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Students taking part in performances to 'mock up' how different computer systems functions.

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Use of revision sites (BBC Bitesize, Z notes etc.)

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Students being set revision task to complete market place activities.

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There is a KS3 to KS5 robotics club.
Students learn how to use the development kit to program pi-tops to interact with sensors and machine components.

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Developing use of Binary number systems and conversion between them.

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Use of presentations and student teachers to research and deliver concepts.

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Students learn to program from Year 2. These build up in a spiral curriculum all the way to Year 13.

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Using pre- and post-assessments to personalise learning.

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Using pre- and post-assessments to personalise learning.

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Pre-assessment activities (e.g. checklists, mindmaps, recall questions etc.) are used at the beginning of the units to support differentiation.

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Programming in Scratch Jnr, Scratch, Python, Java, PHP, MYSQL

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Teams is used for Assignments, communications with students, and sharing resources.

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There are (e-safety) in KS2 and KS3.

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Use of online dictionaries (www.wordreference.com, https://www.collinsdictionary.com/dictionary/english-french). Recognising linguistic abbreviations and searching for relevant contextual meaning

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Students producing their own Quizlet revision sets for French iGCSE

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Encouraging students to reflect on links between the target language and English

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Encouraging students to reflect on links between the target language and English

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Developing grammatical / intercultural awareness

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Y5 and Y6 have looked at Scientific reading comprehensions. Y5 have also written short stories on space. Y6 have written scripts for a media presentation on the heart and exercise.
Y3 and Y4 have used their science knowledge to help them to access ESD learning.
Y1 have been learning about the human body , which they linked to P.E. They also learnt about seasons and linked that to geography.

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Note collecting, presenting, research, discussions, debates

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Assessments- Social studies and English, Comic book of life During Shang Dynasty

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Romans linked with mosaics, drama Roman Forum.

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Y4 using predictions to further their communication skills and reasoning.

Y5 and Y6 working on incorporation science communication skills in predictions and conclusions.

Y1 using predictions to talk about daily weather and seasons.

KS1 and KS2 make use of key vocabulary lists for each new unit, in most subjects.

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Introduced into art Social Studies as Topic- example - weather in the UK/Bucharest- Topics- cross curricular throughout all lessons.

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Story telling- Song and Sign performance- Art- collage.

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Y1 - looking at days of the week, months, dates, daily weather including temperatures.
Y3 - using graphs to collect and interpret data.
Y4 - using tables to collect data.
Y5 - anomalies; spotting the things that don't fit in number patterns.
Y6 - focus on graphing. Focus on what graph is needed and how to interpret data.

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Year5- Maths/Social Studies- Students reasoning/debating "prove it".  Bullet proof arguments.

Year 1- Debating Green/Red card to make choices to agree or disagree

Year 3- Using historical examples to give reasons.

Year 2- Team discussions

All-  Turn to your partner-  to give everyone a chance to communicate

Verbal peer assessment

Students deciding and verbalizing how to approach a task.

Encouraging students to communicate their feeling with each other to resolve problems.

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Y6 used a light meter on the tablet, to measure light reflecting off materials - Term 1.
Y6 will be using data loggers to look at the brightness of bulbs when the voltage is changed - Term 2.

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Use of manipulative to show proof or explain reasoning.

Use of apps to promote revision of concepts taught in class

mixed ability pairings for MAL students to work with LA students

teaching different methods to calculate maths problems

Challenge of the day to apply the numeracy-  Explain the methods they chose.  Answer, Prove it, Explain

Challenge cards for early finishers

Sorting activities linked to maths objectives

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Use of tablets in the classroom for students to research independently.

Discussions on reliable sources

Use of dictionary/Thesaurus to improve vocabulary

Study Guides sent prior to exams with details pictures, key points, key terms, videos

Setting tasks to summarize key points, rather than copy from sources.  Putting the points in their own words.

Discussions on how to prioritize "top tips" students creating a guide on how to study.

Study lists as a check list, with a "how to" use the list to study.

Key words used to recall prior knowledge

Teachers modeling using resources to find information during classes

Questions on the board of previously taught information - "Say It Again Better".

