Extended learning - Pupil premium
It is a concern that the achievement gap between pupil premium and non pp students has grown. This is a worrying statistic that means all teaching staff have to be aware of. Try and engage lower ability and achievement groups through clear identification of objectives, and constant engagement and attention. Use positive reinforcement techniques which feed the nature of these students. Offer extra curricular etc?
Use mindset approach to encourage and enable these pupils!
Thursday, 15 September 2016
Observations thurs Wk2
Period 2 - JCP Y10 photography
Reviewed last weeks lesson
"above and below" theme in photography, including use of rule of thirds
looking from a high or low angle and how that creates different effects in photography
JCP uses the projector screen to show through slides of pupils work from last week.
Introduces new project, using powerpoint.
"FOOD"
Where do we see photos of food?
who took photos of the food?
If you were a chef, what sort of photography would you use for your food, how would you promote your food?
... advertising, posters, promotional, publicity etc.
Jill mead photographer
what has she done to make this image interesting?
Martin Parr
what do you think of these?
... not very nice etc a bit greasy
If you were a chef you wouldn't want these in your book
David loftus
soft focus on edges/blurry, uses opposing colours/contrasting. blue/orange
Jon Feinstein
Emily blincoe
Clare Barboza
Lesson objectives PP page.
open discussion on slideshows.
Having lesson objectives on the screen enables pupils to see desired tasks etc
girls were given an extension task because they engaged with the lesson more fully.
short easy task overall though because printing 4 pics and mounting them up on black card took an hour
Period 5 - VB Y7 RM stationary
Period 2 - JCP Y10 photography
Reviewed last weeks lesson
"above and below" theme in photography, including use of rule of thirds
looking from a high or low angle and how that creates different effects in photography
JCP uses the projector screen to show through slides of pupils work from last week.
Introduces new project, using powerpoint.
"FOOD"
Where do we see photos of food?
who took photos of the food?
If you were a chef, what sort of photography would you use for your food, how would you promote your food?
... advertising, posters, promotional, publicity etc.
Jill mead photographer
what has she done to make this image interesting?
Martin Parr
what do you think of these?
... not very nice etc a bit greasy
If you were a chef you wouldn't want these in your book
David loftus
soft focus on edges/blurry, uses opposing colours/contrasting. blue/orange
Jon Feinstein
Emily blincoe
Clare Barboza
Lesson objectives PP page.
open discussion on slideshows.
Having lesson objectives on the screen enables pupils to see desired tasks etc
girls were given an extension task because they engaged with the lesson more fully.
short easy task overall though because printing 4 pics and mounting them up on black card took an hour
Period 5 - VB Y7 RM stationary
Wednesday, 14 September 2016
Extended learning
SO FAR:
written up all observational notes DONE
get powerpoint for year 10 RM to add to my blog DO THIS ON MONDAY on MEM stick and link to youtube on blog
read booklets and start considering what i would like to be involved in, can i bring in ideas or samples etc? start having a go at material use
BCU enrol and library task
Get memory stick in order to save everything.
HAD MY FIRST DEMO/DISCUSSION IN CLASS... remember how that felt, really enjoyed it and felt exciting, just got to get used to things! no worry
discussed and reviewed the woods that we seperated.
Mrs Baggot, has said that from there what she will do is start letting me introduce and get them to sit down, get their attention etc when theyre rowdy next time!
she then asks them to consider what needs to go into the pencil case. she counts 1-10 for them to chat about it. then 1-20 to write it down. this engaged them and got them excited again rushing to get ideas on to paper. fantastic approach really inspiring!
NOTES
afterward we discussed presence in class:
FEELING SUPER GOOD TODAY!!
SIGN UP TO INNOVATE MY SCHOOL
SIGN UP TO THINKUKNOW
SO FAR:
written up all observational notes DONE
get powerpoint for year 10 RM to add to my blog DO THIS ON MONDAY on MEM stick and link to youtube on blog
read booklets and start considering what i would like to be involved in, can i bring in ideas or samples etc? start having a go at material use
BCU enrol and library task
Get memory stick in order to save everything.
HAD MY FIRST DEMO/DISCUSSION IN CLASS... remember how that felt, really enjoyed it and felt exciting, just got to get used to things! no worry
discussed and reviewed the woods that we seperated.
