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Stolen from twitter! 🙃

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Saw this on social media. Good self-care advice for us and for the pupils. 😊

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(taking inspiration from Who's Line is it Anyway!)

Introduction to creative thinking.

S2 were given a challenge to market a LEGO creation as a product with a practical function.

in teams they had 15 minutes to create an item out of Lego with as many different functions as possible. They then had to present their creations to the class and the team with the most different functions was the winner.

Lots of fun. Lots of tidying up!

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Found this on Twitter and will definitely be stealing! You provide the framework and pupils use this to add their own knowledge. Handy revision tool.

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During skills week we had small classes due to trips. We combined 2 classes and created a climate change graffiti wall. Working as a group of approx 20 we shared resources, space and co-operated to complete the task.

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BGE Skills Week: S1 pupils participated in mock interviews English.

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S3 where given the chance to sell their individually designed properties at auction. Good fun lesson which encouraged pupils to put full effort into their design work.

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BGE Skills Week: S3 pupils are completing Profiling and application forms.Later these will be redrafted in preparation for mock interviews with local employers.

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BGE Skills Week: S2 pupils tried the updated Literacy Awards. One pupil is working on platinum!

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Mountain Heights Academy | Utah Online Public School Grade 7-12 - 404 Error

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404 Error Sorry, that content may have moved. Please navigate using the menu above.

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I adapted a powerpoint template based on the BBC TV game show Pointless to allow pupils to revise a wide variety of different topics. They had to work together in a group to work out all of the answers (to ensure that everything on the screen was revised). Then they chose one answer and wrote it on a white board. The aim of the game is to get the least amount of points by choosing the answer I'd pre-determined as being the most difficult.
Pupils loved the competitive nature, developed skills to help them work in a team and communicate, and had fun while revising.

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖 https://t.co/OVTVN2LBCc

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖 pic.twitter.com/OVTVN2LBCc
— Alloa Academy ML (@AlloaML) May 2, 2019

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖 https://t.co/OVTVN2LBCc

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖 https://t.co/OVTVN2LBCc

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Excellent team work from S2! They helped each other with vocabulary and grammar constructions to try and earn the least amount of points in our game of Pointless. Congratulations to the boys from équipe 3 🎖

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Started a few years ago and now updated for 2019: https://padlet.com/clzpenman/kfra1ja9y8hs

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To allow staff to recommend and share professional reading: https://padlet.com/cljadam/2a8us9hynudr

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This font can help some people with dyslexia.

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Lots of pre-made resources that you can search for and use, or you can create an account and make your own resources. There are lots of different interactive options. It can be used in class or the link can be shared with pupils for their individual use.  I've attached the link for a French one so you can see how it works.

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Wordwall - Create better lessons quicker

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Personal details (name, age, where you live), School/college/education experience until now, Skills/interests you have which make you right for the job, Related work experience, When you will be available for interview and to work, Request information about the job, Languages spoken, Your experience of working with the public, Reason for wanting to work in France, Which games, sports and activities you could help organise, Your experience of working with young people, How you can contribute to the day-to-day running of the hostel, Your experience of travelling and visiting other countries, You experience of working amongst a team, Your experience of working with children, You experience of working outdoors, A request about the working hours, Any link you might have with a French speaking country, Any questions you may have about the job, Your experience of travelling to and visiting other countries, Your plans for accommodation in France, Other knowledge you have which makes you suitable for this job.

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Personal details (name, age, where you live), School/college/education experience until now, Skills/interests you have which make you right for the job, Related work experience, When you will be available for interview and to work, Request information about the job, Languages spoken, Your experience of working with the public, Reason for

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I've been working with ML students at Stirling Uni and I have collated lots of ideas to help them learn how to teach
(e.g. AIFL techniques, using technology, differentiation, etc). Although written with a ML classroom in mind, many of the ideas can be adapted for any subject. I've put my resources in the following folder: Q:\New Whole School\SLT Sharing Good Practice

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I've put together an exam study help Padlet for the three students sitting their National 5 ESOL exam this year.
https://padlet.com/juicylucy43/NAT5ESOL

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Easter holidays revision Timetable.. 🐣

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Revision trivial persuit

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IDL with Art and Technical - S3 Metal Casting alongside The Engine Shed, using cuttlefish bones as moulds.

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IDL with Art and Technical - S3 Metal Casting alongside The Engine Shed, using cuttlefish bones as moulds.

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After designing a piece of jewellery, in the Art department, based on a chosen theme, students carved their designs into the cuttlefish bones whilst thinking about the negative spaces becoming positive. We then had a great workshop from The Engine Shed coming in to the Technical Department to melt and pour the pewter to make our Jewellery Pieces! Great Fun had by all, including pupils from S1 and 2 students who had the opportunity to come and see for themselves.

