Upton Teach-meet 19th October 2017

Teach-meet presentation running order Thursday 19/10/17

  1. Alison McLean 7 mins – Plickers (Business Studies)
  2. Karen Smale 7 mins – RAG ( review)  (RS)
  3. Mike Casstles 7 mins – Classroom language (Geography)
  4. Sarah Green 3 mins – Edmodo (English)
  5. Giles Cadman  3 mins -Blogging (Maths)
  6. Andy Crozier 3 mins – PEEL & VOICE (Whole school literacy)
  7. John Keegan 7 mins – Research (Whole school)
  8. Kate Wilson/Jamie-Lee Toland- 3 mins (Maths)

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Giles Cadman explained how he uses Open Broadcasting Software (OBS) to record his lessons for students who have been absent or for revision. See links below:

Anyone who wants to use it will have to get an IT technician to install it.

https://obsproject.com/download

Also, this is today’s Further Maths instalment recorded for a student who was absent
https://www.youtube.com/watch?v=WN6UHIBoDZg&feature=youtu.be

 

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Challenge, high aspirations, differentiation and independent learning

During our last teaching and learning meeting staff were asked to bring along examples of resources or activities on one or more of the following:
  • give students greater challenge
  • set high aspirations
  • show effective differentiation
  • encourage independent learning

This fits into our SDP: “All staff to be appropriately trained and prepared to successfully meet the varied and demanding needs of all students – with a specific focus on greater challenge, high aspirations, effective differentiation and independent learning.”

Here are the examples from departments:

Art

Below is an example of independent work carried out by a student on the GCSE Art exhibition. There is a link below with lots of examples of challenge, high aspirations, differentiation and independent learning.

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Examples in Art

Business Studies and Computer Science

Mr Jones – Differentiation by questioning quiz (see attached PowerPoint) is a quiz were students can select which level of difficulty they want to answer.  It promotes challenge as students want to get more points.

The powerpoint is a template that is easily adaptable for use.

Differentiation by questioning

Mrs Larkin – Pass the Parcel

Sit students in a circle

Play some music to the class

Stop the music after a few seconds.

The student who has the parcel when the music stopped unwraps it and has to answer the revision question.  If they can’t answer it, open the question up to the class.

Restart the music and stop it to allow different students to have the opportunity to unwrap the parcel and answer a question

Mrs Welsh – knowledge audits to promote independent study and challenge (other resources attached)

2.1.4 abcdefg units binary conversion Datablast2.1.4 abcdefg units binary conversion Knowledge Audit

Knowledge audit

Miss Welsh – Guess the integration

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Business 3Business 4

Miss McLean – Beat the Teacher – Connections

  • Give the class the question, and include certain phrases that they have to use within their answer.
  • Mix up the terms so they are not in any order
  • The highlighted words (red) would indicate difficult terms to include – the challenge is to include them
  • At the same time make it a competition by the teacher writing a version in the same time as students and compare

Presentation1

Stop and Think Bingo

  • Instead of giving students words – you pose a question (which you know the answers for) and students have to come up with answers to complete their grid.
  • Play bingo in the usual way (questioning as you go)
  • Extension – give each answer a score, the easier answers 1 pt etc,
  • Students can then total how many their grid would score – this will reward the students who thought about the whole question rather than just the one, who was lucky enough to have them in the order that you called them out

Presentation1

What went wrong?

Students discuss – what went wrong with an answer, rather than what went well.  As often an answer looks good on the surface but is in fact not worth many marks.

By finding errors shows a better understanding of the topics and make it easier to write better answers.  There is no point trying to improve good answers.

Students then go on to write a correct answer either in groups of individually depending on the question.

Presentation1

More resources: 2.1.4 abcdefg units binary conversion Knowledge AuditBusiness Economics and Computer science T&L resourcesChecklist-ProfStandardsDifferentiation by questioning

English

  • They teach poetry using the acronym PCSRILE and students are then able to deconstruct/analyse poems independently. To consolidate the process of skill development, they present their own analysis to the class (see the link below).
  • A homework designed to run across a couple of weeks and to encourage independent research.  it was designed for more able students but could be simplified for the less-able.

