Monday, 15 December 2014

How to Leave Cover Work

This week Swap Shop was delivered by Jane Edwards (Cover Supervisor).  We were given the opportunity to consider what it was like to be a Cover Supervisor:
Cover Supervisors shared their experiences of the different types of lessons that they have been given to teach:

In groups, we looked at a variety of different lesson plans that had been set as cover work and discussed whether or not they were teachable. (Try not to get too distracted by the wide array of Christmas Jumpers- it was Christmas Jumper Day!) 




Jane then provided us with some things to consider when setting cover work:
Finally, the Cover Supervisors shared their experience of activities which always seem to go well when left as cover work:


Monday, 8 December 2014

Using a Visualiser to Support Learning

This week Swap Shop was led by Julie Hampson (Second in Humanities). Julie explained how she uses the visualiser in lessons to support students' learning. Here are some of the tips that she shared with us:

1.Visualisers can be used as a tool in most lessons to 'spotlight' good work and to model exemplar work. 

2.The visualiser can also be used to record videos, in order to play back on a loop whatever you may wish to model for the students. Chris Dunleavy showed us how he uses this function when teaching Art. The picture below shows how to select the camera and video options from the Ladybug menu...


3.The Lady bug can also be used alongside Active Inspire; you can annotate over whatever you are visualising by using this method.

4.Using the visualiser can be a great way to get students to engage with teacher and peer-marking, as shown below...
5. Students' work can be selected using the random name generator to be visualised, in order to provide instant feedback. This also encourages students to produce their best work as they are constantly mindful that their work may be visualised.

6. Finally, we discussed how it could be beneficial to visualise a pupil working in real time, during the lesson to encourage engagement and to share the learning process. Students could be selected to work under the visualiser at random points during lessons.

 
The PowerPoint presentation from this session can be found in the shared area, in the 'Swap Shop' folder.

Do you have any other suggestions for using a visualiser in lessons? Please share...

Tuesday, 2 December 2014

5 Useful Tips for Raising Boys' Achievement

This week Swap Shop was led by Lisa Pattinson (Teacher of Creative Arts). Here Lisa has provided several quick and easy ways to engage boys and raise their achievement:
1. Try getting students to set their own targets for themselves and each other...
2.Provide students with examples of your own work, to inspire them... 

3. Provide real examples of levelled work...
 4. Build positive relationships...

5. Don' forget to praise your pupils regularly with positive citations and college points.




Sunday, 23 November 2014

Swap Shop SEN Pick 'N' Mix

This week Tracy Brits (Head of English) shared some useful strategies to help students who have a range of special educational needs to progress in their learning.
In groups we were given a list of barriers to students' learning and a range of strategies. We discussed how we could match these up and we were given a handy resource to take away with us (clicking on the picture will take you to the word document)...
Click here to download the PowerPoint used today.
James Daniel (SENCO), also emailed staff a few weeks ago with a handy PowerPoint packed with strategies and tips to help dyslexic students to make progress, you can download this PowerPoint by clicking on this picture...

Please let us know if you found the session and resources useful by commenting below.

Friday, 14 November 2014

Independent Thinking and Revision Tactics

This morning Ed Thorndyke (Teacher of PE) demonstrated an activity that all teachers can adapt for their subjects. The activity required energy; it really woke us up at 8.30am and got us moving!

How to use the activity:

  1. Students work in small groups for this activity.
  2. They are given a large sheet with different areas to investigate. (See picture below).
  3. Each topic on the sheet is colour-coded: green, blue or red (in order of difficulty).
  4. Around the room there are sheets of information, which are also colour-coded. (Again, see picture below).
  5. Students must then move around the room finding information, they cannot bring the sheets back with them, they must read and remember the information and add it to the sheet on their desks.
The activity worked really well and by the end of Swap Shop all of us had filled an A3 sheet with information about 'Drugs in Sport'!

This activity has the potential to be adapted in many ways. Ed explained how it could be used to develop and extend writing; in English for example, you could colour-code sentences in a way which progresses students from C-A*.



How could you use it in your subject?

Monday, 10 November 2014

Three Strategies to Help SEN Students.