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STARWORK board finally completed. I've used wooden pegs to display pupils work so that it can be easily changed on a weekly basis.

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S5/6 Historians were asked to identify an area that they feel they need to concentrate on. This will be used to create personalised revision packs / determine what we talk back over in class during revision periods.

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This year some pupils are studying Media as well as or instead of English. Many have enjoyed the analysis of the opening scenes of horror films.

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Again this year, our librarian organised a free book for all S1 & 2 pupils. These can be used at the start of English lessons and for Drop Everything & Read (DEAR) sessions.

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Happy #WorldBookDay2019 from @AlloaAcademy!  Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019

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Happy #WorldBookDay2019 from @AlloaAcademy!  Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019 https://t.co/7n2J7l6srK

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Happy #WorldBookDay2019 from @AlloaAcademy! Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019 pic.twitter.com/7n2J7l6srK
— Alloa Acad Library (@AlloaAcademyLib) March 7, 2019

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Happy #WorldBookDay2019 from @AlloaAcademy!  Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019 https://t.co/7n2J7l6srK

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Happy #WorldBookDay2019 from @AlloaAcademy!  Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019 https://t.co/7n2J7l6srK

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Happy #WorldBookDay2019 from @AlloaAcademy!  Thank you to House Group leaders and pupils who took part in the Drop Everything And Read session, to teachers who visited the library with their classes today and to @WStonesStirling for providing the brilliant books!📚👀❤️😊 #WBD2019

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We have re-introduced an exam in the hall for S3 English pupils. This is a great preparation for S4.

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"Romeo and Juliet" Theatre Trip (S5-6 English)

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"Romeo and Juliet" Theatre Trip (S5-6 English)

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S5-6 pupils had the opportunity to see their critical essay exam text live on stage at the Theatre Royal in Glasgow. This could make a difference to exam marks!

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done!

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done! https://t.co/amY160uWAM

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done! pic.twitter.com/amY160uWAM
— English (@AlloaAcademyEng) March 22, 2019

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done! https://t.co/amY160uWAM

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done! https://t.co/amY160uWAM

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A wonderful day out was had by our Senior pupils who attended the Royal Shakespeare Company's production of "Romeo and Juliet". A fabulous production and the pupils were a credit to @AlloaAcademy. Well done!

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To link with the cross curricular theme each term, S1 pupils participate in an active reading trail.

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday.

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday. https://t.co/AEXyERuBCM

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday. pic.twitter.com/AEXyERuBCM
— English (@AlloaAcademyEng) March 22, 2019

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday. https://t.co/AEXyERuBCM

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday. https://t.co/AEXyERuBCM

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1B1 has had a great time taking part in the Reading Trail! The winners will be announced on Monday.

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As a school we have re-introduced pupil rewards for those with the highest amount of merits each term. This week pupils with the most merits will gain:  a "pupil choice period" (Wednesday, period 6, S1-3); a prize draw (S4 & 5); a coffee shop token (S6).

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa https://t.co/TQC1g7g5DA

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa pic.twitter.com/TQC1g7g5DA
— Alloa Academy (@AlloaAcademy) March 22, 2019

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa https://t.co/TQC1g7g5DA

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa https://t.co/TQC1g7g5DA

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Reward tickets are waiting to be delivered on Monday morning! Are you one of the reward winners? 😀#achievingatalloa

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A fun competition to get us through to the holidays! Group / department entries accepted!

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Easter Egg Competition

Now that S2 have made their subject choices I am looking at different ways to improve engagement leading up to the holidays. I will be running an Easter Egg Competition to encourage pupils to try their best in Technical even if they have not chosen the subject in S3. 

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Easter Egg Competition

Now that S2 have made their subject choices I am looking at different ways to improve engagement leading up to the holidays. I will be running an Easter Egg Competition to encourage pupils to try their best in Technical even if they have not chosen the subject in S3. 

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English and Maths, along with DHT Attainment, have analysed the gaps in Literacy and Numeracy for the BGE. This has been carried out through use of SNSA. The strategic plan is to address the gaps in 3 ways. 1. The class teachers are addressing the gaps in the classroom through identifying areas for improvement in teaching and learning. 2. The faculties of English and Maths are addressing the gaps through the learning and teaching plans for the year. 3. The PTs Leadership Academy of Literacy and Numeracy are going to lead learning across the BGE to address the Literacy and Numeracy gaps in all faculties. The gaps can be found in NWS/annual info/SNSA

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For the last 3 weeks we have had Rory Clark working with all our S1 and EASN classes to create a huge Music Quiz. Each team created questions (using Techology and editing the audio), recored their own buzzer sounds, made their own buzzer and then each class took part in a quiz! Working together, learning about live TV shows, using Technology and a bit of competition kept everyone involved!!