Mrs Baggot, has said that from there what she will do is start letting me introduce and get them to sit down, get their attention etc when theyre rowdy next time!
she then asks them to consider what needs to go into the pencil case. she counts 1-10 for them to chat about it. then 1-20 to write it down. this engaged them and got them excited again rushing to get ideas on to paper. fantastic approach really inspiring!
NOTES
afterward we discussed presence in class:
- Never underestimate physical presence. If someone is misbehaving or showing off. Own that space, sit next to them and teach the session from there.
- Don't forget to renew strategies. Vicky mentioned that once a teacher tries and tests a new strategy and it works, if it begins to fail or doesnt work on certain students, sometimes we become blinded and believe that now, it's the student, where really we need to be in a constant state of adaption and change our style to suit, find what works!
- POST IT NOTES. She said they are magic! example given was that she had a difficult class and she started giving everyone who behaved really well, a post it note with their name on. at the end of the class they could put them into a lucky dip box. the more times they had their name written down, the higher the percentage they would have their name picked out of the lucky dip box at the end of the week. then they won a box of chocolates. Once the behaviour was changed you could then drop the approach because the behaviour had been tackled and positive reinforcement was made.
FEELING SUPER GOOD TODAY!!
SIGN UP TO INNOVATE MY SCHOOL
SIGN UP TO THINKUKNOW
Observations Wed Wk2
Period 1 - VB Y8 DT
Observations and assist
I took it upon myself to hand out booklets by calling out names, this established me as a member of staff to year 8 and gave me some casual practice in terms of my speaking to an unsettled room and getting their attention. This also meant that i knew a few names!
Vicky reviewed briefly what was discussed last week, this refreshes the minds of the students.
looked at safety signs, the room and hazards etc.
"where are the safety buttons?"
get a student to go round and show the buttons, the kill switches for the room. 3 x buttons, one at the front of room one at side and one at the back"
Good tactic for dealing with behaviour. stops talking and looks at person until they pay attention, air of passive strictness. very efficient.
"""""wood, different family. "human beings but you all have different identities" good example
soft wood, hard wood, man made mdf...
quite playful with them "pick me pick me cuz i know"
enthusiastic!
Is a soft wood soft? NO, dont believe it its lying to you! its wood from an evergreen tree. "what does evergreen mean?" it doesnt lose its leaves.do you have evergreen trees? what kind of tree is an evergreen? conifer
softwood/hardwood whats the difference?
if i plant a seedling for both and wonder off for two years, whats happens? the softwood grows ALOT quicker. Hardwood doesnt.
So... Hardwood?
loses its leaves, grows slowly... example? OAK
"are we all wood experts?" NO
how can you tell the difference between a hard and softwood tree? if you were to chop them down, how would you know?
How could you tell the difference?
She/Vicky snuck up on a student who wasn't very engaged and made her giggle... this brought her back into the room and in a good mood! (using quiet physical presence to engage)
Patterns are different.
asked a student whether they know the difference between the patterns
on a fast growing tree the rings are wider spaced because it spreads faster. same number of rings ie: 1 per year.
lots of LOUD "good boy, good girl"
smiling and laughing at me isnt going to get you out of trouble! just going to ask you the question now!"""""
ACTIVITY... Samples of woods, tables work as teams to define and label. winning table gets a point on the system!
"Will deduct points from naughty table!"
This is a great tactic for behaviour motivation etc. making it a competition. praise and positive reinforcement.
table 5 slightly more troublesome behaviour.
NOTES:
SEE WOOD SHEET PIC IN MYDRIVE
Period 2 - Vicky Y10 - RM
One student really playing up about tucking in his shirt. really basically saying no to tucking it in, saying to Vickys face its tucked in whilst standing there with it untucked. she just approached him and in a very enthusiastic mood, to tuck in etc. he still didnt do it in the end. but in hindsight i feel like this was a means to not pay him the attention he was craving. seeing as its just uniform, it isnt outwadrly disruptive.
recap, looking at the way in which wood was... (prompt)
clearcut... whats that mean? where they literally take a forrest and wipe it out very quickly.
how do they cut that wood down? (prompt) they were using trucks, automated,
going over what was shown in the videos... how was wood cut etc.