    Year 7- Background research for the school bell article

  • Homework: Assessment preparation for the week beginning 20.3.17

    The assessment is going to be a letter about replacing bells with music in schools.  You need to do some research for your assessment:

    • Find articles/reports/information about this topic by looking on the internet for information about other schools where this has happened.
    • Try to find an expert’s view (e.g. A headteacher, a school governor or someone whose job is connected to education.)  You could ask your tutor or other teachers to find your own expert’s view.
    • Interview parents and grandparents about it- to find out an older person’s opinion
    • Interview at least one friend or a sibling to get a younger person’s opinion.
    • Write down on your IPad or record EXACTLY what your interviewee says. Make sure that you have a note of the person’s name, age, year in school and role (e.g. teacher, parent of Sam Smith in Year 7 etc)

     

 

English-Poetry

Geography

In Geography they use Top Trump Templates for students to work independently on river flooding defences.Slide1Slide2

Top-Trump-Templates – River Flooding Defenses

History

Mrs Vianello

Collaborative Learning

Pack of information on two dictators. The class was split into small groups, each focusing on either Stalin or Hitler. The groups then found a partner from the other dictator and shared information. This encouraged independent mastery of their dictator as well as collaborative skills to determine key features of a dictatorship.

Differentiation

Scaffolded note taking to aid students with identifying salient points when making notes at GCSE. Use of key words, pictures, etc to prompt students into identifying key points.

 

Mr Petty

Stretch and Challenge

Range of lesson objectives at a range of levels. Discussion with class at the start of the lesson to determine what ought to be the lesson objective. This can then be used alongside blooms taxonomy to help explicitly identifying higher order thinking skills. This is a good example of using metacognition in the classroom. This was inspired by reading from a consortium of schools in Perth, Western Australia.

e.g.      What problems were there in the trenches?

Why was illness a common feature of trench life?

What was the main cause of illness in the trenches?

What was trench foot?

Why did some trenches suffer higher rates of illness than others?

Mr Doherty

Encourage independent learning

Teacher presents a flawed argument, supported with some evidence. The role of the student is to use the resources available to challenge that argument effectively.

 

Miss Main

Encourage independent learning

Entry into a literacy competition ran by the literacy trust using the descriptosaurus facilities. Students have completed a short piece of descriptive writing (350 words) which enabled them to gain a better sense of the past.

 

Mr Mulhall

Encourage independent learning

There is a challenge in the new A Levels to allow students to have plenty of time to revise and analyse for a two year course. This has led to a need to delivering content intensively.

One technique to allow this was to create a set of questions given to all students. Students were then put into small groups given a different half of the text. The first challenge for students was to discover which questions they could answer using their text. They then selected one of the questions to give a small presentation to the whole class on. This allowed all of the class to identify the overview of the material, whilst maintaining a mastery of a specific item.

Media Studies

Give students greater challenge

Peer and self-assessment of students’ poster campaigns. Compare with professional magazine advertisements to ensure that students’ work has an authentic quality.

Set high aspirations

Sixth Form study exam answers and mark them using a simple mark scheme. Use this to inform their planning of case study answers.

Show effective differentiation

Lower 6th examination preparation for unseen moving image section – give students key answer words (different ones for differing abilities). Students given a choice of questions – they work out what which question their answer words link to then use as many key words as possible to write a response. Students can peer assess and a simple tally of the number of key words used provides feedback.

Encourage independent learning

Students have the opportunity in all years to choose their own topics for research. Year 11 students pick the Television Comedy texts for their examination and are given guidelines to help them research. Sixth form students research different film makers, institutions and theorists to present to the class. This peer to peer teaching can be very effective and allows the students to have ownership of their learning.

 

RS

Lots of examples for challenge, high aspirations, differentiation and independent learning.

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MFL

  • Use of board games, e.g Snakes and Ladders to encourage accuracy with translation.  Can be adapted according to ability.  More able students can make their own games in the target language to encourage independent learning
  • Use of groupings to encourage differentiation, e.g an able student leading a less able group/ more able grouped together
  • Use of VI Form Linguists and Language Assistant to come into classes and do speaking work with more able
  • Language Clubs and E15 set up as a study room with extension resources for more able
  • Use of Student Shared Area/Google Classrooms for students to work on exam material independently
  • Use of Quizlet – more able can tackle more challenging vocab and can adapt their learning to suit
  • Sam Learning/Revision booklets for Year 11 students.  Can manage their learning independently.

