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GEMS Founders - Being AGILE in assessment

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Collaboration in Year 1 - Science Lesson Idea

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Collaboration in Year 1 - Science Lesson Idea

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Aleena, Anam, Rowel, Sana & Tsaeling

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https://gemsedu-my.sharepoint.com/:w:/p/j_winn_gfs/EYPTDL_M12ZJkjfKbcSpvdsBDEPGiXWabNCdx_OamlbIbA

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Looking at Consensus and conflict theory in sociology, students will be given different images, articles and or videos related to a different sociological theory. Students will then be asked to discuss the theories and the issues they try to explain. Students would be asked to research examples of these social issues such as social class inequality or sexism in the UAE and then consider their own examples for further consolidation. This would support students with showing concern for a global society with the AQA Sociology curriculum.

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Year 6 - The write stuff 'Mount Everest' - Confident - Jigsaw approach

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Year 6 - The write stuff 'Mount Everest' - Confident - Jigsaw approach

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Improving confidence -
When researching Mount Everest to support learners non-chronological reports children could be split into group to gather research based on ability like the jigsaw approach and then feedback to the class. This way it offers each group to have expert knowledge and feel confident when reporting back to a group/the class.
1 - Analysing and critiquing a source
2- Comparing Mount Everest and another mountain
3- Key factual information with a focus on people who have climbed it.
4- Find supporting pictures and videos to help understand what it would be like to climb Mount Everest.
Every person to feed back would feel confident in their area.

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Topic- we are learning about Climate Change. By the end of this unit, students will be creating a brochure about how to raise awareness about this.
Moral Ed- We have looked at how we can help people as well as research organizations that can also provide support for those who are in need.
English- Students are writing a Biography about David Attenborough who is a brilliant role model and has achieved many awards for his empathy towards the natural world as well as educating others about how to protect our planet.
Guided Reading- our class book is called "What a Waste" which assists children in gaining an understanding about how they can make changes to their daily lives and contribute to making planet a better place

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PSHE Empathy and cooperative be learning project.  Orla, Phiwe & Uzair How you would create the groups? Divide them into mixed ability groups and the assign them roles according to their strengths (the leader, scribe, IT coordinator and time keeper).   ​What clear objectives would you share?  Use the SMART frame firstly.  Objective 1) To create solutions for others who need to develop their ability to be more assertive in different real life situations.   2) To analyze assertiveness within different contexts by reading profiles of different personalities and deliver constructive feedback empathetically. How would you ensure the appropriate resources were available?​  Allow learners access to online dictionary so they can look up the new adjectives and hear the sounds.  Secondly, create paper profiles and online profiles using an agreed template within the department.   Next, the teacher can provide example solutions to differentiate for the varying abilities within the groups.  Show an example You Tube video on a solution for being more assertive to expose them to key phrases and new terminology.  How long would you give students to complete the project?​ 2 lessons How would you help students reflect on their progress?  Provide them with peer and self assessment HPL indicators which have a huge focus on empathy.

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PSHE Empathy and cooperative be learning project.  Orla, Phiwe & Uzair How you would create the groups? Divide them into mixed ability groups and the assign them roles according to their strengths (the leader, scribe, IT coordinator and time keeper).   ​What clear objectives would you share?  Use the SMART frame firstly.  Objective 1) To create solutions for others who need to develop their ability to be more assertive in different real life situations.   2) To analyze assertiveness within different contexts by reading profiles of different personalities and deliver constructive feedback empathetically. How would you ensure the appropriate resources were available?​  Allow learners access to online dictionary so they can look up the new adjectives and hear the sounds.  Secondly, create paper profiles and online profiles using an agreed template within the department.   Next, the teacher can provide example solutions to differentiate for the varying abilities within the groups.  Show an example You Tube video on a solution for being more assertive to expose them to key phrases and new terminology.  How long would you give students to complete the project?​ 2 lessons How would you help students reflect on their progress?  Provide them with peer and self assessment HPL indicators which have a huge focus on empathy.

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Morning Tasks- Discuss the impact of climate change in English and guided reading lessons.  Discussions about how we treat people including the use of manners and language towards all members of staff in the school. Videos and poster competitions for children based on the efforts of famous people including the work of Sheikh Mohammed.   Thank you card for the people behind the scenes in our school, the hidden heroes

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The feedback helps students to understand the ACPs in greater depths.(eg: Meta-thinking-Strategic planning Hardworking- Resilience)

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English feedback- Thanks awesome sent. 2.JPG

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Term Project
Empathetic - Collaboration

1. Students will be put in groups according to their seating plan.
2. They will be given research task to complete at home along with the Learning Objective and Success criteria as it is a flipped lesson.
3. Students will be given focus questions to research on, each group member will be assigned a particular question.
4. Groups will collaborate  in class on the Padlet and will share their findings with each other.
5. Peer assessment will be done with focused EBI and WWW.