"i dont like blank expressions, so going to replay the video to recap"
NOTES:
so with year 8 its all about identifying materials and getting them to engage in what woods and materials we might use.
where year 10, they have that knowledge now from previous years in school, so now they begin looking at processes, HOW the wood is processed from woodland to product. why do they take wood at certain times etc such as moisture levels, then they take it to the plant etc. Waste products? wood chipping (any one have them in your garden?) bio fuel etc. asking questions throughout the video.
naked logs ready fo cutting, can you see the knots? thats a weakness, not always a good thing,
GET LINK TO VIDEOS BEING USED TO ADD TO BLOG.
VICKY GIVING ME THE PP to save to memory stick. PICK UP STICK TODAY? SEE POWERPOINT
This is great because once the powerpoint is made, you can use it for every class?
NOTES:
Subject knowledge:
smootchcut wood, smooth and great for in school,
roughcut, what industries would use that? builders, framing, roofs, fences, studding? not a smooth finish, doesnt need to be beautiful etc (knocks walls, solid brick wall high pitched knock supporting wall, studding is walls that make a lower hollow noise, where its a frame inside with a board over the top etc)
whats seasoning?? no its not salt and pepper?! its when you leave the wood to dry. some trees are actually 50/60% water etc.
Planing?
trees bleed? asked one pupil. "trees bleed sap" but no its not blood its moisture coming out.
Osmosis! the transfer of water through a semi permeable membrane.
SEE SEASONING ON POWER POINT
(bamboo is a type of grass)
Shows one long piece of wood. points out that the plank is ok, but when we are selecting wood we need to ensure its straight, its to do with how its stored too etc.
they use a kiln to help dry out the wood. can help with accuracy of the dryness.
www.technologystudent.com (IMPORTANT)
bbc bitesize
DESIGN TASK SECTION OF LESSON 10.30
Door wedge for 8+ bedroom
dont try and hi five students :'D left her hanging! oops, year 10s are less open to the joking with teacher, harder relationship possibly.
NOTES:
Subject knowledge:
as for wedges, flat section at the back/top, they are going to use a router, it has a rotating blade like a pillar drill, we drop it into the wood depth, we can use it by moving it left and right to create slots or grooves, great for making shelves etc.
the theme can be anything, but review from home if you need a steeper or shallower slope on your wedge. steeper ones might lift the door.
first task: on A3 paper, brainstorm to identify the key design requirements, you need to consider (material safety, size, design, finish etc) whats applicable for a 10+
"ACCESS FM"
aesthetics
cost
customer
environment
safety
if this was year 11 you would have to analyse the brief so you have to get used to thinking like this!
table 6 are a bit more difficult in this class but unsure as to whether there is a seating plan at all. only two girls in this class.
for twenty minutes she sat quietly and went around the groups encouraging them to consider all the above.
isometric drawing. go over this!
TODO
now that i have timetable, read through the appropriate booklets so caught up with the subjects ill be involved in.
JD/GF art 10/2
JCP art 9 2/1
JD graphics SEN group DONE
VB tech year 8b2
GF art 8b4
JCP photography 10/4
VB stationary 7a3
go over isometric drawing
read the booklets on evenings and at the weekend, for associated subjects so caught up then i can begin to develop ten minute demos etc.
email Tracey re: enrolment at BCU, do library task.
Period 1 - VB Y8 DT
Observations and assist
I took it upon myself to hand out booklets by calling out names, this established me as a member of staff to year 8 and gave me some casual practice in terms of my speaking to an unsettled room and getting their attention. This also meant that i knew a few names!
Vicky reviewed briefly what was discussed last week, this refreshes the minds of the students.
looked at safety signs, the room and hazards etc.
"where are the safety buttons?"
get a student to go round and show the buttons, the kill switches for the room. 3 x buttons, one at the front of room one at side and one at the back"
Good tactic for dealing with behaviour. stops talking and looks at person until they pay attention, air of passive strictness. very efficient.
"""""wood, different family. "human beings but you all have different identities" good example
soft wood, hard wood, man made mdf...
quite playful with them "pick me pick me cuz i know"
enthusiastic!