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New branding of the twitter account, this is the poster for the History department, lists our twitter handle and emails so pupils know where to find us.

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S3 historians engaged in a carousel activity to assess each others information boards about conditions in the work camps of 🤬 Germany. The pupils enjoyed this task and they were all really keen to see what their peers had said about their work. They then had to share 2 key pieces of information that they picked up 'on their travels'.

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These library led lessons are designed to help S1 pupils to understand how to plan searches, how to find information and how to evaluate the information they find.

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter https://t.co/MPTCpin4Bm

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter pic.twitter.com/MPTCpin4Bm
— Alloa Acad Library (@AlloaAcademyLib) January 23, 2019

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter https://t.co/MPTCpin4Bm

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter https://t.co/MPTCpin4Bm

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S1 information skills continued in the library last week. We explored the PLUS model, how to find information in books, how to evaluate a print resource and how to write a bibliography! @AlloaAcademy #infoskills #successfullearners #librariesmatter

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Helping pupils to expand their vocabulary

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In English we have a lead teacher for each year group: to chair pupil focus groups; take care of year admin; monitor progress etc.

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Pupils are watching a range of documentaries: e.g. self-harm; internet safety'; eating disorders. Pupils then choose their own topic for the Added Value Unit & discursive writing.

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The split screen function allows you to show information (video/ powerpoint etc) on the projector screen while freeing up your desktop screen to allow you to work – particularly handy when you need to update progress and the class have a documentary to watch, both can be done with no need to include another device.

To turn on the dual screen function on your PC:

1.    Right click on the home screen

2.    Select “screen resolution”

3.    Under multiple displays, select “extend”

The projector now will show your dual screen which is to the right of your physical screen, so to view a dvd, youtube, document drag the header bar across to the right (off your screen) and it should appear on the projector screen.

To turn off dual screen so the projector shows what you can see:

1.    Right click on the home screen

2.    Select “screen resolution”

3.    Under multiple displays, select “duplicate”

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N5 Health and Food Technology were using revision pong to get them prepared for their prelim. Pupils had to bounce a ping pong ball off the table and into a cup which contained a past paper question that they had to answer.

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The students discussed the needs and requirements of the prosthetic leg covers designed by Canadian company Alleles Design https://alleles.ca/, and based their own work around Scottish Animals or Bicycle parts to come up with their own design.  They also had a couple of sessions in the Technical department to configure their designs on the 3D Software.  We sent the padlet of their work to the company who were very impressed.
Click below to see them all and feel free to comment as I will show the students any feedback they get.
https://padlet.com/juicylucy43/alloadesigns

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This looks similar to Kahoot, but the pupils answer the same questions over and over again until the target is reached (you can set a time limit, or amount of money to be reached). This is excellent as a tool to help pupils revise or consolidate more complex parts of the course - ideal for French grammar! Pupils earn money for each correct answer, and lose money for an incorrect one. They have the option to view the correct answer. Pupils can work individually or in a team. A leader board is displayed on the screen so the teacher can see who has understood the topic, and who needs more support.
Fun, engaging, competitive, motivating, my pupils loved it!

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N4/5 French pupils enjoyed @gimkit  to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking."

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N4/5 French pupils enjoyed @gimkit  to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking." https://t.co/q69mUqoLwH

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N4/5 French pupils enjoyed @gimkit to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking." pic.twitter.com/q69mUqoLwH
— Alloa Academy ML (@AlloaML) January 8, 2019

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N4/5 French pupils enjoyed @gimkit  to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking." https://t.co/q69mUqoLwH

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N4/5 French pupils enjoyed @gimkit  to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking." https://t.co/q69mUqoLwH

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N4/5 French pupils enjoyed @gimkit  to practise the future tense. Pupils were engaged, focused, and had fun while learning. Feedback was positive and one pupil said she liked it because "it gets you thinking."

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'Alice's Alloa Adventures' Alloa Advertiser write up 

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'Alice's Alloa Adventures' Alloa Advertiser write up 

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http://www.alloaadvertiser.com/news/17332707.pics-alices-alloa-adventures-proves-a-big-hit/

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'Alice's Alloa Adventures' School Pantomime Performances

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'Alice's Alloa Adventures' School Pantomime Performances

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The Creative and Aesthetic Subjects Faculty led the four performances in December. Everyone involved from the cast and behind the scenes had a great time. This was a great way to involve the whole school community in an interactive way.

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Pupils pass the parcel while listening to current French/Spanish music. When the music stops they unwrap a layer. In each layer is a piece of paper with some key phrases they need to translate which are based on phrases that have come up a lot in the course, phrases the pupils frequently get wrong, or phrases that are not translated as they appear. Some lighthearted revision for the festive period!