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Y1 - Science Bug videos in lessons. Using YouTube to find subject specific videos and songs.
Y3 - sending out links to songs and videos that are subject specific. Sci Show Kids - science videos for young learners.
Y4 - quizzes on Gynzy or Kahoot
Y5 - BBC bitesize Science videos
Y6 - TedEd videos for MA and G&T

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Challenge centers- early finishers to work independently

Changing up the lesson sequence - Input at the end- students exploring at first, starting with the "you do"

Ask 3 before me

Students choosing morning challenges from a list

Teacher workshops- Students who need support join

Students use success criteria to self assess their own work, gives students a chance to go back and edit their work

Rubrics for projects so students are aware of success criteria

Setting topics or challenge of interest to student to encourage students to seek information on their own

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Linking reading with writing

using videos in writing (speeches)

Giving a purpose to the learning so students have an end goal

Teacher modeling ( procedure texts)

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Y1 - Collecting leaves, acorns and twigs and making a nature table.
Y4 - Organising a "Save the Planet" protest during lunchbreak.
Y6 Science students making their own Kahoot quizzes to play in class.

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Students learning online, taking part in the practical science activities at home.

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-Class Provision is cross-curricular
-Outdoor learning opportunities provide opportunities for development in a variety of cross-curriculuar ways
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Use of the lesson cycle (different order)

Using the explanations of the children to explain objectives (guide at the side)

Modeling

setting discovery tasks for students to gain knowledge independently

giving proper time limits for students to explore/discuss/explain

Mini Plenary

WAGGOL

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-Development through songs
-Opportunities to learn new words through provision and stories
-Teaching some Makaton sign language in Nursery and Rec C
-circle times provide and opportunity for student to develop their listening and speaking skills
-learning through play-- play with multicultural classmates provides opportunities to develop communication skills
-opportunities to learn acceptable social communication (please, thank you, hello, good bye)

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-Calendar in morning circle times (days of the week, date)
-Morning Circle time (how many are here, how many are not here)
-Opportunities to use numbers in story times and songs
-Counting down as time management (10, 9, 8, 7 )
-Timetabled maths lessons
-Maths related provision opportunities
-Outdoors (counting trees, counting shapes)
-Size comparison outsize (small leaves, big leaves/sticks)

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-regular use of interactive whiteboard to play phonics and maths games
-tablets
-access to Myon at Home for stories at home

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-students understand that information can be found in text books or online
-understanding that some books are stories, and some books are factual
-students are able to select resources to complete tasks (using glue/tape to build rockets, choosing right sized paint brush to paint what they are attempting to depict, et cetera)
-enthusiasm about joining Phonics and Maths

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-demonstrating whole body listening (eyes on person who is talking, empty still hands, in own space, looking eyes)
-warming up listening ears
-listening song "ears are listening, eyes are watching"
-students putting up work they are proud of in their box in the displays
-Wonder Wall

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-Showing pride in smiley face in their home and school book
-taking pride in getting to top of the behavior chart
-hanging up work they are proud of in their spot
-pride in receiving stickers
-merit points, house points, gold awards

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-child led learning (choosing where to go during provision demonstrates initiative)
-dressing themselves to go outside
-upon arriving in the morning, putting home and school book in the box, putting water and snack in the box, hanging up coats, putting away bag in cubby (knowing where their cubby, shoes, coat peg is)
-using toilet by self and washing hands without reminders
-feeding themselves using cutlery
-helping select stories and songs in class
-generating ideas for topics and provision

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-Following Development Matters means that all 7 areas of learning provide a broad and balanced curriculum that promote developing the whole child in a holistic way
-Forest Friday
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-Observation of students leading learning and provision
-quality interaction with children while playing
-questioning
-diffentiation
-streamed phonics groups in Reception
-feedback

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Y10 and Y11 Business: use of online quizzes such as Kahoot to refresh the keywords for the main concepts in each unit.

Y10-Y13 Economics: use of OneDrive to access all class notes and past paper practices organised based on chapters.

