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Revisiting previous learning but adding a challenge. The challenge didn't feel pressured as it was done in a fun way. Great relationship between teacher and pupil which makes the pupil feel relaxed and able to take risks without worrying about getting something wrong. Teacher gives clear instructions and displays good subject knowledge. Great use of visual aids to support.  Lots of questions to more learning on. Lesson broken into small parts to stop cognitive overload.

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Using Parents to Support Learning at UHCW - LM/PM

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Using Parents to Support Learning at UHCW - LM/PM

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Using Crib sheets at UHCW with screen grabs, videos and specific questions helps Parents to support their child with leanring.

Example: Stampolines.

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Using Padlet for Pupils to refer to - LS

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Using Padlet for Pupils to refer to - LS

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The use of Padlet for pupils to collaborate inside and outside of the classroom. Using the example of the Wellbeing Session on why do we find exams so stressful?. This was a learning point used in the Weekly Wellbeing session and pupils were asked to collaborate with ideas online. This great learning tool was part of the 'Wish you were here' strategy to enable pupils who may have missed a lesson to catch up and add their own responses. The Padlet was easy to set up and was great as a learning tool for those in the lesson and those that are absent.

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AT is working on how pupils can track their Careers Development whilst at HES. Currently pupils cannot see the progress they have made and look back on previous interactions. Moving forwards this could be supported via an online portal or a personal development book. Pupils from WOW week have identified a guide they can refer to would be more helpful.

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Warm relationship between teacher, teaching assistant and pupil. Well established routines are evident which give the pupil confidence when reactivating prior knowledge. He is familiar with the embedded phonics process when learning a new sound with a more complex trigraph. This demonstrates the expertise of the teacher as well as the understanding of how phonics underpins all subsequent learning. The pupil has become familiar with this process which has led to a sense of purpose and pace in the lesson.
The pupil feels able to say when he doesn't know a word and invites support. He listens and watches the teacher and is comfortable trying again. He experiences success this time and is praised.
The role of the teaching assistant is critical to this process as all of the learning from this lesson and previous lessons will be reviewed and revised daily in all other subjects.

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The skill of the teacher in eliciting responses from students and the application of a range teaching strategies that are linked to the students interests with the aim of improving attendance and engagement.

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Talked about and explored examples where outdoor education is a central educational platform ( such as in Finland) and how these fundamental practices contribute to a healthier and happier student population. Talked about how we could overcome some students' reluctance to engage in outdoor education.

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Science team are working on a bank of topic resources ,that can be shared between them.

My research topic,  - using special interest, to engage pupil and develop learning, could benefit from this approach. Teachers researching, saving and sharing, special interest topic resources, would create a bank of topics, that could be used to engage new pupils, or be adapted for different key stages. Focus,  primary and hard to reach, lower ability secondary pupils.

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Consistent use in lessons so students are aware of the process
- Retrieval Practice to be repeated
- Builds confidence as ongoing revision
- Students liked routine
- Useful tool for challenging misconceptions

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Students have just received exam papers. Whilst this could be a highly anxious time for the students concerned, they were supported to look at a high-achieving past pupil's work and use this as an aspirational model to frame their own exam work through peer discussion and confidence building as to where they are at. The lesson was highly personalised to the students, building on their own strengths and personal experiences. Through the presentational talk by the teacher, they were able to identify gaps in a 'de-personalised' (ie anonymous past student) sketch book and apply that to their own sketch books eg the annotation of the sketchbooks. Through questioning and discussion they were able to peer assess the model sketchbook and identify what they needed to do to meet their own outcomes. Clear modelling and dual coding of language through visual displays supported students  to use the correct art terminology eg shading and tone and modelling of correct phrases to use in their writing in their sketchbooks, all reducing cognitive load and possible anxiety about the process / difficulties in getting ideas down on to paper. The confidence of the pupils to discuss

Art was used as a support in student's own well-being journey using their sketchbook as an art journey to represent their own life journey.

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| Kathryn's use of pictures gave clear signals to instructions. Used regularly and consitently. Pupils knew exactly what to do and were able to start tasks independently

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Great use of the visualiser to model a representation to the students.
A fantastic record of learning for students to refer to later in their learning.
Supporting core vocabulary with image.
Referring to how and when the topic will be revisited in a different manner to assess understanding.
Calm atmosphere.