative assessment for the topic.

Lesson 8 explored symbols of Britishness and encourage students to understand the concept of multiculturalism.

Lesson 9 encourages students to reflect on their knowledge and understanding of England to explore tourism to and within the UK.

Lesson 10 finishes the topic with a look at UK governance.

In addition you will find a learning matrix for the front of student books. Simply highlight the achieved criteria in one colour and the next steps in another. Easy to use and clear for students to identify next steps if asked.

matrix

You can access the resources, click here.

Feel free to use as you will.

Hope you can find some use out of them.

Mrs Humanities


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Resource – 3 Gorges Dam Information Collector Sheet

I love an information collector activity and use them regularly with KS5 in preparation for writing essays.

I haven’t used one in a while with KS3 so thought I’d make an activity for my year 8 classes this week. We are investigating the social, economic, environmental and political impacts of the 3 gorges dam.

3 gorges dam information collector geography

Students will be given a set of resources and will use them to fill in their sheets. Nice little task that encourages student inquiry. Students will then use the information they collect in an extended writing task.

I’ve compiled a selection of facts, statements and images from a variety of sources for the students to use.

You can download a copy of the resource here.

Hope its of use.

 

Mrs Humanities


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Resource: Feedforward Book Look Record

Following my own presentation at #pedagoohampshire16 I’ve decided to try out marking crib sheets and whole class feedback in order to be able to check books more regularly but mark less since I want marking to inform planning as much as possible.

Following on from some inspiration from @MrThorntonTeach I decided to make a marking crib sheet which I’ve called the Feedforward Book Look Record.

The idea being that I will use the findings from the book looks for plan the following lessons. That way resources, activities and next steps can be catered for the class/individuals thus closing the gap sooner rather than later.

Feedforward Book Look Record DIRT Marking and Feedback

How will it be used?

Quite simply I will look through a set of books as I do I will complete the relevant sections of the record sheet.

Praise – highlight whole class and individual successes, make note of any rewards that need to be given.

Unfinished work – make note of any students with work that is incomplete in order to discuss completion with students in class.

Misconceptions – outline any misconceptions both individual and reoccurring misconceptions to late deal with during the planning of the next lesson.

SPaG – take note of any spelling mistakes that can then be incorporated into a learning activity, as well as any punctuation and grammar errors that are reoccurring so that suitable tasks or targets can be created.

Next steps – generate any questions or tasks that can be worked upon as part of the DIRT process, also highlight any particular skills I want students to work on in the work that follows.

Assessment of understanding – here I will simply place students initials where I feel their understanding of the work lies I will probably only write out those I feel are in the amber or red categories so I can focus on them in the following lesson/s.

And there you have my version of the marking crib sheet inspired by @MrThorntonTeach

You can download a copy here.

Mrs Humanities

 

 


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Sharing Resources – TES

Evening.

Since I’m moving on from my current role and won’t be needing many of the units of work and resources I created over the past two years, I’ve decided to upload and share them for others to access and use freely.

Although I’m happy for the new Head of Department to have them, I also want others to benefit from the time and effort I’ve put into making them (and there’s been a lot).

So to view the full units of work and download any of the resources follow the links below

I will add more links to this post as I upload to the TES.

The Powerpoints are all my work, most of the resources are but some I’ve edited and reformed into pieces suitable for my classes. If I’ve failed to give credit where credit is due (more than likely) please let know and I will amend.

Feedback is always appreciated as I like to know how to improve my work, however please don’t moan about the use of Open Dyslexic font (yes, it’s happened).

You can find other resources of mine through my TES shop (although everything is free).

Hope you find the resources of use.

Mrs Humanities


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Before and After Topic Review

TOPIC REVIEW

Last week I shared the following tweet on a before and after topic review sheet I use.

It’s quite a simple but effective approach to student self-assessment.

At the start of the topic students RAG rate their understanding. Not only does this allow for the student to assess to their prior learning but allows the teacher to identify areas of confidence and thus areas to challenge the student.

Then at the end of the topic students RAG rate again. I like to do this before a DIRT lesson, this then allows me to focus a students attention to the areas in which they feel less confident and therefore allows me to close any gaps in their knowledge.

Here’s a template for the document – I print the two pages on one sheet.

Topic Review Before

Topic Review After

Hope they are of use.

 

Mrs Humanities


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Resource – Intervention Feedback Sheet

In need of a way to record intervention sessions?

Here’s a simple intervention feedback sheet to download. intervention feedback sheet

I needed something different to record interventions sessions on other than post-it notes, scraps of paper and verbal discussions so made this.