Is a soft wood soft? NO, dont believe it its lying to you! its wood from an evergreen tree. "what does evergreen mean?" it doesnt lose its leaves.do you have evergreen trees? what kind of tree is an evergreen? conifer
softwood/hardwood whats the difference?
if i plant a seedling for both and wonder off for two years, whats happens? the softwood grows ALOT quicker. Hardwood doesnt.
So... Hardwood?
loses its leaves, grows slowly... example? OAK
"are we all wood experts?" NO
how can you tell the difference between a hard and softwood tree? if you were to chop them down, how would you know?
How could you tell the difference?
She/Vicky snuck up on a student who wasn't very engaged and made her giggle... this brought her back into the room and in a good mood! (using quiet physical presence to engage)
Patterns are different.
asked a student whether they know the difference between the patterns
on a fast growing tree the rings are wider spaced because it spreads faster. same number of rings ie: 1 per year.
lots of LOUD "good boy, good girl"
smiling and laughing at me isnt going to get you out of trouble! just going to ask you the question now!"""""
ACTIVITY... Samples of woods, tables work as teams to define and label. winning table gets a point on the system!
"Will deduct points from naughty table!"
This is a great tactic for behaviour motivation etc. making it a competition. praise and positive reinforcement.
table 5 slightly more troublesome behaviour.
NOTES:
- beechwood is the same wood as the desk and is a hardwood
- mahogony dark wood hardwood
- balsa wood really really light weight, classed as a hardwood, its used to flying planes, but the grain is close together etc
- oak
- pine, soft, quite obvious, the grain should be further apart.
- man made, plywood glued in layers together.
- plywood faced/plyfaced , wood, sandwiched in the middle of two sheets of wood, plywood face
- chipboard, made from chippings little chips, glued together as man made
- MDF medium density fibreboard
SEE WOOD SHEET PIC IN MYDRIVE
Period 2 - Vicky Y10 - RM
One student really playing up about tucking in his shirt. really basically saying no to tucking it in, saying to Vickys face its tucked in whilst standing there with it untucked. she just approached him and in a very enthusiastic mood, to tuck in etc. he still didnt do it in the end. but in hindsight i feel like this was a means to not pay him the attention he was craving. seeing as its just uniform, it isnt outwadrly disruptive.
recap, looking at the way in which wood was... (prompt)
clearcut... whats that mean? where they literally take a forrest and wipe it out very quickly.
how do they cut that wood down? (prompt) they were using trucks, automated,
going over what was shown in the videos... how was wood cut etc.
"i dont like blank expressions, so going to replay the video to recap"
NOTES:
so with year 8 its all about identifying materials and getting them to engage in what woods and materials we might use.
where year 10, they have that knowledge now from previous years in school, so now they begin looking at processes, HOW the wood is processed from woodland to product. why do they take wood at certain times etc such as moisture levels, then they take it to the plant etc. Waste products? wood chipping (any one have them in your garden?) bio fuel etc. asking questions throughout the video.
naked logs ready fo cutting, can you see the knots? thats a weakness, not always a good thing,
GET LINK TO VIDEOS BEING USED TO ADD TO BLOG.
VICKY GIVING ME THE PP to save to memory stick. PICK UP STICK TODAY? SEE POWERPOINT
This is great because once the powerpoint is made, you can use it for every class?
NOTES:
Subject knowledge:
smootchcut wood, smooth and great for in school,
roughcut, what industries would use that? builders, framing, roofs, fences, studding? not a smooth finish, doesnt need to be beautiful etc (knocks walls, solid brick wall high pitched knock supporting wall, studding is walls that make a lower hollow noise, where its a frame inside with a board over the top etc)
whats seasoning?? no its not salt and pepper?! its when you leave the wood to dry. some trees are actually 50/60% water etc.
Planing?
trees bleed? asked one pupil. "trees bleed sap" but no its not blood its moisture coming out.
Osmosis! the transfer of water through a semi permeable membrane.
SEE SEASONING ON POWER POINT
(bamboo is a type of grass)
Shows one long piece of wood. points out that the plank is ok, but when we are selecting wood we need to ensure its straight, its to do with how its stored too etc.
they use a kiln to help dry out the wood. can help with accuracy of the dryness.
www.technologystudent.com (IMPORTANT)
bbc bitesize
DESIGN TASK SECTION OF LESSON 10.30
Door wedge for 8+ bedroom
dont try and hi five students :'D left her hanging! oops, year 10s are less open to the joking with teacher, harder relationship possibly.