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed!

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed! https://t.co/wb9npgLzVP

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed! pic.twitter.com/wb9npgLzVP
— Alloa Academy ML (@AlloaML) December 18, 2018

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed! https://t.co/wb9npgLzVP

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed! https://t.co/wb9npgLzVP

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For the last lesson of the year the N5 French class revised some key phrases by playing pass the parcel and dancing to some French songs. Lots of revision needed!

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Like the traditional Mars Bar game, but educational!
Pupils take turns to roll the die, aiming to get a 6. When they roll a 6 they take the pen and start translating sentences, answering questions etc. Meanwhile, their partner keeps rolling the die. They swap over when their partner rolls a 6. They keep going until they have finished the task. First pair in the class to finish the task (correctly) wins!
It's very competitive, really good for engaging pupils, and can be adapted to any topic.

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail!

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail! https://t.co/XG6uVqsTEN

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail! pic.twitter.com/XG6uVqsTEN
— Alloa Academy ML (@AlloaML) December 12, 2018

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail! https://t.co/XG6uVqsTEN

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail! https://t.co/XG6uVqsTEN

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S2 worked well with a partner in a competitive game of #onepenonedie to describe what people wear using a variety of constructions. Bon travail!

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The community justice conference allowed pupils to gain links with others school and enhance their understanding of crime and restorative practices within their own community.

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Building the Houses of Parliament.
Active learning that allowed Higher to have fun while building on their understanding of the functions of each house in holding the government to account.

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French pupils worked together to revise the conditional tense by playing Quizlet Live. They were randomly assigned a team. Each team worked on the same question, but only one player had the correct answer. They had use their communication skills to work out the right answer. Get the answer wrong and you go back to 0! First to answer all the questions correctly, consecutively, wins! A game that engaged the pupils, I would definitely recommend it!
Pupils can also use 'Quizlet' to create their own study flashcards.

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive  #teamwork #achievingatalloa #DigitalLearning

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive  #teamwork #achievingatalloa #DigitalLearning https://t.co/7OKL5q1hRd

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive #teamwork #achievingatalloa #DigitalLearning pic.twitter.com/7OKL5q1hRd
— Alloa Academy ML (@AlloaML) December 6, 2018

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive  #teamwork #achievingatalloa #DigitalLearning https://t.co/7OKL5q1hRd

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive  #teamwork #achievingatalloa #DigitalLearning https://t.co/7OKL5q1hRd

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N5 and Higher pupils worked together to recap the conditional tense by playing #QuizletLive  #teamwork #achievingatalloa #DigitalLearning

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'Mammy Goose' at the Tron Theatre - Creative and Aesthetic Subjects Faculty Evening Trip to inspire the school pantomime cast

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'Mammy Goose' at the Tron Theatre - Creative and Aesthetic Subjects Faculty Evening Trip to inspire the school pantomime cast

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On Thursday evening (29/11/2018), we took the school pantomime cast to see 'Mammy Goose' at the Tron Theatre in Glasgow (which was written by, directed by and starring Johnny McKnight). This was a brilliant opportunity for the school panto cast to see a professional production and to feel inspired through the performances, stage set and costume design, music, sound and lighting.

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The students within the Creative and Aesthetic Subjects Faculty, have been rehearsing since August and the build up to the performances is now approaching. These sessions have been fun and require a lot of planning and almost elements of literacy, movement, dance and performance.

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Pupils get two post-it notes. They fill in questions/comments regarding their learning. I use this to inform future planning. Pupils can answer questions they are confident about to consolidate their learning through teaching others.

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Pupils work together to practise grammar, talking skills, recap vocabulary by playing 'Fren-oploy'.

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. The pupils presented their pitch to the class, then voted on the best pitch rather than the best piece of technology. Pupils improved teamwork skills while consolidating technology vocab, present tense verbs, and negative constructions.

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. 1/2

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. 1/2 https://t.co/oB6cb9iM1s

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying "je" all the time. 1/2 pic.twitter.com/oB6cb9iM1s
— Alloa Academy ML (@AlloaML) September 27, 2018

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. 1/2 https://t.co/oB6cb9iM1s

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. 1/2 https://t.co/oB6cb9iM1s

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The N5 French pupils were challenged with coming up with a sales pitch for different pieces of technology. They effectively used their resources and worked with a partner to avoid saying  "je" all the time. 1/2

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed!

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed!

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed! https://t.co/0BnvRzGPJ3

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed! pic.twitter.com/0BnvRzGPJ3
— Alloa Academy ML (@AlloaML) October 11, 2018

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed! https://t.co/0BnvRzGPJ3

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed! https://t.co/0BnvRzGPJ3

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I tried a quick talking activity with the N5 French class to improve #talkingskills. A point for knowing what the question means, then they answered in French. The next person expanded and improved that answer. Best answer got a point. No resources allowed!