 

Sharing good practice: behaviour for learning, high aspirations and challenge, differentiation, independent and collaborative learning skills and feedback.

This was an opportunity for us to share good practice and seek help and advice from colleagues in other departments in small groups.
We wanted to explore the following areas which impact on Teaching and learning :
Behaviour for learning, high aspirations and challenge, differentiation, independent and collaborative learning skills and feedback.
Department members were represented in each group and staff brought along a successful idea/resource that they use within their practice to develop that particular focus and/or they bring along a problem that they may have for discussion. The staff shared their ideas and issues with each other. The facilitator used flip chart paper to record a list of good practice.The group shared problems they had in this area and the group offered solutions. The ideas, problems and solutions are on this blog and are just a summary of what was discussed.

Behaviour for learning

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Problems and solutions:

relationshipsprevious-lessonpraiseplanningconsistency

Everyday Issues: The sideshows that get in the way of starting a lesson the way we want to: Weather, lateness, time of day, corridor- congestion, arguments about seating and any deviation from the normal routine, such as injections.

Solutions: Some of these can be planned for, such as a known deviation to routine e.g. photographs.  Some can be averted by a judicious word to an individual before they enter the room.  The importance of establishing clear routines at the start of the academic year, especially for the start of the lesson was discussed. Not challenging lateness publicly but quietly later on in the lesson averted blow-ups and the possibility sometimes of embarrassing a student was a solution suggested by staff.  Establishing good relationships with students (which takes a long time) is often the thing which stops a small issue escalating to a major disruption to learning in a lesson.

An excellent blog post post is here: https://leadinglearner.me/2013/08/15/planning-to-get-behaviour-right-research-plus-experience/

iPad Management

Some staff requested some guidance on managing the use of iPads in the classroom. Below an outline of how some department at Upton manage iPads as well as a list some useful links with helpful advice:

Religious Studies:

  • iPads are on the table under planner before they are required to be used.
  • The iPad is taken away from any student found misusing it for the rest of the lesson and a 3 is put on the register.
  • We also ask students to share what they have done so if they have done nothing they know that it will be exposed!!

Geography:

  • iPads only taken out when needed
  • They are put on the desk but switched off between activities
  • Apps loaded before lesson
  • Students advised which apps to open
  • Paper copy of activity ( just in case)

MFL:

  • Students have their iPads on the desk at the start of the lesson
  • They are face down with the pencil case and planner on top to avoid looking at the screen
  • If they do not have their iPad they receive a 3 on the register and if they misuse it they receive a 4 and we follow the ABC.

Links:

 

  1. http://www2.classbook.com/blog/5-best-practices-for-managing-a-11-ipad-classroom
  2. http://rebecca-davies.net/2014/03/20/6-strategies-for-managing-behaviour-in-an-ipad-classroom/
  3. http://www.teachthought.com/uncategorized/14-teacher-recommended-classroom-management-apps/
  4. http://www.gettingsmart.com/2013/10/10-strategies-apps-manage-ipad-classroom/

High aspirations and challenge

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Differentiation

80 ways to differentiate: click here: differentiation-deviser

Problems:

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Solutions:

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Also see our earlier blog post on differention click here

Independent and collaborative learning skills

For 20 Collaborative Learning Tips And Strategies For Teachers click on the link below:

https://globaldigitalcitizen.org/20-collaborative-learning-tips-and-strategies-for-teachers

Also an informative post by Geoff Petty on active learning:

http://geoffpetty.com/for-teachers/active-learning/

Problems and solutions:

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Feedback

We have done a lot of work on this over the past 4 years. Take a look by clicking on the links below:

  1. DIRT:   https://wordpress.com/post/uptonteep.wordpress.com/50

2. Workflows: https://wordpress.com/post/uptonteep.wordpress.com/87

3. Marking tips: https://wordpress.com/post/uptonteep.wordpress.com/435

Problems and solutions:

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Activ8 was great!

The logic behind Activ8

We wanted to provide fun and exciting learning experiences, which were different from the normal but fantastic lessons, for the last 8 days of the summer term.

Art

During Activ8, the Art department ran workshops for year 7,8 and 9.

