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Geography Monitoring Self-Reflection – Year 7

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In Geography, we encourage students to aim high by asking each year group to fill in a Monitoring Self Reflection Task prior to, and post monitoring. Students have to write what grade they would like in the future, and write a commitment as to how they are going to get there.

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Geography Monitoring Self-Reflection – Year 7

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When students complete a presentation task, we use this form to give student feedback focused on their spoken language and speaking skills.

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Showing empathy in a way we know is helping them in the long run e.g a child that doesn’t want to go to class, making them go which in the long run will help

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Passion projects in yr 12

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Year 12 Passion Project Feedback Sheets updated

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Appraising and critically listening to various different styles of music. This can include music played by the students and in order to receive peer feedback.

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Celebrating misconceptions and valuing them. “Every mistake is a learning opportunity”

Managing reactions to poor tests scores/feedback - ensuring respect from peers.

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Listening to each other in rehearsal time and performances

The school show! Listening to us and each other

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Biology - Year 12 passion project rubric 

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Biology - Year 12 passion project rubric 

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Working in collaboration of the LSa amd modelling the teamwork and relationship we have with the teacher- turn taking to explain activities

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No differentiation by assessment, text or task. Same question for all.

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Investigation planning in practical work

Practicals

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Problem Solving is a key assessment strand and (almost) all of our lessons include applications to problem solving.

Students are encouraged to make link across different topics and to apply methods and techniques in different contexts.

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Reflection off the back of Jan mocks, including reflection on SJB core4 and target setting

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All the texts studied in class are learned with the writers' contexts and intentions, encouraging understanding of others' experiences and how that affects their behaviour and point of view.

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Rewards in the form of postcards home and nominations

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Podcasts to listen to as homework

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Catholic social teaching is interwoven in every year group.

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Students do a Dragons den style presentation in groups in yr 8

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Year 12s mentoring year 8s to support their English skills during form time

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Business Club, Dragon’s Den and the Apprentice competitions are always excellent ways for students to show their leadership skills and work with teams and lead students. These are chances in and out of lessons to really put their knowledge to the test and lead teams in various competitions.

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Making them notice their progress e.g “a week ago you didn’t even know this topic and now you’re writing a who,e paragraph on it!”

Chunking targets to help them achieve

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Students create research presentations based on world music topics such as Samba, Gamelan, and Calypso. These are then presented to the class with supporting materials. We have also made a concerted effort to implement the Talk Rules during class discussions.

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Students give a wider reading presentation in groups in year 12. Other students fill this reflection in and students fill in a self evaluation version.

Links to empathy, listening

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Presentation of exercise books, checklists, green pen, keeping books in class to keep it neat

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Building on students strengths

Holding high expectations regardless of challenges

Focus on aspirations when doing a ‘student passport’

Executive functioning workshops

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Passion projects

Investigation planning

CREST award

Science club

Journalistic activities

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making links across topics

Using and evaluating alternative methods

Mathletes/cryptography club

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Year 13 mock feedback: “I couldn’t in the exam” (feedback given and ACTED on) “I can now on a shadow question” - and if the student is still stuck, they reach out for additional support.

UKMT Challenges

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Class work and homework is extremely relevant with what is going on in the world right now. We can understand various issues and impacts on people and environment.

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Y8 Macbeth Spoken Language Assessment - they work together as a group to create a news report on the death, students decide on roles and collaborate both in lessons and outside of lessons

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supporting with emotional regulation which in turn means the children can access the curriculum

Treat them like a person and not just a student

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English - Spoken language assessment grid

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English - Spoken language assessment grid

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We assess students for spoken language (listening and oracy) in KS3 Apppand KS4. This is an example of our year 9 assessment grid.

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Test reflections to help pupils reflect on their progress and guide them to move forward and continue their learning journey

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Encouraging reading both in and out of lessons. Whether it is joining in class reading when we work through a text, or encouraging them to read for pleasure, attend the book fair, and getting good reader. This will help them to make inferences and their own interpretations as they read different texts, and build their analysis skills, and an awareness for cultural, spiritual, and personal differences.