It’s quite self explanatory but here’s how I’ll be using it…

Students present – students that attended the intervention session

Notable moments – anything noteworthy, successes of individuals for example.

Points to Flag Up – any difficulties experienced by students, anything I will need to return to

Assessment of Progress – RAG rate the progress made by each student, their initials will be put in the corresponding box

Next steps – my plans for the following intervention session

Hope it can be of use.

Mrs Humanities


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Resource – Hexagon Revision Tasks

hexagon

After making the suffragette market place and visual hexagon activity yesterday, I realised how easy visual hexagons were to make.

In the final week of this term year 11 are doing some revision, after a suggestion from Mr Logue I thought I’d make a a visual hexagon activity to go along with the other tasks I have created to help them revise the current topic on the Economic Change.

changing economy

I then got a bit carried away and started making a few more. I figured I could add them as a revision resource to the GCSE Help Yourself Resource Display. I’ve not used them in class before but I imagine they are a productive revision tool, so it won’t be wasted time.

I thought I’d shared what I’ve created with you, simply go to the dropbox to access & download them.

The ones I’ve made are based around the content of the Edexcel B Geography Spec, but I’m sure they would be applicable to others.

I’ll add more as I make them. Please feel free to add your own.Mrs Humanities

Note: Visual Hexagon Inspiration from JIVESPIN

Note: I do not own the copyright to the images within the hexagons; to find the source of images please click the image in the document.

 

Using Sources Support Mat history


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Resource – Using Sources Support Mat

Using Sources Support MatAs part of the ‘Help Yourself’ Resource Station, I’ve been making ‘slow’ progress on creating resources for my students to use to develop their independence in the classroom.

board

The idea is if a student is stuck they can collect relevant resources from the station to support them. Resources come in two types – topic specific such as information sheets on the subject content stored in the Current Topic or skill support such as literacy mats and source analysis overlays stored in the trays on the table below the board.

Last term one of my year groups focused on source interpretation in their History topic, next term they are looking at source analysis. To help them become more independent with this I’ve created a support mat, this is likely to be used in conjunction with the Source Overlays from ActiveHistory and on their own later in the topic/year.

Mat

Download – Source Mat

Hope it can be of use to you.

Mrs Humanities


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Directed Improvement and Reflection Time Sheets

I’ve always felt marking to be an important yet time consuming aspect of the job. Throughout my NQT year I felt that my marking went unnoticed by the students most of the time; they just wanted to know what grade they got and didn’t take notice of the advice they were given. A  lot has changed since then and I’ve realised the power of meaningful feedback.

This year I’ve worked on engaging learners in the feedback process by developing meaningful self and peer assessment as well as incorporating Directed Improvement and Reflection Time into the planning of my schemes of work.

I feel if we spend the time marking, it might as well be beneficial and productive for the students; it should have an impact and encourage development of their work. Therefore a few months ago I set about creating some DIRT sheets, which I’ve used with my classes in a number of ways. For instance after GCSE students completed an exam question, they were given feedback and re-wrote their answer to the same question – it was quite clear when marking it the second time around that the feedback had been beneficial and they’d progress. Another way I’ve used them has been after KS3 pupils have created a piece of extended writing, pupils were given feedback and then had the choice to either improve their SPaG, to level up or to quite simply improve their answer.

Since creating my original DIRT sheets which have been used across the school, as well as my departmental DIRT display I’ve become more and more interested in marking and feedback. I was recently invited to take part in the work scrutiny which I found really insightful and have since been researching additional techniques.

Whilst I was thinking about and researching marking and feedback, I decided to make a few subject specific DIRT sheets for other staff to use.
English directed improvement and reflection time geography directed improvement and reflection time history directed improvement and reflection time maths directed improvement and reflection time science directed improvement and reflection time tech directed improvement and reflection time
French directed improvement and reflection time tech directed improvement and reflection time




Can you work out the subjects?

How to use

The idea is that once learners have read and taken on board the feedback in which they are given, they then improve or level up their work on a DIRT sheet.

I’ve found they help to make the improvements stand out in their books and for some reason they help to improve presentation, which is never a bad thing.

If you’d like to use my DIRT sheets, you can find them here. 

Feedback is always appreciated.

Mrs Humanities


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Resource – Rainforest Role Play Game

Rainforest Role Playing GameSome of you may have noticed my post last month on twitter about my proposed role playing game to teach about the tropical rainforest.