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it.

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it.

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it. https://t.co/U0TG8PreHS

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it. pic.twitter.com/U0TG8PreHS
— Alloa Academy ML (@AlloaML) December 22, 2017

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it. https://t.co/U0TG8PreHS

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it. https://t.co/U0TG8PreHS

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N5 and Higher playing pass the parcel with phrases to translate each time they unwrap it.

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I share resources with senior pupils on Glow so that they can practise listening activities in their own time. They can then read the transcript and use this as a reading activity and for example of good phrases.

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S2 are enjoying playing jenga to help them to practise their talks.

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S2 are enjoying playing jenga to help them to practise their talks.

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S2 are enjoying playing jenga to help them to practise their talks. https://t.co/1SToDgCj9Q

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S2 are enjoying playing jenga to help them to practise their talks. pic.twitter.com/1SToDgCj9Q
— Alloa Academy ML (@AlloaML) May 4, 2018

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S2 are enjoying playing jenga to help them to practise their talks. https://t.co/1SToDgCj9Q

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S2 are enjoying playing jenga to help them to practise their talks. https://t.co/1SToDgCj9Q

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S2 are enjoying playing jenga to help them to practise their talks.

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S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy https://t.co/vmtRN7QLV7

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy pic.twitter.com/vmtRN7QLV7
— Alloa Academy ML (@AlloaML) May 16, 2018

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy https://t.co/vmtRN7QLV7

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy https://t.co/vmtRN7QLV7

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New S2 learning about adjective agreement and word order in French. Does the adjective come before the noun, or after? Is the noun masculine or feminine? Choose the correct words and stand in the right order. #literacy

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy https://t.co/ohGvD7PFiC

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are #numeracy pic.twitter.com/ohGvD7PFiC
— Alloa Academy ML (@AlloaML) May 18, 2018

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy https://t.co/ohGvD7PFiC

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy https://t.co/ohGvD7PFiC

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S3 pupils revising key phrases and developing their ability to work with a partner. The first team finished then challenged themselves to see how many triangles there are  #numeracy

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N5 French playing battleships to practise talking skills related to the employability topic.

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N5 French playing battleships to practise talking skills related to the employability topic.

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N5 French playing battleships to practise talking skills related to the employability topic. https://t.co/OmZZP8AEcV

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N5 French playing battleships to practise talking skills related to the employability topic. pic.twitter.com/OmZZP8AEcV
— Alloa Academy ML (@AlloaML) June 21, 2018

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N5 French playing battleships to practise talking skills related to the employability topic. https://t.co/OmZZP8AEcV

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N5 French playing battleships to practise talking skills related to the employability topic. https://t.co/OmZZP8AEcV

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N5 French playing battleships to practise talking skills related to the employability topic.

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As a way of noting how pupils are doing, we have produced a sheet for each pupil which we can take around the music department with us, listening to pupils and making judgements for Progress. Then we can transfer them easily to the website at a more convenient time. (And it is a back up if anything goes wrong with the website)

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1/2 Despite the large number of instruments we cover, and a lack of definitive benchmarks in the BGE, we now have a way for pupils (and staff!) to identify the level of a piece of music on any instrument. This was done in collaboration with Alva Music Department. Our wall display allows pupils to check regularly the level they are working at on any instrument.

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N5 HFT were learning about functional properties of foods.

They completed a number of foody experiments including using sugar and water to demonstrate crystallisation.

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Jenga blocks are colour coded, the pupils created matching colour coded question. Whatever colour of block is pulled out, the pupils should answer the same colour question.

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Peer marking, the class had to peer mark the design illustration they had produced for their Christmas cake.

They were given a tick sheet with all the necessary information listed on it and had to check a partners’ illustration to see if all this information was included and then give feedback on it.

This worked well as the pupils were learning about what to include on the illustration through completing this task.

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BGE pupils improved their cultural knowledge about different countries that speak French, German, or Spanish.

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Some excellent informative cultural homework pieces from S1 and S2 #culture

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Some excellent informative cultural homework pieces from S1 and S2 #culture https://t.co/sHnrvRSSG1

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Some excellent informative cultural homework pieces from S1 and S2 #culture pic.twitter.com/sHnrvRSSG1
— Alloa Academy ML (@AlloaML) November 2, 2018

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Some excellent informative cultural homework pieces from S1 and S2 #culture https://t.co/sHnrvRSSG1

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Some excellent informative cultural homework pieces from S1 and S2 #culture https://t.co/sHnrvRSSG1

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Some excellent informative cultural homework pieces from S1 and S2 #culture

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs!