Year 7 took part in Photography workshop, learning how to use the camera on their iPads and creating a stop frame animation. They also created an appliqued portrait in the style of Gary Hume using textile techniques, vintage fabrics and felt.

Year 8 students who had opted for Art, Photography and Textiles took part in workshops for their chosen subject. Year 8 created Zen Tangle animals in Art, they made recycled jewelry in Textiles and in Photography learnt about Composition and portraits.

Year 9 students who had opted for Art and Photography created Alphabet Spaghetti in the Photography workshops whilst creating repeat patterns using natural objects, Dazzle Camouflage and Op Art in their Art workshops.

All students enjoyed the work.

Tracy French, Heather Wynn, Sarah Peterson and Andrew McFadden

Business Studies Activ8 Challenge

Year 9 students were tasked with designing and creating a robot, planning and recording a trailer to promote a movie about the robot and calculating costs for profit or loss.
The challenge gave students the opportunity to work in groups and utilize a range of skills to complete all tasks set out. There were some brilliant robots built and some really creative ideas when it came to using digital technology to create the trailer.
Jen Welsh and Deb Keefe

Climbing at the Boardroom

Mr Bell took groups of Year 7 and 8 students to the Boardroom in Deeside. He said:

We had a great time at The Boardroom.  Hope we can do the same again next year.  Here are some photos.  All attendees were fantastic, Rosie Bennion (year 8) perhaps deserves a special mention.  She stepped in at the last minute to take the place of another student.  At the wall she really impressed her instructor by the encouragement she gave to the others in her group and also by climbing a 6a route just wearing her training shoes, impressive stuff!

Learner Effectiveness Enhancement Programme – LEEP

Grit

The ‘Grit’ part of LEEP was about determination and perseverance. Students were given 4 exercises in a circuit and asked to see how many reps of each exercise they could do in 30 seconds. They were then asked to repeat the circuit and try and beat their score. I could not possibly pick out one or two students as they all worked exceptionally hard which was a pleasure to see.

Sam Downs, George Owen, Mark Jones and Monique Noel

Language

As you can see from the photos year 8 were thoroughly engaged and enjoyed learning about how positive language can be used in the classroom to promote determination and effort. They produced some outstanding work and made every effort to involve themselves in the lesson.

We would like to say a very well done to Lottie Brooks and Nathaniel Ball. Both students readily answered questions, made every effort to complete the work to the best of their ability and engaged with using positive language in the classroom.

We enjoyed delivering the lesson and would love the opportunity to do it again next year.

Chloe Brown and Alice Newbury

Mindfulness

The Mindfulness sessions were fantastic and well conducted. Students engaged really well and left with the understanding of how mindfulness interventions can improve the mental, emotional, social and physical health and well being of young people who take part. The students expressed feeling a sense of relaxation whilst participating positively, in a range of productive activities. Students created a calm atmosphere that was perfect for fantastic mindfulness moments to take place. I would definitely deliver these sessions again, the benefits and impact was instant.

One of the tasks they took part in was called My Mindful Moment. Students were taken for a walk in the outside environment. Once they were out there they were asked to choose a natural object to notice for a minute. When there mindful minute was over, students took a photo of the object. Back in the classroom students were then asked to create a mood board, using their image. Students included words that described how they felt in their mindful moment and words that came to mind when looking at the object or image. This was a successful way of incorporating digital technology into a relaxation lesson. Relaxing music was played to students whilst they completed the task, this set a calm atmosphere.

Deb Keefe and John Keegan

Resilience

We led the Resilience session. We looked at what resilience is, certain characteristics of it and why it is needed for success. Students engaged well and felt that it was valuable for both their personal life and academic studies. It provided a new outlook, if you can’t find a way, make one!

Karen Smale and Emma Summers

Brainology

Our brain is a muscle and just as we would exercise our bodies to make them stronger, we need to do the same with our brains.  This gives us learning strength and builds our brain power.

Jamie Lee Toland and Kate Wilson

MFL Creative writing

The MFL team ran an afternoon of creative writing for Year 9 students.

Our students completed creative writing activities in all four languages; French, German Spanish and Mandarin.  They worked in small groups to collate their ideas and look up useful vocabulary for the task ahead.  They then completed poems either individually or in pairs.  We were very impressed by the quality of work from our Year 9 students.  Please see examples below from Amy McDermott and Jack Hitchcock.