NOTES:
Subject knowledge:
as for wedges, flat section at the back/top, they are going to use a router, it has a rotating blade like a pillar drill, we drop it into the wood depth, we can use it by moving it left and right to create slots or grooves, great for making shelves etc.
the theme can be anything, but review from home if you need a steeper or shallower slope on your wedge. steeper ones might lift the door.
first task: on A3 paper, brainstorm to identify the key design requirements, you need to consider (material safety, size, design, finish etc) whats applicable for a 10+
"ACCESS FM"
aesthetics
cost
customer
environment
safety
if this was year 11 you would have to analyse the brief so you have to get used to thinking like this!
table 6 are a bit more difficult in this class but unsure as to whether there is a seating plan at all. only two girls in this class.
for twenty minutes she sat quietly and went around the groups encouraging them to consider all the above.
isometric drawing. go over this!
TODO
now that i have timetable, read through the appropriate booklets so caught up with the subjects ill be involved in.
JD/GF art 10/2
JCP art 9 2/1
JD graphics SEN group DONE
VB tech year 8b2
GF art 8b4
JCP photography 10/4
VB stationary 7a3
go over isometric drawing
read the booklets on evenings and at the weekend, for associated subjects so caught up then i can begin to develop ten minute demos etc.
email Tracey re: enrolment at BCU, do library task.
Tuesday, 13 September 2016
Professional Studies day - Safeguarding - THINKUKNOW
From these notes I went on to find out who the safeguarding officers were at Redhill.
Chris montgomery and Mr Scott are both officers but I should approach Mr Scott first.
Im unsure as to when I will have to give a lesson in safeguarding to pupils however, with this knowledge and with the use of "THINKUKNOW" lesson plans I will be able to efficiently using the materials given.
SPEAK TO CHARLIE ABOUT ISSUES WITH THINKUKNOW: NOT BEING ABLE TO SIGN UP ETC, MAYBE I CAN DO THIS ONCE I HAVE LOGINS FOR BCU AND REDHILL?
From these notes I went on to find out who the safeguarding officers were at Redhill.
Chris montgomery and Mr Scott are both officers but I should approach Mr Scott first.
Im unsure as to when I will have to give a lesson in safeguarding to pupils however, with this knowledge and with the use of "THINKUKNOW" lesson plans I will be able to efficiently using the materials given.
SPEAK TO CHARLIE ABOUT ISSUES WITH THINKUKNOW: NOT BEING ABLE TO SIGN UP ETC, MAYBE I CAN DO THIS ONCE I HAVE LOGINS FOR BCU AND REDHILL?
CHECKLIST
Outlined today that i will be doing 10 out of 20 hours spent in school doing observations, this gives me the other periods to prepare for leading sessions, and writing up notes from observations and utilising them efficiently
1 of those 10 hours is going to be SEN focused in Jennys' period 3 Graphics class on a Tuesday.
6 of those remaining 9 hours will eventually be me leading and taking small groups for tasks etc. for example in the next couple of weeks JCP will start asking me to give an example of a task or ask me to prepare a ten minute demo of clay moddeling etc.
Outlined today that i will be doing 10 out of 20 hours spent in school doing observations, this gives me the other periods to prepare for leading sessions, and writing up notes from observations and utilising them efficiently
1 of those 10 hours is going to be SEN focused in Jennys' period 3 Graphics class on a Tuesday.
6 of those remaining 9 hours will eventually be me leading and taking small groups for tasks etc. for example in the next couple of weeks JCP will start asking me to give an example of a task or ask me to prepare a ten minute demo of clay moddeling etc.
- Write up all notes from BCU day
- Begin reading list
- Sign up to TES newsletter or begin pulling points from TES! keep this as part of your up to date reading list and include info in notes
- work the above into timetable
- write up overall timetable
- keep a diary of how you feel about things on the blog: diary entry, how im feeling about my progress. what am i nervous about and wehy? can i use influences from in class to help ease myself in?
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