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School show - students in professional positions to help direct/design technical elements

Technical team training younger students

Drama club - students helpers

Lessons - group work, taking role as director/collaborator

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Making links with partner schools abroad - encouraging open mindedness to and understanding of other cultures

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Y10 Industry day -allows students to be creative, work in teams, present their work, aim high to see what it’s like to work in industry and hear from an ex-student her pathway.

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Music provides challenges through learning new skills. We promote resilience where there cannot be instant results and encourage the students to find alternative ways to play or work through pieces of music.

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Creative homework

https://stjohnbap-my.sharepoint.com/:b:/g/personal/science_onedrive_sjb_surrey_sch_uk/EZqfR--v5-5FpxBxXjjpYA0Bo501ecf8NnyINKLrzrMvlg?e=fOXNqc

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DIRT reflections post exams

https://stjohnbap-my.sharepoint.com/:p:/g/personal/computing_onedrive_sjb_surrey_sch_uk/EZWqj5XGpTJBvju0pyyDxyABiD8Rf5kDubDenrJR6Ktcjw?e=6VUz7b

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Open evening

Year 13s mentoring Year 12s

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Discussing historical context of research. Lots of real life application of theory. Concept of verstehen is all about Sociologists having empathy when conducting their research.

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Matching diagrams to essays, and instruction on making the right essay choice in their exams - viewed as a problem

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share alternative approaches-> efficiency

This is the answer, what is the question?

Visuals: mathspad, desmos

Mathletes

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Students have to act on feedback/ purple pen time

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Using the different historical skills of explain, sources and interpretations to answer key questions in History

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When students receive test scores letting them know that “be aware that some of you will feel happy to share your scores, whilst others may not, show empathy by being mindful of that.”

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Drawing and movement activities can really help the students to access curriculum better especially if ADHD and struggle to sit still and actively listen during the whole lesson.

Consolidation of learning through drawings

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Talking about the real life impacts and consequences of different scientific advancements, such as genetic engineering

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Nurturing empathy

ELSA sessions

Modelling empathy - leading and reflective questions

Social stories

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Research and presentation task - all children must present and say something about their work in all year groups.

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Year 13 mentoring for year 12 chemistry and biology students

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Year 13 mentoring for year 12 chemistry and biology students

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Science mentoring

Sixth forms leading Science Club

Assigning roles in classroom tasks

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Content in a range of different units gives students to the opportunities to explore empathy for other groups of people and role plays

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Historian of the Half term

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Critical buddies at A Level. Read each others work to give feedback before handing in. Discuss together, plan essays together.

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Chance to create fact files/newspaper articles

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Core Lessons:

1. Dance/Gymnastics/Trampoline routines

2. Flair and talent to outwit opponents

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Start each department meeting with postcards to send home to praise students. Encourage target setting on assessment trackers and show progressions of skills and marks

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We encourage our linguists to think of potential scenarios, not necessarily true, when answering open ended questions.

European Day of Language offers an opportunity to explore the different cultures and express themselves in a foreign context.

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Icons

Feedback grids for presentations

Mock feedback videos

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Studying our novels eg Boys don’t cry in Y9 exploring topics such as homophobia, sexuality, teen pregnancy, racism and gender roles and stereotyping

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QLA and Mastery Grids with opportunity to act on feedback and highlight areas for improvement.

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Certain topics and business concepts that will require empathy and developing this skill whilst learning. For example a topic such as ethics, or CSR, can provoke some difficult conversations and assessments. Making sure students approach these with empathy and really understand what it’s like for businesses, workers or even humans to be part of these situations.

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In music Composition is one of the core pillars of what the students learn. It allows the students to use a set of skills that we teach them in order to create pieces of music of their own in specific styles.

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Yr 12 students run History club after school

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Class expectations

Target setting in assessment reflections

Wider reading

Biology, Chemistry and Physics Olympiads (national competitions)

Y9 Bronze Crest award

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Visuals to support learning: bar modelling, MathsPad, Desmos

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Students learn and experience the feelings of winning and losing in game.

We celebrate student success in sport through nominations, SPOTY points, rewards trips, recognition in assembly.

We build relationships with the students which helps the foster a love of sport.

We have an open door policy in the PE department.