This week James Daniel (Teacher of English and SENCO) shared three straightforward strategies which teachers can use to help support their SEN students. For more details click on the coloured hyper-links which will take you to the resources used in the session. To summarise:
  1. We can support our students in making progress with reading by using reading comprehension as a bell/starter activity (an example of this type of activity can be found on the powerpoint)
  2.  We can support students' learning in all subjects, by encouraging them to develop their memory skills. (Follow these links to find examples of activities to use in lessons or during form time... http://www.web-games-online.com/memory/    http://www.bbc.co.uk/scotland/brainsmart/games/objects/)
  3. As a teacher, focus your attention on SEN students by marking their books first (again read more about this on the powerpoint used in today's session.)

Please do comment below to share any additional ideas or to provide feedback of your experiences in this area...



Friday, 24 October 2014

Word Activities to Develop Literacy

This morning Bruno Prime (Teacher of Languages) delivered a fantastic Swap Shop with a focus on activities which can help to improve literacy. The tables all had different activities which could be adapted for use in any subject. We spent five minutes at each table, before moving round to the next table, in order to try out the activities. Each table had an 'expert' from the languages department to help explain the tasks.

Here are all of the resources from the Swap Shop:

Scrabble

 http://www.tes.co.uk/teaching-resource/Scrabble-6447837/requestAction/add/

Word Translation Game

http://www.tes.co.uk/teaching-resource/Word-Translation-Game-6447838/requestAction/add/

Sentence Auction

http://www.tes.co.uk/teaching-resource/Sentence-Auction-Activity-6447839/requestAction/add/

Synonym and Antonym Game

http://www.tes.co.uk/teaching-resource/Synonym-and-Antonym-Activity-6447840/requestAction/add/

Please comment below if you have used any of the resources from this Swap Shop...

Wednesday, 22 October 2014

A School Trip Like No Other - A Student Blog Post by Kyra Pashely Y11


Kyra Pashely Y11

We walked into the beautiful old style town center of Ypres at night and stood in awe beneath the spectacular building in front of us; the historical Cloth Hall. Looking up at the building gave a real impact of how the next few days would affect us, because I don’t think anybody knew the grand scale of the events. After learning about the battles that took place and the ruins that they left where we stood, we went to visit the amazing Menin Gate. It was breath taking, there were so many names written across the white stone, 55,000 of the missing in action in the Ypres area alone. Poppies, wreathes and small crosses with loving messages were placed along the names. What excited the group was finding their surnames in Staffordshire/Cheshire Regiments. This made us realize that this was is very personal to everybody- even 100 years on. As we walked back we saw the cathedral and the Cloth Hall together, and from learning that this was a complete replica of the original, we thought that it was stunning. The atmosphere left us speechless and amazed. 


We got back to the hotel and couldn’t stop talking all night, buzzing from the excitement. It was a completely different school trip from any before.


The next morning we travelled down to the’ In Flanders Fields Museum’, which was in the Cloth Hall. It was interesting to see the war from a French and Belgian perspective. We received poppy bracelets, which represented a different person’s life during the war. We could scan them throughout the museum and learn about their struggles. Two people had Marie Curie, which was intriguing because we could learn about another aspect of her life. At the gift shop several people bought a poppy or cross to place at a grave that we were to visit.

Our next stop was at Essex Farm and where the poet, John McCrae, wrote his famous poem. The poem uses the word ‘poppies’ a lot which, as our amazing tour guide Raoul explained, was the first reason to explain the use of poppies, this is why most wreathes and a famous symbol of the war is the red poppy.  Many people think the poet is buried in the cemetery by Essex Farm, however that is not the case as he died in France, so was buried there. We saw where the casualties were taken after being injured. There were seven rooms, which were low ceilinged and tight spaced. The WC and the kitchen were long narrow rooms.

The graves in Essex Farm were very peaceful, however we were shown a row of soldiers that were known or thought to be buried in that area.


The group felt strange to be walking on top of the bodies of soldiers, and also sad because we felt that each soldier deserves a formal burial. We then saw a grave of a 15-year-old soldier, and learnt that he had lied about his aged, accidently let slip that he was 15 to his officers, who told him to walk around a little and come back as an 18 year old. His story shocked us because it was our age and we could not begin to imagine his experience, we also felt anger at the generals for letting this boy into the war.


