# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Geography

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
History

# data[].attributes.body
Psychology

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
History

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Geography

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
1. Do we use it? Yes. The consensus around the table is that it is  used across the range of subjects  in the faculty-maybe more of us at the table used it at Key Stage 3 as opposed to the upper years.

2. Value? iI was felt that peer marking increased responsibility for and ownership of work,  increased knowledge of markshemes and  skills. It gives an insight into the ability of the student who wrote the work and the student who reflected/marked it.

3.  At A level, maybe lends itself more to short answers? ( Geo and Psych)

4. Tip. Hand out marking matrixes to students, they then mark their own work  before handing in to the teacher.

5. Tip. mark the work, light or heavy touch, hand back to students, get them to mark their work, and then compare and contrast

6. With experience students will get better at peer marking, they will speed up and should hopefully plan their answers to meet the demands of the questions and markschemes.  Once students have perfected it, they can probably take the main role in marking specific work pieces, leaving the teacher to free to light touch work.

7. Issue?  As we are content driven subjects, how often can we do this?

8. Reflection-this is a key part of students becoming better learners and more confident at meeting the demands of the mark schemes. Peer marking is part of this.

# data[].attributes.headline
How to turn things around in the run up to the exams.....

# data[].attributes.subject
How to turn things around in the run up to the exams.....

# data[].attributes.body
This discussion was based on the recent Year 11 and 13 IB reflection

# data[].attributes.headline
Reasons for poor work ethic and lack of motivation

# data[].attributes.subject
Reasons for poor work ethic and lack of motivation

# data[].attributes.body
This discussion was based on the recent Year 11 and 13 IB exam reflection.

# data[].attributes.body
Reflection on Open Door Week-some comments from around the table-not consensus views!

1. Open Door Week/Learning Walks can lead towards an Open Door Culture and encourage colleagues to share ideas and resources.

2.  Have a specific focus for the week e.g. starters, plenaries, group work, EAL strategies.

3. Let colleagues know what is being taught beforehand.

4. People can drop into any lesson they want, without prior warning e.g. the first and last ten minutes of a lesson.

5.  Instead of an Open Door week,  maybe look into 'trios', 'triads' , 'peer learning' etc.

6.  It should be an ongoing process, over 2-3 years.

7. Finding a quiet week when nobody has extra demands o their time is challenging-but something to bear in mind.