We use exam wrappers.

We have conversations with students and parents poste Sam results.

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Putting RE knowledge into art

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Arkwright Engineering Scholarship - students have the opportunity to gain a scholarship, mentoring within the field of Engineering to help with their future career path.

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Use displays and visuals around the classroom to generate ideas.

Writing on tables etc

Executive functioning skills

Making sure they know that mistakes are a part of learning

“Deliberately” making mistakes so that the children can see its part of the process

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Reasoning stand of teaching features highly, using the think/pair/share style of teaching. Enables students to develop their answer before sharing with the class. Articulating methods, not just answers.

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Watching a documentary and discussing it as a podcast ☺️

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Problem solving skills are important for all the core 4 skills - we teach strategies for working out the meaning of unfamiliar vocabulary through context and using cognates etc.

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An Economics student presentation of becoming a Financial Crimes Solicitor as a career path

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Acting out the sacraments dramatically

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Students are asked to complete an exam wrapper at the end of unit assessments to reflect on their preparation and help inform their planning for their next assessments. Prior to future assessments, students are given time to look over their previous exam wrapper to allow them to plan revision time

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Working together on data collection during trips

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Moved to flipped learning for KS5 Theory topics. Needs them to watch videos and create notes ahead of lessons where they then work on activities based on what they have independently learned.

Lots of modelling - especially in programming tasks. Lots of details are super important across many topics so being ale to focus and listen to teacher input ahead of tasks is really important.

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After every assessment in KS4 we have students complete an exam wrapper sheet. This has been created in a way that allows pupils to reflect on how long they have revised for, how they revised and whether or not they feel they were successful in their exam. They also have an opportunity to reflect on their 8 markers and we have created questions in line with RAILS, for example: what did you love about this unit? Or how did you respect others during the exam?

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Using learning tools (sentence starters)

Checklist of SPAG

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We promote a culture of ‘safety in failure’ and ensure the students feel like failure is part of the process. This allows them to develop resilience during their practice so that they are able to achieve.

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Sixth form helping in Geography club.

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Working together in practicals, all members participate and work together for common outcome.

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maths challenges

Challenge questions

Further maths gcse

Attention to detail - precise methods and answers

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Lunch club offers leadership opportunities

Homework club - independence and helping others

Modelling leadership

Encouragement with talks and presentations

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Core Lessons- Emphasis on working as a team and communicating throughout all sports. Most activities are paired or group work.

Introducing tasks where they have to work as a team. For example OAA (orienteering, problem solving, communication tasks, group activities)

GCSE:

Group Projects

Practical grades (For their team sport grades they need to work as a team to get the best grade possible)

Presentations (BTEC & GCSE)

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Any texts in our reading units - students will listen to each other/teacher read

Listening to opinions being shared in debates

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Ensuring and demonstrating active listening

Partner work and promoting turn taking

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School show - overcoming challenges and finding solutions

Devising/rehearsing drama - from y7 to GCSE students manage stress and disagreements

Students problem solve in every lesson!!!

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Assessment tracker includes aspirational grade at the top. Roadmap at end of year 12 looking to yr 13

Entering external essay competitions

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once fluency secure, always opportunities for problem solving

Always return to a pictorial model

Mathletes

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KS3:

Charity branding project

Sustainability project

Awareness of people’s dietary needs and consideration to adapting recipes for all.

KS4/5:

Themes allow students to design/create food for all people in need.

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Examination content:

1. Teaching outside the specification

2. Teaching theory content through practical lessons

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Students have to conduct their own research on the typicality of one of 5 predetermined areas of English Language.

They do not receive input from teachers they must work together to identify useful data sources and analyse them.

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Having to come up with creative solutions in customer service role play scenarios

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CORE

-OAA steps to mastery from Yr7-11

-Tactics across all sports, scaffolded through each year group

-Fundamental movement skill games (at the start of every lesson)

-Decision making in TGFU/Video games approach lessons

EXAMINATION

-Find it, fix it

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Sixth form students leading clubs within the MFL dept and coming to help in lessons

Linguists of the term and language ambassadors

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Supporting students in groups

Lunch Club

Encouragement to for everyone to join groups