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs!

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs! https://t.co/MqaJ1doALz

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs! pic.twitter.com/MqaJ1doALz
— Alloa Academy ML (@AlloaML) November 5, 2018

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs! https://t.co/MqaJ1doALz

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs! https://t.co/MqaJ1doALz

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S1 pupils put their #problemsolving skills to the test, worked with a partner, and read clues in French and English to figure out who owns which pet. Pupils also improved their understanding of French word order and plurals. Bon travail les inspecteurs!

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Pupils used a variety of websites to practise verbs and grammar. Ideal for individual revision at home!

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home!

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home! https://t.co/4eDBusnp0R

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home! pic.twitter.com/4eDBusnp0R
— Alloa Academy ML (@AlloaML) November 8, 2018

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home! https://t.co/4eDBusnp0R

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home! https://t.co/4eDBusnp0R

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N5 French class used online resources to practise the conditional tense. Excellent examples of websites they can use to revise themselves at home!

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Pupils worked together to practise verb endings in the conditional tense by playing tic-tac-toe. 

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Pupils worked together to practise verb endings in the conditional tense by playing tic-tac-toe. 

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Conditional tense tic tac toe with N5 French

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Conditional tense tic tac toe with N5 French https://t.co/cLhgqfAieO

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Conditional tense tic tac toe with N5 French pic.twitter.com/cLhgqfAieO
— Alloa Academy ML (@AlloaML) November 13, 2018

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Conditional tense tic tac toe with N5 French https://t.co/cLhgqfAieO

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Conditional tense tic tac toe with N5 French https://t.co/cLhgqfAieO

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Conditional tense tic tac toe with N5 French

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Every week a different revision technique is shared and discussed with pupils. This way, they can find different techniques to help them revise. Some techniques can be used in other subjects.

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.
— Alloa Academy ML (@AlloaML) November 26, 2018

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.

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#RevisionTechniqueoftheWeek GET SOMEONE ELSE TO TEST YOU. Get them to say a word and you say what it means, then swap over. You can do this on the way to/from school, in the car, between classes, at lunch time, during the adverts, and during the holidays.

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Bookbuzz is a reading programme which provides S1 and S2 pupils with the opportunity to choose and keep their own book from a list of 17 titles, which have been carefully selected by a panel of experts. The programme aims to inspire a love of reading, to engage and motivate pupils to read and to encourage independent reading choice.  With funding from PEF, Alloa Academy library piloted this programme for all S1 and S2 pupils during 2017/18 session and we witnessed high levels of pupil interest, excitement and engagement.  The programme continues to be delivered for 2018/19.

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Following Mrs Ross' History example, S3 English pupils had a short story per group to present to the class.

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To choose the best short story group poster, pupils voted with stickers.

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Pupils playing revision pong to practice answers for upcoming test. The pupils created revision questions and placed them in/under the cups. The teams take turns to bounce the ball into the cups at the opposite side of the table, if the ball lands in the cup the person who as thrown the ball must answer a question.

Alternatively, if the ball is consistently landing in the cup and no questions are being asked the rules can be changed. If the ball misses and does not land in the cup then a question is answered by the thrower.

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Some pupils in Personal Development decided to find out about Alzheimer’s Disease and then, in the spirit of good citizenship, chose to become Dementia Friends so that they can make a positive difference in their community. Here is a photo of them proudly displaying their certificates! A MacLeod

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In Senior History (N4-H) when giving marked homework back to pupils I have been preparing an overview report. For Higher, homework is mostly essays, Nationals can be skills questions or knowledge questions. In addition to the detailed personal feedback pupils receive on their work, I have been presenting overall tips and common mistakes with the class. In a powerpoint, I break down the question, highlight the over strengths of the class to celebrate success and then points we generally should try to improve on. The pupils reflected that they found this helpful, they said it was useful to hear the feedback as well as read my comments and they "felt better" that areas for improvement were common and not a personal failing. I spent 10 minutes max of class time on this.

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Mr Kennedy and Mrs Young took a group of our Music Technology pupils along to the National Museum of Scotland in Edinburgh to see the Rip it Up exhibition on the history of Scottish Pop Music. Pupils enjoyed looking at memorabilia, listening to music and watching videos of every style from Skiffle to Electronica.

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In the music department we make use of an excellent free app called "Plickers" this enable every pupil to participate in multiple choice questions and votes. Think of it like a "low tech Kahoot", pupils hold up rotating cards with a QR code which is then scanned by the teacher - this means pupils do not need electronic devices of their own to answer. We mainly use the app for short starters and formative assessment - "assessment is for learning".

www.plickers.com

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Pupils interviewing Mr McCracken for BBC Media workshop - a good example of use of media and working with outside agencies. 

