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This table pulls together strategies to engage , support and challenge our re-sit students.

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Just testing on my phone. Moss is helping prepare the session.

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Use this with the narrative writing scheme below but also consider how you might adapt this task to be inclusive for learners with SEND (bearing in mind that, e.g. for learners with autistic spectrum disorder, they may find it hard to imagine things that have not actually happened to them.)

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An outline of the module outcomes and suggested reading. Download and use as a record of your progress through the programme.

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An initial list of the different ways in which we can use digital technology to good effect I the classroom. Research tells us that the majority of learners value an enjoy learning some things using digital technology. Approaches are refreshing, often helps with engagement, but shouldn't  be done just for the sake of it.

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10 of the Best Revision Resources for GCSE English Language

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5 steps to getting the most out of a reading text.

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5 steps to getting the most out of a reading text.

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I wrote this s few months ago just to reinforce some of the key messages when helping learners to improve their reading skills. I've just added a DARTS link to the bottom of it which I didn't have on the one we got in the session,

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5 steps to help you get the most out of written texts

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After each session we would like you to reflect upon what you've discussed, explored in more detail, consider how it all affects your classes. Here are just a few notes to get you started. Good idea to do this as soon as possible after the session.

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Social Media- PowerPoint from an AoC conference

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Social Media- PowerPoint from an AoC conference

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Social Media Scott Hayden, Specialist Practitioner of Social Media and Educational Technology, Basingstoke College of Technology.
The session shared ways to use Twitter, Instagram, Tumblr, Snapchat,Facebook, Youtube, and Periscope in the classroom to help students to build their digital reputation while simultaneously promoting themselves and your courses outside of the organisation.

Useful way to present the keys aspects of the session through the 10 commandments of social media in the classroom. E.g.

1. Thou shalt follow thy acceptable use policy

2. Thou shalt be positive

3. Thou shalt be respectful of thy students personal lives

4. Thou shalt collaborate on  a code of conduct with the students

Definitely worth exploring the powerpoint and considering the tips, with some concrete example
of how he has used different tools to reinforce what he is saying.

The use of Linkedin as a tool to support a CV /job application was also very useful, with an example of one of his students who got accepted at Edge Hill based on their Linkedin profile.

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Check what you remember. What else would you include to really check your understanding .

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It's so easy for this to get out of date - add you own suggested approaches below (Sunil and Claire will too).

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Card activity

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ES6-HO4_ R4 Writing process activity cards and instructions

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This task works well in a number of ways. Learners collaborate to do the task more quickly, don't really know it's a reading task and enjoy the deciphering challenge etc. Get them to focus on how they did the task, what clues they used, how a number of answers could have worked, how they discarded some they originally guessed, then focus on the sub-skills of reading that they used to complete the task, boosting confidence.

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Death on the prom - deciphering task (1)

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Developing ped. under (GCSE English) - assessment tasks FINAL

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The following table summarises the findings of the most recent research undertaken by NIACE (Engaging Learners in GCSE Maths and English February 2015 NIACE)

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This can be done with extracts from texts that you are likely to use in class. Just choose about the first 100 words and cut them up so that students use their understanding of spelling, punctuation, context, purpose etc to put them together again.
This is done at word level, but can easily be done at sentence and paragraph level to introduce structure e.g. fairy story, mixed texts to highlight the characteristics of different genres, or maybe same piece of writing written in different registers ( formal /informal).
What are the advantages of using activities like this with your re-sit learners?

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“Assessing each learner’s detailed profile is all very well, but with large classes it’s not possible to teach each learner individually”
How would you use diagnostic information to inform planning?

Look at the group profile
Imagine this is your group:

o   What priorities would you identify for a scheme of work?

o   Are there any topics that could be given a ‘light touch’?

o   How would you address topics that only 1 or 2 learners need to cover?

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Understanding Miss Havisham by Sarah Holmes

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Flipgrid

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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This is a link to Padlet (the tool used to make this stickies board). There are other tools, such as lino-it.

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This is an example of a feedback screencast - you can find out more about the action research project that this was part of here - https://padlet.com/petermurray/tkf6a6egg11p

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Just one of the things you can do is create flashcards to learn new terms/vocab. It will also turn the term and definition into different games - Have a go at my drag and drop check on different types of assessment -https://quizlet.com/237055659/assessment-flash-cards/

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I recommend trying this one out. You can pop quizzes and all sorts on there. Takes no time to do and then you share it with the learners or colleagues. Worth exploring the library of resources.