MS Teams is used by the entire department to set assignments, share class notes, relevant materials and offer feedback in online learning.

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E-Safety lessons.
Fitness challenge in the Healthy Me unit.
Understanding financial stability around the world.
Poems written in regards to goals and dreams, anti-discrimination and health.

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Speaking, presenting and listening skills are a key skill focussed on throughout the entire PSCHEE curriculum.
Planning and presenting assmblies.

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Working out a budget.

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E-Safety.

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Y5-9 study skills and reducing exam stress lessons prior to the termly finals.

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Learning charters are created by every class at the start of the academic year.

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Creating charity events.
Presenting an assembly.

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Regular use of data, graphs and graph drawing during lesson.

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KS3
- Bi-weekly Kahoot or tablet-based lessons
- Use of online interactive textbooks in everyday teaching - Collins Connect

KS4 - 5
- Revision websites, Topical Past Paper websites - exam-mate, savemyexams.co.uk
- use of e-books: Cambridge Elevate
- use science simulation apps - PhET

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BBC Bitesize; Collins interactive tasks; Bi-Weekly Kahoot quizzes; Revision sites - exam-mate, Student Book; Student revision guide; Student revision cards; Student workbooks with revision questions; Teams with lessons uploaded for students to catch up/revise.

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Student research projects in Year 7, 8 and 9.

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| Cross-Curricular Links: Psychology Year 13 students are looking at various topics in Consumer Psychology and linking it with Business Studies; examples are looking at atmospheric variables that affect approach/avoidance behaviors of the consumer, and the Pleasure-Arousal-Dominance Model

Year 12 students looking at the biological approach of behaviour, specifically looking at the role of the amygdala in the recall of emotional memories

Global Perspectives Y10 Students are working on their Team Project. This component provides links to various areas of knowledge, including Information Technology, knowledge of the Rule of Law and their rights and obligations, and knowledge of current events.

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Students are encouraged to develop their skills linked with Communication and Collaboration in their coursework; specifically as working in collaboration with other team members, as well as, communication with others regarding their project

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Psychology Y12 Topics
Milgram’s study on destructive obedience was an opportunity for students to learn about ethical issues in research in Psychology, and how findings can be applied to historical events

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During revision week - term 2 - Map scales, bearings and trigonometry will be applied in Geography
Applied Statistics in Biology

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Students are well aware of the aims of every topic and they can choose to focus on the content that they struggle the most. Answers are made readily available to them, so class time can be spent on the aspects that they need most support.

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It  confirms achievement and performance in relation to the knowledge, understanding and skills specified in the syllabus, to the levels described in the grade descriptions.

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Teacher presents them with extra curricular opportunities such as International Economics Olympiad, World Economics Cup, OR students tell me about various essay competitions. The students organize themselves when to meet, how to revise and they book my support when they need me; they ask for my support to find relevant books, materials or specialists if needed (e.g. Financial Literacy), but they also search themselves. They invite outstanding KS4 students to shadow KS5 participants in competition, so they can pass the torch in the upcoming years.

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Y13 have access to the latest copies of The Economist. They read articles, summarise them, show them to me and then share their work on their display board, as these are valid arguments to be included in their essays. This year they use digital version too.

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Students have access to digital version of their books, a website where they can practice multiple choices with immediate feedback; they have T`s notes(summary) + practice for each separate chapter; they can access the answers as well. Each student chooses their own learning path based on the wide range of materials that they have available, so they can tailor their learning based on the most suitable resources for their style/abilities.

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Students compare living standards around the world by: they determine disposable income (adjusting gross income to income taxes); they compute rates of inflation (by calculating weighted average prices in the Consumer Price Index); they use aggregate indicators of happiness and they assess their validity.

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-Maths & ICT:
Data sets: conduct surveys and represent them with different types of graphs.

-Maths & Science:
Measurments: volume,
Tally charts
calendars
ordinal numbers

-Maths & Geography:
Graphs

-Maths & History:
Timelines.

