Learning Outcomes | missavecarter

Hitting Teaching Standards 2 and 6 throughout the taught lesson (and beyond)

In My view, Teaching Standards 2 and 6 are central to ensuring pupil progress and are a good starting point for excellent teaching and learning.

In observations, the observer wants tangible evidence that the pupils in that lesson are making good progress. I think that explicitly demonstrating pupil progress is crucial to a successful lesson.

The key question I find useful when planning my lessons is:

So, what evidence do you have in your hand, your head and your classroom that pupils have made progress?

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Fairchild – The Wild Storm #14 Review | jddunsany

Well, that’s a shame. This is issue 14 of the Wild Storm imprint’s flagship title, not 13 as indicated by the numbering on the cover*. A small mistake, you might think, but, when this comic manages to produce something approaching perfection most issues, not an insignificant one: a fly in this comic’s sweet-smelling ointment; a little fox to spoil an otherwise luxuriant and abundant vine. Still, that is a nice cover. The image of this version of Fairchild (Gen13) lifting a jeep one-handed above her head is a typically Davis-Huntian (Davis-Hunt-esque?) study in feminine power and understated…

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March Dates for Your Diary | Peter Sumner

March Dates for Your Diary
The new year half-term has passed and the build up to Easter begins. We have put together some opportunities for extra-curricular lessons in our March roundup.

World Book Day
Thursday 7th March

World Book Day is always a little controversial as every day should be a book day for children. Nonetheless, it is still an opportunity to celebrate the wonder of books and hopefully encourage even more young, and older, readers.

There are a whole host of primary school resources available on the WBD website. You can also register now for a BRAND NEW creative,…

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Vocabulary of Testing | Primary Ideas

Here’s an idea from a colleague…
We do tests (not the official ones) to find out what children do/don’t know, to give them practice of what a test is like and to teach test technique.
Good practice is to review the test with the pupils. What did they get right? What did they get wrong? Why?

Something we’ve recently learned is to ask the children for ‘the words they did not understand’. Then, spend some time defining these words and then display them for all to see. Can’t do the test if you don’t understand the vocabulary…

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