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We also briefly discussed this as really simple way of introducing digital technology into the classroom.The tool can be used in a variety of ways without having to rely too heavily of access to computers etc. Responses rely on the learners using their phone.
Useful for a quick revision test/ checking progress at different stages during the session, capturing opinions before launching into a new topic. Easy to set up and very visual.

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Live activities for teammates, students, and friends

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Host engaging online conversations with Poll Everywhere. Create interactive questions and activities, present on the web, and gain insight from the responses.

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We talked about this briefly in the session aspossibly one of the tools which can be used efficiently and effectively, not just for show . Have a look at the tutorial first to decide maybe.
https://www.youtube.com/watch?v=Xgz0c0s_w6A
Then maybe sign up to find out more .
https://www.plickers.com/

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Brief discussion around the rationale for using a particular awarding body.

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GCSE and Functional Skills comparison of skills

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GCSE and Functional Skills comparison of skills

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The purpose of this exercise was to identify that learners are not coming to GCSE having to learn skills from scratch much of hat they have been practising  at Level 1/2 in year 7/8/9 etc is very similar and needs to be built on. The idea is to then focus on the elements which make it a good GCSE pass.

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Narrative marking scheme to be used with task above 

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Narrative marking scheme to be used with task above 

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Session 1 Course Introduction - PowerPoint 

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Session 1 Course Introduction - PowerPoint 

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It would be a good idea to briefly work through this and take the opportunity to look at the videos etc as we didn't cover everything in the same way. You need to have the PowerPoint on slide show for the links to work. Any questions let me know. Sheran

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Last slide has reminder for next week.

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Engaging and motivating learners in GCSE English.
We didn't manage to get through everything so this week's task is to download the PowerPoint run in on slide show mode and go into some of the slides and links in the second part of the presentation. Explore 5 different sites or tools and be ready to talk about them to everyone next session.

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Using assessment approaches to support GCSE English

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This task is disguised an activity to re-order groups but can help assess speaking skills as well .

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This works well as a follow on activity to the literacy clocks and introduces the idea of identifying genre and how we can analyse it identifying purpose, content etc
We only looked at the first page but the second is useful to get them thinking.

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Activities to develop reading sub-skills

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Activities to develop reading sub-skills

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This activity is designed to get you thinking about what sub-skill you are using in the activity to help target practice more carefully.

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Revision extract for Edexcel from BBC Bitesize

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Used with Dickens extract above

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This is just a template  for them to use to create their own.
Key aims
- Help them understand how important reading is in their everyday life.
- That there many different text types which we read in different ways.
- We may be very good at reading some of these text types and therefore proficient in that skill e.g. Find  specific  info on line, in a magazine etc i.e. scanning, but find close comprehension more difficult.
Emphasise the positive

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Identifying theme - extract from Nicholas Nickleby

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Identifying theme - extract from Nicholas Nickleby

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Extract is used to identify theme and used in contrast with a clip from Educating Yorkshire before using it again to identify linguistic devices which are used to reinforce the theme.

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Example of a reading task- What we can learn from English examiner reports.

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Example of a reading task- What we can learn from English examiner reports.

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Using an article written by a Head of English I have created a series of reading tasks to simply demo the importance of creating tasks which consistently help learners to refine the sub-skills of reading. The prediction task activates their prior knowledge of the subject and the vocabulary they associate with the topic ( schemata), followed by a quick scan of the text, the second activity aims to demonstrate how it is possible to answer a comprehension task successfully without understanding every word,  the third task focusses on getting students used to exploring new vocab so they can make a reasonable guess as to meaning, we don't need to know exactly, finally leaners are asked to re-order the text using structural, context clues etc.
Think about how you could use these strategies more systematically.

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What can we learn from English examiner reports metalanguage task

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Think about how the activity was set up, how you felt about the activity, what you might change if doing this with your learners. Where would the activity come in a sequence of lessons.
If the issue is that learners focus on identifying the literary device rather than exploring the impact on the reader, maybe start with examples, identify what's happening ( definition) and then give it a name?

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Use this with the narrative writing scheme below but also consider how you might adapt this task to be inclusive for learners with SEND (bearing in mind that, e.g. for learners with autistic spectrum disorder, they may find it hard to imagine things that have not actually happened to them.)

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Model the task using the language that you'd like people to use e.g. It's a noun/verb etc, as the example on the PowerPoint. Extend task so that learners look at all of the vocabulary and check deeper understanding asking for examples etc
This game can be used in many ways with learners. Consider how to use with yours and focus on deeper understanding and checking.

