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