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Harry Potter

Visiting Year 5 students from the following primary schools attended a magical ‘Harry Potter Experience at our school: Acresfield, Newton, Saughall All Saints, Mickle Trafford, Newton, Westlea, Guilden Sutton, Hoole and Chester Blue Coat.
The visiting students all experienced lessons that Harry Potter would have loved! They were all given the opportunity to learn about the care of magical creatures with a visit from Cheshire Falconry Centre, Blakemere. A huge highlight was learning about the ways owls fly, with students asked to participate in an activity that allowed a barn owl to fly above them. Students also had the opportunity to name an 8 week old tawny owl, who will now become known as Steve.
Students all participated in a variety of classes where staff from Upton High dressed as wizards: Potions, Quidditch, Charms, Transfiguration and they all completed an N.E.W.T (Nasty Exhausting Wizarding Test- but there were some lovely prizes!) It was an exciting day.

Maths workshops

Visit to the Imperial War Museum

At the IWM all students were fantastically engaged with the handling session about the life of a WW1 soldier and in the main exhibition space worked their way through a work booklet with huge dedication. The prize winners were Nathan Farrington and Alex Bell who completed their booklets extensively!

PSHE Performance Workshops

Empowering youth a company from London visited and worked with students looking at self esteem, confidence and managing stress. They gave the students scenarios to discuss and activities to complete. Students were able to share personal stories and showed great respect doing so. Many students came to speak to us afterwards and said it had made them reflect on how they see themselves.
During the session Matthew Dalton was particularly outstanding with his contributions.

Techniquest Visit

All the Year 7 students who attended Techniquest had a really enjoyable morning.  As well as spending some time interacting with all the Science and Technology exhibits, we completed a Computer Science based activity called ‘Don’t hit the Lego Man’.  This activity involved programming Lego Mindstorm NXT robots in Techniquest’s specialist Lego laboratory.
Justin Collis
 
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 Andrea Ruggier and Harvey Salisbury (pictured below) were two of the students who really enjoyed the experience. Along with all the other students they will both have a ‘head start’ when completing Lego Mindstorm NXT programming in Year 8.
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Year 9 Science Visit to London

A fun packed, non-stop two days in London.  Students had  the opportunity to be inspired by Science as we attended the Natural History museum with the Blue Whale and the Dinosaurs being a major attraction, then swiftly onto the Science museum where the students got to interact and participate in a variety of Science activities.  In addition the students got to see some major stars walk the red carpet for the opening premier of the new Star Trek film as well as seeing some major landmarks whilst “flying” on the London Eye and sailing on a Thames tour.
The honoree mention has to go to “sally”.  Those who went on this trip, staff and students alike, will never, ever forget that name.
Steve Lydiate

Teachmeet at Upton

TeachMeet-Universal-Logo

We had a fantastic Teach meet at Upton on 9th June 2016. A massive thank you to all of the contributors.

Quizlet

Jenny Critchley gave an excellent interactive demonstration on Quizlet

Peer assessment – it’s as easy as ABC

By Elinor Suter

02) Peer assessment – it’s as easy as abc TEACHMEET JUNE2016

Paragraph review

By Andy Caine

03) paragraph review (1)

Hexagons and rotation squares

By Alison McLean

04) AML TEEP Peep

Modelling answers

By Karen Mitchell

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05) Teach Meet Geography

Music on the Mind

By Karen Smale

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06) Music on the mind

Sharing good practice in Art

By Tracy French

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07) Sharing Good Practice

Exam Technique Grids

By Paul Medland

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A level exam technique grids (Psychology) – PME 2016

GCSE exam technique grids 1.1.1-1.2.5 – PME 2016

Effective Teacher Behaviours: Up-levelling

By Helen McCarthy

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09) Teep Up-levelling Literacy Across the Curriculum

TEEP Stuff: Social Science

By Simon O’Donnell

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TEEP STUFF SOCIAL SCIENCE

Maths TEEP Revision Lessons

By John Biard

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11) Maths TEEP 09 06 16 Revision lessons

Flubaroo

By Andy Crozier and John Keegan

Andy created a google form for students to complete a literacy assessment

Google forms

Click on the link below to see the full form.

https://docs.google.com/forms/d/14IS5SXEOgp4N3IeEHdO4KHnoocP2hsPKUc0oZV3mwMw/viewform

You can use Flubaroo to mark the forms automatically. Click on the video link below to see how it is used:

Positively mad

Thank you to Shenaz for her presentation on memory techniques. See the video below.