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Work in small groups. Take one item each, the idea is to try to get one person in the group to take your article. They can argue back. The rest of the groups decide who has made the most convincing argument. Consider how you might use this with your learners and maximise its potential. persuasive language/ bias etc

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I adapted material from Jo Heathcote's book to demonstrate a more structured approach. You may need to adapt this further, reduce level of difficulty etc as this was designed for you.

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Assessment for Learning and assessing spoken English

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Improving Learning in English Focus : Paper 2 Non-fiction Reading.

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Game to introduce the topic. Turn all over and as them to take it in turns to turn over 2 at a time. The object of the exercise is to find pairs and give a good reason for the pairing.

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Pelmanism warmer for Session 6 Non -fiction

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Zip file with the images to stimulate the activities

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Adapted from Jo Heathcote's AQA English textbook. Focussing on a couple of exercises to get ss used to managing 2 texts.

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Comparing texts adapted from Jo Heathcote South Pole

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Non-fiction aspects to consider and revise. Activity encourages students to explore what needs to be taken into consideration and revised. leading to Goconqr spidergram

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DfE research useful for strategies on helping boys to write.

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I tried this strategy with a really reluctant group to inspire them for creative writing tasks for GCSE English.

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Making the assessment criteria work for you 

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Making the assessment criteria work for you 

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Activity - Using marking codes with comments.docx

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In addition to giving learners written feedback, a 5 minute exercise to extend this to include some verbal, recorded thoughts and suggestions.  The learners from this action research provided some interesting insight into how they responded to being sent an audio file they could listen to at their own convenience. Any questions - please contact me Helen.scanlan@ncl-coll.ac.uk

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I introduced students to the benefits of mindfulness to explore whether it would have an impact on their studies.

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OTLA Breaking the cycle proforma - mindfulness SF.docx

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Putting the learner back in the 'driving seat'.

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Alternative feedback methods JE and LH.docx

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Using film to prompt discussion - Amanda Iceton.

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Using film to prompt discussion - Amanda Iceton.

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OTLA Breaking the cycle proforma Amanda Olga

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SJ queries OTLA Breaking the cycle SF  JA

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Using mobile phones to really get them to engage -Sarah Boyd

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Using mobile phones to really get them to engage -Sarah Boyd

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Entry level 1 /2 Maths (ESOL)
A multi-purpose session exploring the use of mobile phones and QR codes to engage in maths, get organised etc

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Providing learner support vs self-directed learning and assessment

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Providing learner support vs self-directed learning and assessment

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Exploring how to improve the learners’ attitude to tackling new maths concepts and increase their motivation to persevere when gaps in their previous knowledge cause them to give up or get into a negative frame of mind/affective state, which then hinders their ability to learn and retain information.
Jennifer Humeniuk was the research buddy

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Texts to go with the visual stimulus

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Sinister character images writing stimulus

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Sinister character images writing stimulus

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Describe and draw

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Activity to approach evaluating a text The tell tale heart.

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Activity to approach evaluating a text The tell tale heart.

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Ideas from TES materials

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Session looks at  the implications and connotations of the writer’s choices of vocabulary, how writers  enrich their writing , all built around  The Christmas Truce . Anne's popped in the materials, PowerPoint and the feedback on the session.

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Denise an Marion's session - Paragraphs and TIP TOP

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Denise an Marion's session - Paragraphs and TIP TOP

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To be able to understand, identify and use a variety of different length paragraphs in writing.

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Ofsted report on Alternative Provision. 

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Ofsted report on Alternative Provision. 

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The report commissioned by the  DfE, was carried out over a 3 year period and follows up the results of an initial survey in 2011.Ofsted inspectors visited 165 schools and 448 of the alternative providers they used and makes several significant recommendations.

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Findings from an Ofsted survey on the use of off-site alternative provision by schools and pupil referral units.

In 2011, Ofsted published a survey report on the use of off-site alternative provision by schools and pupil referral units. The survey identified successful features of alternative provision and commented on a range of weaknesses that inspectors had found during their visits.

As a result of the survey's findings, the Department for Education (DfE) commissioned Ofsted to carry out a second survey on the same topic. This page has the findings from the first year of this survey as well as the final findings.

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Alternative school provision: findings of a three year survey

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Findings from an Ofsted survey on the use of off-site alternative provision by schools and pupil referral units. In 2011, Ofsted published a survey report on the use of off-site alternative provision by schools and pupil referral units. The survey identified successful features of alternative provision and commented on a range of weaknesses that inspectors had found during their visits.