Now that we’ve finally played the game I thought I’d share it with you.

Concept

Primarily a decision making exercise; pupils are given a role to play and have to make decisions and contributions to the game based upon their role. In this scenario pupils are taking on the role of a variety of pre-created roles but you could easily get them to come up with their own.

Game Scenario

Pupils were introduced to the survival scenario – they were in a private plane as part of a group going tio carry out research in the Amazon rainforest when they hit trouble in the skies causing their plane to crash just south of the Amazon river. They now need to work as a team, using each others strengths to survive.

RPG game scenario

Roles

Each role was carefully thought out in advance to ensure the pupils would be able to ‘think’ like the person and so they had a particular skill to contribute to the challenge.

RPG character roles

Resources

In order to play the game, each group were given a copy of the instruction sheets, a set of 3 option cards and a pack of cards with a variety of natural and human resources that would be available to them from either the rainforest environment or the plane. They were also given 12 blank cards and a white board pen.

In addition some groups were provided with ‘Survival Cards’ these were tips and ideas to help them consider what to build and how to survive.

Option Cards

RPG option cards

Resource Cards

resource cards 1 resource cards 2

Survival Cards

survival cards

At the front of the room I had a “Mission Complete” table where paper, colouring pencils, scissors were kept along with the dice to roll as part of missions 2 and 5.

The Game 

Each group were given a variety of cards – firstly the option cards, secondly natural resource cards and thirdly human resource cards. They then had a number of blank cards to add a suitable resource they may have had in their luggage or on the plane that could help them to survive; whilst the captain and plane hostess had up to 3 – the captain had a spare for later on in  the game.

RPGOnce roles were chosen and pupils had sorted the cards into separate piles the game started. For each mission they had to design something to meet the challenge on the option card they’d chosen. If they had read the instructions carefully before started they would have realised that they had very little water and this would should be their first option as they had shelter in the form of the plane and a short supply of food available.

RPG game

The pupils carried out each mission in turn, showing their completed design to me after missions 1 and 3 to confirm whether they passed or not. Essentially what I had been looking for was a labelled their diagram, an explanation of their design and justification of their reasoning behind it; if they achieved these they were allowed to move on. Failure to meet these criteria meant they were sent back to ‘adjust’ their design.

Pupils were encouraged to use the names of features found in the rainforest as well as the layers etc. in their explanations. Whilst they did well at referring to the layers and characteristics of the layers developed from the previous lesson, the one thing I found was they were not using the natural resource cards to full affect.

Winning

How did they win? Well in short they had to complete all of the missions set, unfortunately when I played with the first class only 1 team worked together effectively enough to make it through the missions and survive the rainforest. The second class however…. well they all perished as a result of to much enthusiasm. They just simply did not read the instructions or work effectively enough as a team to complete the challenges; perils of the rainforest I guess.

Conclusion

Firstly the decision making aspect of the game was most effective, there were so many ideas being discussed with a variety of debates over heard. The pupils were using their knowledge of the rainforest layers studied in the previous lesson to make decisions, along with the work we’d done on Preparing for Natural Disasters in term 3 where they considered human needs and survival skills.

Secondly it developed my pupils use of geographical terminology and reasoning; it was very interesting overhearing conversations and debates where pupils were disagreeing with one another based on their understanding.

Thirdly, it appealed to the boys. Raising boys achievements has been an aim this term; this worked. They had the opportunity to design, verbally discuss, lead etc. all of which involved little to no writing. They were pleased yet they made such progress. #win

Areas for Improvement 

More time – an hour was not enough. 1.5 hours would be ideal for this activity to give them the time to design, label and explain effectively.

More role play – whilst some groups truely took on the role of their character their were many that just thought like themselves. Next time I’d like a few props to get them into character.

More use of the resource cards – pupils were clearly making use of the human resources, there were designs with straws and bottles to catch water, ponchos over tree branches for shelter and so on but they lacked natural resources in their designs. Whilst they discussed for instance they layer in which they’d hang their water catchers and why, they weren’t using a great deal of the terminology introduced during this lesson. Next time I’d make a rule that they have to bring up the resource cards used and demonstrate where they’ve used them in their designs.

Overall though it was a very enjoyable success.

Can I use it?

If you’d like to use my resources head over here for the resource.

download here

Since I don’t own the copyright on the images on the resource cards, I’ve taken them out. I’ve left the Survival Cards images as I’ve hyper-linked to their source.

Let me know if you use it, any feedback would be appreciated.

Mrs Humanities