 

TEEP Ambassador School Status and Upton Display Competition

TEEP Embassador School Status

THE SSAT (Specialist Schools and Academies Trust) is pleased and honoured for Upton by Chester to take on the role of a TEEP Ambassador School in recognition of our success and commitment to continuous improvement through the Teacher Enhancement Effectiveness Programme (TEEP).  This is an acknowledgement of the work we have been doing and our aspirations for the future.

TEEP Ambassador School status enables schools to evidence their impact and provides a quality mark of innovation and improvement through the TEEP framework.

Benefits of being a TEEP Ambassador School

  • Leading in the ever growing network of TEEP Schools (over 250 schools and 7500 teachers have been trained from Sept 2010 – July 2014)
  • Provide further development and CPD opportunities for own staff to continue to share ideas and learn from other TEEP practitioners
  • To have the opportunity to work with other similar schools, at a leadership level, to evaluate the impact and embed TEEP in your school and beyond.
  • Recognition for the hard work and dedication of staff and students to improve teaching and learning, including potentially to local and national media
  • Opportunities to raise the profile of the school at a regional and national level through SSAT events, publications and website.

T&LUpton Display competition

I have been lucky enough to have the privilege of visiting lots of classrooms around our school. In doing so I have seen many excellent displays which have either celebrated the hard work and progress made by students, or which have enabled students to make greater progress by providing activities which stretch and challenge their abilities. Please have a look at each display and click on the link below to choose 1st, 2nd and 3rd place.

https://www.surveymonkey.com/r/displaycomp

prizes

Art

Exhibitions by the Art department

Art 1 Art 2 art3 art4 art6

English

Crime writing by Sarah Green

Sarah Green

Encouraging reading by the English team

English Team effort

Connective word web display by Sarah Johns

Connectives classroom display

PSRE

A variety of topics by Miss Summers

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TEEP in PSRE by Hannah Clarkson

TEEP in RS

International Learning in PSRE

International learning in RS

ICT

Visual programming by Mrs Welsh

ICT Capture

Food Tech

Food packaging and labelling – Alison Storey

Food techFood tech 1

Tastes of Autumn – Hester Sievers

 

foodtech 2

Geography

Displays by the Geography team

Geograhy 2 Geography energy Geography ipads

History

Extension activities by Elinor Suter

Extension activities history

Washing line displays by Elinor Suter

 

Washing line display history

Maths

Tarsia by Sonia Christianson

maths 2

Pythagoras theorem by John Biard

maths 3

Amy Breen:  The bunting is made from positive and negative number lines I did with year 7 to help us investigate adding and subtracting. Now the teaching aid is there for them to refer back to with some pictures of them using them hanging from the ceiling. The factors and multiples was similar to this in that we used their pretty coloured in pictures to investigate factors.

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Science

A Biology display by Esther Bradbury

science 1

On earth and beyond by Andy Caine

 

science 2

Superhero Science by Andy Caine

science 4

Magnetism by Louise Rogersscience 7

Social Sciences

Research Methodology by Helen Quinn

Social sciences

Textiles

Techniques by Alison Thompson

Textiles display

Drama

By Mr Tierney

drama

And the winners are…

 

1st Place: The English Team

2nd Place: Miss Green

3rd Place: Mrs Johns

Well done!

The Uptoni Newsletter July 2015 Summer Edition

UptonTEEP

Ofsted Praise our use of iPads

Staff and students were praised in our recent Ofsted inspection:

  • Students are generally keen to learn and respond well to questions in class. They are able to sustain attention and focus on tasks, and are active in investigating topics. They are responsible when using their tablet computers, and research and check information in lessons independently.
  • Teachers provide good resources for students and students have access to a personal tablet computer. Teachers use these well to enrich the curriculum and extend opportunities for independent learning and research.
  • Reading is exceptionally well supported across school and is a regular feature of each day in school. The extensive literature available to all students through their personal tablets helps to ensure equal access to resources.

Staff innovation

Mr Eunson: I would like to share this excellent trailer produced for a film version of Roald Dahl’s short story…

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