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Pupils interviewing Mr McCracken for BBC Media workshop - a good example of use of media and working with outside agencies. 

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https://glowscotland-my.sharepoint.com/personal/clamacleod1_glow_sch_uk/Documents/Attachments/IMG_0114(1).MOV

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S1 were learning about mean, median, mode and range. Instead of listening to boring old me they watched a video that explained the concepts to them. (Be warned it comes close to being as annoying as Baby Shark!) After some tasks which involved the pupils coming up with appropriate questions to match the answers (this meant upwards of 90 DIFFERENT CORRECT answers for each task) I read an excerpt from Murderous Maths which allowed pupils to understand the ridiculous and consequences of not using the most relevant average.
S1 were buzzing and begging to watch the video again 🤦‍♀️
All in all just an average lesson really!

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S3 historians used the Alloa Academy roll of honour to commemorate our fallen soldiers of WW1. We worked as a class to identify the names, addresses and ages of young men from our school community who served in WW1. As a class we thought of different ways we could commemorate the fallen. Everyone had to create their own memorial (poem or letter) to be added to our memorial wall.

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Creative and Aesthetic Subjects Faculty - Coverage of 'Alice's Alloa Adventures' in the Alloa Advertiser

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Creative and Aesthetic Subjects Faculty - Coverage of 'Alice's Alloa Adventures' in the Alloa Advertiser

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https://www.alloaadvertiser.com/news/17194325.clacks-pupils-to-thrill-audiences-with-alices-alloa-adventures/

Clacks pupils to thrill audiences with Alice's Alloa Adventures...

THERE will be plenty of opportunity to boo, hiss and cheer when Alloa Academy once again brings the Pantosphere to town this December.

The now annual school show will be a unique take on an old classic with the title Alice’s Alloa Adventures and will see two evening performances open to the public on Wednesday and Thursday, December 12 and 13, from 7pm.

Mr Jamie Jack, principal teacher of the creative and aesthetic subjects, is writing and directing the show once again, praising its power in bringing the school and wider community together.

He is leading a huge cast of students as well as a number of other teachers who are all busy rehearsing, creating sets, props and dresses in a bid to wow audiences.

The school’s parent council, who have been “brilliant” according to Mr Jack, are also closely involved and will be helping out at the show while also organising a fundraising bingo tea next month.

Mr Jack said: “There’s a really close connection between the students, teachers who are involved in the show and the parent council as well.

“We are really keen to try and develop that more within our school and get more opportunities for the parent council and the whole school to be working together.”

And there are hopes for more shows on top of the annual panto in the years ahead.

Mr Jack added: “I think the pantomime has been a great experience because it’s got the imagination of the students involved.

“It’s just great fun. It’s just hugely important for the school, not only in terms of the curriculum but in terms of students getting the chance to build friendship-groups and actually showcase their talents in a really exciting way.

“For me, I’m really proud of all the students who are involved: whether they are behind the scenes, helping out with scenery, props – whatever it’s going to be.”

On stage will be a medley of stand out characters as Sauchie lass Alice Carroll, played by Carly Moultrie, is lured down the rabbit hole into a world beyond Clackmannanshire.

She will be aided by Aleah Alexander as Felicity Festivity, the daughter of Santa, in their battle against Vanity Vile, the Red Queen played by Cameron Graham, and Count Tempus, the Lord of Time played by Braydan Harrison.

The audience is set to meet a range of colourful characters and fantastical creatures along the way in what promises to be another hilarious and emotional show with drama, laughter as well as song and dance.

Rehearsals are well underway, indeed auditions started as early as June and the school’s first years are also involved – including Carly who took the lead role.

Those who have enjoyed the school panto in recent times will recognise some familiar faces while many new pupils also joined the around 30-strong cast.

Huge thanks go to a number of teachers involved as well as sponsors Indigo Sun, Stirling Valet Service, Margaret Jack and Grangemouth Wood Centre.

Tickets to the show are £4 per adult and £2 per child.

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Alice's Alloa Adventures Poster Final Version

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English - "Romeo & Juliet" Carousel Activity

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English - "Romeo & Juliet" Carousel Activity

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We joined Higher classes into mixed groups to work on collaborative critical essays. The carousel activity was to read all the other groups' essays and allocate a mark using SQA guidelines. Using formative assessment comments from teachers and peers, the essays were then fine tuned and saved on Public Share as exemplars.

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Mrs Ross’s class engaging in active learning

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Mrs Ross’s S4 annotated maps of the world to show where Scots emigrated to and the impact they had on their new nation’s.

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The class were assessing the role of Stolypin in strengthening Tsarist authority in the years between 1905-1914. The class was halved in to Saint and Sinner groups, then independently researched the actions of Stolypin to base their argument around whether he had Russia’s best interests at heart or was merely upholding Tsarism. After researching, pupils then formed their debate. This task promoted literacy, confidence, consolidation of knowledge and was good fun!