The next cemetery we visited was another place all together. It was a German cemetery. As we came to the cemetery we knew that this was not going to be the same as the other cemeteries we had visited. It was very dark and gloomy with the trees  planted in a ring, so that no light could shine onto the graves. It was very eerie and sinister.  The tour guide explained that teachers told their students (15-17 years old) to join their fathers, uncles and brothers in the war. They called it the children’s war. There was a room in the cemetery with 6,000 identified German soldiers and 2000 German boys names that died in October 1916. The room on the other side showed a map of Belgium, the tour guide explained that as German soldiers died they had to be buried around the battles. He said that the Belgian government gave the land to the Germans for 35 years and when that time period ended they had to collect al the bodies and rebury them in four mass grave cemeteries, one of which was where we were, 44, 344 German soldiers were buried.


The Canadian monument, the Brooding Soldier, was very powerful and eye catching. It showed a mourning soldier bowing his head with both hands on a reversed riffle, a sign of deepest respect to his fallen friends. 18,000 Canadians were involved in multiple gas attack here. This is one of Mr. Dawson’s favorite monuments and the group soon understood why.


We then travelled to Tyne Cot cemetery where 35,000 names of soldiers missing in action were listed. Marcus’s relative was one of them. There were so many names it was so hard to comprehend. Among the thousands of gravestones we learnt that it was expensive to have a personal letter on a gravestone and saw many Unknown Soldier’s gravestones. 



Next stop was the trenches at Sanctuary Wood. It was unbelievable to think that soldiers walked, fought and lived in these trenches for a considerable amount of time. They were narrow, low and very dark. However we saw that they served a purpose with the amount of shell holes that surrounded the area. 


We had finished the great list of places to visit for the day; so we had time to stop off at cemeteries of relatives, this included one of Joe Day’s and one of mine.  We drove down to the cemetery where my Great Great Grandad was buried. This would be the very first grave that I had visited in my life and I would also be the first one in my family to visit it. I didn’t know how it was going to affect me. The weather was shocking on the way there but it seemed to clear up nicely when we reached the place. We found the grave, I stood in front of it and took it all in. It was amazing to see someone from my family buried in such a beautiful cemetery like this; with the sun setting over the Sacrificial Cross it was so peaceful. I placed a picture of his family and a lovely letter that my sister had written to him, also a small cross with the phrase ‘You gave your tomorrows for our todays’. This was a whole different experience for me, which will stay with me forever. It was like nothing before.  As I walked to the visitor’s book it must have just hit me and I burst into tears, it was so beautiful and I felt extremely privileged to have done it.


Day 2


Today was an early start but everybody was wide-awake to see more amazing monuments. Our first stop was Vim Mel Ridge, the international Canadian monument. As we drove to the entrance we saw the landscape was completely undulated terrain, looking like a loonier landscape. It was fascinating to know that there was still unexploded ammunition in the ground. We could see the magnificent Canadian monument through the trees, which stood high into the clear blue sky. Our tour guide explained that the area fell into the German hands and the Moroccan division in the French army took it back in may 1915. To commemorate that fact, they built a memorial for the Moroccan division.

The Canadians were here in 1917 and bombarded the German trench system and 30,000 Canadians attacked the Germans and were successful; Canada became a real nation there. The national monument that stood in front of us was bright white, symbolizing the entrance to heaven with angels guarding the gateway. There was a mother and father grieving over their loss at the base of the grand monument. Around the front of the monument there was a soldier showing that he is ready to die, and there was another man over him passing a torch to the next generations, representing that if the torch dies the memory will die with it. There was a grand lady at the front of the monument with her head down, mourning for all that have died. She is known as the spirit of Canada and is also known as the weeping mother, looking after all that have fallen. We saw a few Canadian soldiers who have volunteered to work at the Canadian monuments for four months. They see it as an honor.

Our next visit was to Beaumont Hammel, where all the Newfoundlanders of Canada fought. It had 6,000 soldiers and the first battalion fought. We could see the first line, the second line and the communication lines of trenches in this area. On the first day of battle 800 soldiers went out to fight, by the end only 68 men answered their name. 

We got onto the coach to France and drove close to the absolutely striking memorial of Theipval, there was complete silence on the coach as Roul told us about the battle of the Somme

Monday, 20 October 2014

Keep on Blogging!