-Maths & D&T:
3D shapes

-Maths & Eng:
comparisons: greater than

Maths & Art:
drawing a plan for a garden with specific areas

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-Presentations of their Maths Challenges.
Students ask the presenters questions about their projects.
-Partner talk/ Table talk:
Students go around to discuss the new vocabulary and concepts learned
-Shadow teachers
-Group helpers that reteach concepts to students falling behind

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Ice breakers, puzzles and challanges

mathletics and myimaths

morning tasks

online competitions

Bingo games for mental math skills

Pop quizzes (Kahoot and quizziz.com)

use of manipulatives

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-interactive lessons on the white board
-use of tablets in class
-different platforms and websites for Maths practice in school and at home (mathletics and myimaths)
-online competitions
-E-books (cambridge secondary books and Maths no problem)
-Teams: links and assignments

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-E-resources as mentioned previously
-Use of manipulatives
-Study lists and rubrics

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-Students making their own maths quizzes on quizziz.com
-Students taking pride in receiving the following:
CSB note (pounds), merit and house points, and home work passes.

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-Students identifying mistakes
-Self assessment and students marking their own work
-Group helpers
-shadow teachers

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-Concrete-Pictorial-abstract technique

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-Linking the Maths concept to Real life situations
-use of manipulatives
-Use of technology and games
-use of visuals
-all types of assessments and open ended challenges
-individual and group practice

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We have watched a short scene from the movie ‘Martian’ where two aircrafts meet in the space. Students discussed how the mathematician calculated the point of intersection correctly. They agreed on that the mathematician should know physics, aerodynamics and astronomy to make these calculations. This lesson was one real life example of simultaneous equations.

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We have used https://www.mathspad.co.uk/i2/plansElevations.php to draw front, side and plan elevations of 3D shapes. Also, students are given front, side and plan elevations and they were expected to construct 3D shapes on their tablets and draw them on isometric papers.

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We have assigned tasks on mangahigh.com where students can practice what they have learnt in the school. Moreover, they can search the topic they need to revise and play games.

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I have used rewards to encourage learning and praise students showing extra effort which worked really well during the week. Many students showed extra effort and got rewards.

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Using a range of techniques to improve student understanding of second order concepts (cause and consequence, significance etc.)

Diamond Nines
The 5 R's of significance
Peer review, Peer debate
Think Pair Share to assist in idea formulation
Class debates
Regular use of timelines to assist in knowledge
Starter - questions linking to previous lesson to refresh and revise and connect ideas.
Case-study presentations in KS3-KS5 to improve research skills - identifying info, reformatting, evaluation
KS5 - Recommended extra reading program (optional) to expand vocab and knowledge

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KS3-KS5 - History and Geography projects are always team-based and improve communication and division of labour.

Majority of projects involve a speaking/presentation element to improve public speaking.

Class debates KS4-KS5 improve argumentative skills and public speaking

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Geography curricula involves significant elements of numeracy (mapping units, graphing)

KS5- History involves numeracy skills when dealing with financial, economic, and monetary studies (e.g. stagflation in Term 2 Y13)

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KS3 History/Geo students use the textbook in class, but the teachers do provide source lists for students to investigate during their project work.

KS4 History/Geo students use a range of sources. In History, students prepare for the Source Analysis Paper 2, which prepares them for source selection and research in other subjects and in Higher Education.

KS5 History students do not have a set textbook. They are provided with alternative readings, and an optional extended reading list. Student can draw from digital and paper resources made available to them.

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Starters that link to previous knowledge
Dual coding presentations to increase access and understanding
Providing key definitions for key words
Providing sentence starters when beginning a writing task
Setting tiered challenges to cover the range of ability.
Closing lessons with plenaries that recap the learning objective and link to the next starter

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Students do detailed research into British colonialism in India, giving them detailed knowledge to support AO1 in the Literature A Level, and establishing cross-curricular links with the History course.

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Students are given individual and group teaching episodes (up to entire 45 minute lessons at Key Stage 5) to teach and lead class annotation. The teacher models presentation, then students are given live feedback by the teacher on their presentation skills.

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Timelines are used to record chronology as part of the study of the historical context of literary texts. Venn diagrams are used as a spatial demonstration of comparison and contrast.