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https://twitter.com/heartscotnews/status/1057583226984824832?s=21
Lewis Mulheron, Rachel Young and Miss Walker went on a day tour of Auschwitz and Auschwitz Berkenau. They participated in a seminar in Glasgow before the tour where they met a survivor of the Holocaust, who spoke of their experience. Rachel and Lewis were interviewed by national news which can be seen on the link, Rachel has also been interviewed by BBC news which will be aired on BBC Radio Scotland, 10am Sunday 4th November.

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29 historians were taken on a fully guided tour of WW1 battlefields in Belgium and France. Pupils visited the northern and southern salients of Ypres and Newfoundland Park, Thiepval and Vimy Ridge in the Somme. Alloa Academy pupils also participated in the last post ceremony at the Menin Gate, which where the Royal Scots Guard and the Military Wives Choir also attended and took part. The experience padlet shows the impact this had on pupils. https://padlet.com/clepaterson3/mmqrx1hwnd5k

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Modern Studies visited Washington DC and New York with 47 pupils. The experience included tours of the pentagon, a walking tour led by staff around Washington, a guided tour of Gettysburg and the UN,  as well as visits to the Statue of Liberty, Ellis Island, Grand Central Station, 9/11 memorial and much more. This allowed pupils to engage in active learning, experience different cultures, build independence and confidence.

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S3 pupils are participating in a partnership project with the Alman Dramatic Club at the Coach House Theatre, Alloa. Pupils visit the theatre for a tour and to see their monologues being acted.

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The Alman Dramatic Club updated their cover photo.

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We are in the process of developing the third school pantomime for 2018 on Wednesday 12/12/18 and Thursday 13/12/18. This year's show is titled 'Alice's Alloa Adventures' and has a cast from S1-S6 students. This has been a fantastic way to bring the school community together in a real 'spectacle' and to get the imagination and creativity of the students in full flow. We are really proud of the students and also our partnership working with the Parent Council.

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Alice's Alloa Adventures Poster Final Version

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We use padlet to share books and poems we love. (See https://padlet.com/cljadam/s4gtbmk6e0o2 and
https://padlet.com/cljadam/8djysz1hx0sf )

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S5 SkfLLW worked collaboratively to accomplish multiple tasks at once, with the objective of creating a whole-class presentation on First Aid.

1 Pupils were broken down into smaller groups;

2 Each pupil within the group was assigned a specific research task, with the aim of feeding back to the group.

3. No one else in the group was doing the same task, so each pupil experienced a sense of ownership and accountability to the other members of their group.
4. After the group complete their research task, they then compile a presentation of their findings, together with a practical demonstration.

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S3 historians had to use knowledge gained from previous lessons to create a model of a WW1 trench. The model had to show at least 5 key features and pupils had to be able to describe those features!

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Mr Frankland:
You can do it indoors with a map, but as the weather was nice, outdoors was more appealing!

The groups need a piece of chalk, a metre ruler, a piece of string 1.5 m long and mobile (to take a photo)

The idea is that you split the class into small groups (2-4 is perfect).

Once outside you pick a reference point - I used one of the lampposts.

Each group then picks a random point, it can be anywhere within the area that you're working.

Person 1 stands on this point - the key thing is NOT to mark this point in any way.

Person 1 then takes a photo pointing directly towards the reference (lamppost).

The others in the group now mark three points around person 1, labelled '1', '2' and '3'- they can be anywhere, although they have to think about the restrictions of the metre ruler (so distance <1 m work best).

Now they measure the distances to  '1', '2' and '3' and record this on a piece of paper.

The piece of paper is now given to another group

What the 2nd group have to do is try and find the original point and take a photo - if theirs and the original group's photo match then they've succeeded.

What they have to solve is how to find a point that corresponds to the three distances - hopefully what they'll realise is that they can use the string to draw an arc from '1', '2' and '3' and the point they're looking for is where the arcs intersect - it won't be exact because they'll be errors, but you can get pretty close.

(The big hint that they get is that when I use my whiteboard, I use a piece of string to draw big circles)

This all leads to a discussion that once you know the distance to a GPS satellite you can start to work out where you are on the Earth - the more satellites, the more precisely you can get your position.

If the weather's rubbish, you can do the activity indoors with a map, 30 cm rulers and drawing compasses (or string again).

There's lots of discussion that can be generated from this - all the way up to AH (you can talk about relativistic effects - if we didn't correct for this GPS's would be out by 10km!)

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S1 taking part in a “river cross” challenge at D-day 

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S1 taking part in a “river cross” challenge at D-day 

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Team work makes the dream work!