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Activity option 3: Primary Science Lesson - Research types of Microorganisms

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Activity option 3: Primary Science Lesson - Research types of Microorganisms

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Discuss: Each learner will be given a number which will be linked to the topic that we will be covering. For example: different types of microorganisms. All the number 1 learners will research viruses, number 2 bacteria, number 3 fungi, number 4 algae, number 5 protozoa.
The learners will then compile and collate their information in their given groups.

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Students in pairs (due to covid restrictions) would prepare each side of a debate regarding which is the more effective way of running a country/society and how this is represented in the text.
They could be provided with a bank of resources about successful Dict/Demo and they would have 1 lesson to research and 1 lesson to prepare. Students should be assigned based on outcomes of prior assessments.
They could then either debate each other, other students in the class.
Students would choose a winner from each pair or an overall winning side for the class.

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To show concern for society the students are asked to look at 3 ways of sustainable farming (hydroponics, vertical farming and lab grown meat). The students then create a presentation (to be presented at the Sustainability Pavilion at Expo 2020) on how the UAE can implement these sustainable farming techniques in the near future. Plenary- ask student how this will affect their communities in the future.

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Athletics
In groups of 3 learners become an expert in a certain aspect of the practical for skill. The skill is broken down into preparation, execution and follow through. Each learner is responsible to learn that specific aspect of the skill to be able to support the other members to perform the skill. This will promote opportunities to develop learners confidence in their learning by sharing their knowledge to the group.

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Our learners across all Key Stages frequently demonstrate collaborative learning in their History lessons. Recently, Year 11s collaborated to recreate the Nixon Watergate Scandal in the court room. They were divided into two sides, defense and the prosecution and in a courtroom scenario. Year 9's have collaborated to become experts on examples of how the 1st WW went beyond the Western front. The Year 13's have completed collaborative presentations on topics of the Cold War in Asia and Year 12's have co-taught one another various factors that caused the Revolt of 1857.

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Topic: Forms of organisations
1. Sole trading
2. Partnership
3. Private limited company
4. Public limited company
Each group (mixed abilities) will be given a type of organisation for research to  analyse its features, pros and cons.
Once research is completed, students go back to their original groups and peer teach. As a result, each student will learn a new concept and has learned/shared within their peers. All group members are required to take notes while their peer is teaching. This leads to student led learning and helps boost their confidence.

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Confidence
Students are given 1 success criteria but are allowed to pick the way in which they present this information e.g. a podcast, a written article, act it out etc....
This allows our learners to gain confidence as they are presenting their learning in a way that they feel the most comfortable.
This can also promote risk taking especially if they go outside of their comfort zone but being in a safe environment e.g. our party poppers lesson where students put themselves out there to put forward a hypothesis for when they will pop they have the confidence to suggest a time limit (weeks).

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Deswina, Christine, Jinny, Brizel and Joanne.

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1. Students will be put into groups according to their seating plan +- 4 learners per group.
2. To design and create a composter. Learners will need to create and design a composter.
3. Each child will be given a role where they will be responsible for bringing certain materials to school to create the composter.
4. The time taken - two lessons.
5. Each group will then present their composters to the class and verbal feedback will be given.

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Project: create a class rainbow

Objectives:
1. Take turns in a group of 3
2: Use resources purposefully
3: Listen to other's ideas

Children in groups of 3 along a large piece of paper to use mark making resources to create a large scale rainbow between them. Teacher to scaffold discussions about the children's favourite colours and modelling gross motor movement of an arch from left to right. Encouraging children speak to one another and ask simple questions to provoke conversation between the small group

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Roles assigned due to feedback on previous assessment

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Rachel, Chloe, Louise & Carla Y6

Project - Create your own version of Mount Everest using recyclable materials

Groups - table groups (covid-friendly)

Objectives -
1. To use only recyclable materials .
2. To work co-operatively as a team.
3. To delegate responsibilities to ensure everybody is involved.

Resources - Each group to decide on their resources.

Time - Two lessons

Groups to share their creations at the end of the lesson and peers to give verbal feedback.

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Children in groups will research the different vertebrate animal classes. Each child in the group will have a different class to research. The children will bring their research together in a presentation and then share this. The groups would be based on the seating plan. This would take one lesson. We would discuss a WWW and an EBI after the groups share their presentation.

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You improved since the last time. You didn't give up even when it was hard. I am so proud of you. Well done! Keep it up! 👍🏻

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You improved since the last time. You didn't give up even when it was hard. I am so proud of you. Well done! Keep it up! 👍🏻

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Fantastic! Well done for doing a great job finishing your task and sharing your amazing ideas! Keep up the good work! :)

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Remonda LSA

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Congratulations! You worked really hard for this.

David (LSA)

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Well done you have shown resilience within your English lesson.
Fantastic you have demonstrated your perseverance skills as you completed your writing.
Super, you have stayed motivated even when your found addition tricky.
Great! You have worked hard and practiced working independently.
Well done because you persisted you have made scored ... in your spelling test.
Brilliant you have improved your work independently.

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Terri- Psychology
Fantastic work. You have demonstrated the ability to actively seek ways to improve by using your EBI to self assess and improve A03 content, allowing you to access the higher markbands.