Thank you to those who attended Friday's Swap Shop, we had the opportunity to explore the 'Claytonia' blog and to add comments to the Swap Shop blog posts. We also discussed how the blog could be a useful place to discuss ideas and activities which we have tried out in our lessons.
The blog also enables you to read about what you missed, if you couldn't make it to Swap Shop. You can get easy access, from any location, to the resources shared during Swap Shop (by following the hyper-links from the posts). 

Moving Forward

Miss Mitchell has been blogging with her established team of bloggers from Stanford College for some time; so to build on this, in an assembly on Friday, we also launched our exciting plans for college blogs for each college...



Our Blogging Team will consist of...
Two lead bloggers who are responsible for whole school blog posts (topics such as PSHE day activities, team building days, achievement assemblies, form prizes, etc.
A form blogger from each form in the college.
A member of staff to manage the administration of each blog: Mrs Gimbert - Melbourne, Mrs Alam - Kings, Mrs Corbett Stanford. (If you are a member of staff attached to Trinty College and would like to be involved in this, we would be delighted to have you on-board.) 


Bloggers will aim to publish regular blog posts which will cover a variety of interesting topics.

Five Benefits of being a blogger:


  1. You will have the chance to be creative and work as a team. 
  2. It will build your writing skills. 
  3. Your work will be published. 
  4. It will be excellent experience and will look good on applications for roles of leadership and responsibility. (Prefect applications, college applications and job applications) 
  5. There will be regular prizes awarded for excellent blog posts.

Blogging club will start on Friday afternoons after half term. We will meet in a computer room and work on our blog posts.
Each form has now selected a form blogger, but if you would like to apply to be a lead blogger for your college you should:


  • Apply in writing to your head of college. 
  • Explain why you believe you would be a good person to lead the college blog (no more than 250 words). 
  • Give some examples of your ideas for future blog posts. 
  • Draft out an example blog post. 

Good Luck! 

Monday, 6 October 2014

Assessment For Learning Techniques


This week Robert Greenhalgh (RE Teacher at Clayton) led a Swap Shop sharing assessment for learning (AFL)  techniques, with a focus on engaging boys in their learning. Teachers took part in a carousel activity, which allowed everyone to try all three of the activities.



Teaching staff had a go at the activities and shared ideas on how they could be used in their subjects.

Here are three top tips to engage boys using AFL:

§
  1. Make it competitive.
  2. Make it kinaesthetic.
  3. Make it visual.
Here are three activities to try now (copies of these sheets can all be found in the shared area 'Swap Shop' folder)...




Have you tried any of these activities? 
Please leave feedback below...

Saturday, 4 October 2014

Y7 Assembly - Reading For Pleasure


"Never trust anyone who has not brought a book with them." — Lemony Snicket

This Friday Year 7 were invited to an assembly to promote reading. Mrs Corbett, our school librarian, got students to consider the benefits of reading; here are the top 6 reasons to read: 

  1.  You can do it anywhere.
  2.  It improves your vocabulary.
  3.  It increases a sense of achievement, confidence, self- esteem and self-awareness. 
  4.  It expands your creativity. 
  5.  It helps you to sleep.
  6.  It prevents boredom and promotes relaxation.
Students then watched a clip of Will Smith explaining that the keys to life are 'running and reading'. Watch it again here.

Members of our school's reading club, 'Fully Booked' then explained what happens at reading club and how to join...


Here are some pictures from last year's Young Teen Fiction Award Day...

Finally, Mrs Corbett explained a special celebration...
Five lucky students won golden tickets to The Whipple-Scrumptious Chocolate Party! 


What books are you currently reading?
We would love to hear your comments and recommendations below...

Saturday, 27 September 2014

Literacy Based Starters

Melissa White (Humanities Teacher) presented Swap Shop this week...

We looked at how we could use engaging starter activities in our lessons, in order to promote literacy. Melissa shared some super resources and ideas.

10 Activities that you can try in your lessons right away:

1. Click on this link to find out more about the Halftone 2 App. 
2.
3.
4.
5.
6.
7.
8. Click here to make your own word cloud. Alternatively this link will take you to the Wordle web site.
9. Using Twitter. Why not post the best tweet here on our school Twitter page?
10. 

How might you adapt these activities for your subject?
How might you adapt these activities or any literacy strategies to make them more boy friendly?
Please leave your comments below...