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Fantastic work in being resilient by working on your targets.

Well done on completing your work independently.

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Please see below the examples of the feedback statements that we have created for Hardworking. We have created one for primary and secondary

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Well done for practicing your Math skills today.

Good job for practicing your predictions.

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Year 7 - Maths
Binary

HPL hard working (paired word) – well done, you have shown the ability to persevere by showing a good effort at attempting the questions.

HPL hard working – (intervention) – well done, you have shown a great effort at attempting the questions even if they seem difficult by not giving up.

HPL hard working (extension) – fantastic work, you have shown resilience in these questions and seem very confident with this topic.

Year 9 - Maths
Practice - You have prepared through repetition to become proficient in calculating scale factors
Perseverance - You have worked systematically and precisely to find missing lengths of similar shapes
Resilience - You have remained confident and focused while calculating scale factors
Year 10 Maths

Practice- You have been doing repetitive practice on calculating missing lengths in similar figures. Well done .

Perseverance-  You have been persistent in your effort in applying the concept of similarity to calculate missing areas. Well done and keep going.
Year 11 Maths
Hardworking – Well done you have shown great resilience when completing this mastery. You attempted all questions.
Hardworking – Well done for persevering throughout this unit and not giving up.
Hardworking – Well done, through practice you have shown a good understanding of this topic and succeeded.
Year 12 Maths

Hardworking, You have shown persistence throughout the topic.

Through practice you have shown the ability to overcome challenges.

You have remained confident in face of challenges.

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Great job, you've shown perseverance in your writing.

Well done, for reaching your challenges.

Great efforts in using your punctuations correctly.

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Wow! I can see that even though you made a mistake the first time, you went back and used our working wall to make a correction!

I'm so proud that you took the time to write this properly, using all of today's FANTASTICS, rather than rushing! You've worked hard and it shows!

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Superb! You have shown independence in creating sentences.
Well done! You have worked very hard and taken great efforts to complete your task independently.

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Year 5 - Teacher Feedback (Hard working)

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Year 5 - Teacher Feedback (Hard working)

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Well done, you have demonstrated your proficiency through positive resilience in todays math's lesson.

Well done through persistent practice you have made excellent progress with your spellings.

Well done, you were able to overcome a challenging concept by remaining focused and choosing a different approach.

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You have firmly demonstarted the value and attribute of care and consideration toward other students inputs and being mindful of your actions and contibutions when sharing ideas and opinions.

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I appreciate the hard work put in by you to comprehend and analyse the concept.

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Well done, you have demonstrated your hardworking attitude through persevering during this lesson. You didn't give up, you get kept going and now you have achieved the learning objective! Well done!

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You have shown fantastic resilience when attempting a range of long division methods. Well done!

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Well done! you have demonstrated great perseverance by setting goals to achieve improve on your application skills in answering questions

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Well done! Excellent hard work demonstrated and passionate about learning more. Self-belief and hard work will always earn you success.

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Well done - you demonstrated great empathy during our discussion today. You presented your own views and ideas on today’s topic clearly and concisely whilst also recognizing and being sensitive to the views and opinions of others.

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Good work! You have demonstrated resilience by managing to complete this complex 12 mark question.

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Well done! You have demonstrated hardworking attitude through your fantastic evident piece of work. You set high standards for yourself and continue to work hard until goal is achieved.

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Orla- Sociology

Excellent work. You have demonstrated the ability to persevere with making progress in the 12 mark exam question. Comparing the assessment from your last task you have managed to improve the PEE chain to move into the next mark band. Keep up the good work.

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Great effort, you actively seek out ways to improve and you work is an evidence of it.

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Well done, you've demonstrated perseverance by examining your work in reference to the success critera.

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Well done, you have independently challenged yourself by including literary theories in your analytical writing.

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Well done, through persistent practice you have made great improvement in your use of SPAG across your work.

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Great work - you have clearly pursued and have persistently practised on bettering your skill with micro-analysis of deployed lingusitic choices and linking them to authorial intention

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Amazing! You have clearly worked hard and practised your PETER paragraphs. Well done for using your sentence starters and word banks effectively to develop your writing.

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Well done for demonstrating resilience with mastering key subject/exam terminology necessary to create an effective analytical response.

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Well done, you have demonstrated great perseverance by staying motivated and setting your own goals in this activity. This is evident in your improvement of your PEE paragraph structure.

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Amazing! You've persevered and taken on the feedback I gave you before the assessment, and added in the language analysis we talked about!

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Well-done. You have demonstrated your perseverance skills by evaluating your feedback and responding to your EBIs in purple pen and explaining how you achieved this.

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Well done, through persistent practice you have made great improvement in learning how to develop your analytical writing by following the PEE/PETER/PEACE structure

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Well done, you have demonstrated perseverance by finishing your assigned reading for the week. This is evident in your improved knowledge and ability to make more coherent links to the whole text.

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Hard Working Feedback Statement template