Teaching and Learning Newsletter Spring Term.1

Introduction

Prayer

Instruct the wise and they will be wiser still; teach the

righteous and they will add to their learning

Proverbs 9:9

One of the main reasons that the Rosenshine

principles are so important to us as a school is

their simplicity. As Laura Burtonwood and I

talked about on the January training days, this

feels like the right focus at the right time; we do

not want to be distracted by fads or requirements

that do not help our students learn. I have

enjoyed seeing the successes that my own groups

have had with frequent practice and their

subsequent increased confidence, and the

successes in this newsletter that have been

achieved in 7 short weeks should fill us all with a

professional pride at how we have all helped to

move Teaching and Learning to another level.

Matthew Everett

Head of School

Trainees and NQTs 9th March

‘AFL Strategies in the Classroom’

Garreth Stockton, Head of Geography (AQ02)

30th March

‘PiXL and GCSEPod’ led by Alan Pearse, Assistant Headteacher

for Raising Attainment

SEND

Staff course information

Ambition Institute (Expert Middle Leaders) -

Howard Forinton and Kirsti Greenway

Tom Bennett Training on Behaviour Management -

Mark Lambert

A student has SEN if they have a learning difficulty or disability

which calls for special educational provision to be made for

them. This provision is additional to and different from the

mainstream provision that all students receive.

Students with SEN at Cardinal Wiseman are listed on the SEND

register. This shows an overview of each student’s needs and

highlights what additional provision they have received. There

are also links to individual student support plans for each child.

The student support plan details the student’s strengths,

difficulties and strategies that teachers can use to support them

in the classroom. The plan is created with the student and is

updated with students and parents as part of a graduated

approach. Many of the strategies that the Trinity team

recommend on the support plans (shown in bold) link directly to

Roshenshine’s principles.

Research suggests that teaching to the Rosenshine principles

will support all students to build schemata in the long term

memory. Inadvertently by doing so, teachers are also meeting

the core learning needs of many SEN students at Cardinal

Wiseman School.Fiona Oliver

SENCO

Upcoming CPD- Reviewing Material

Daily Review( Recap activities) 3rd March led by REReviewing Material - Assessment Diagnostic 17th March led by Sixth FormWeekly/ Monthly Review (Knowledge Tests) 31st March led by MathsA Practical Guide to Supporting NQTs- IRIS Connect

SEND

1. Daily Review - This will support all students that have difficulty recalling information and will support students to build their long term memory

2. Present new material using small steps - Building information slowly enables students to fully understand each step before moving on to the

next. Small steps also means that students are not trying to remember complex instructions or tasks. Students experience success and as a result gain

confidence.

3. Ask questions - This will allow teachers to check that students understand the learning. Some students will not volunteer answers and some will not

want to speak publicly. Using strategies such as mini white boards, think, pair, share, will allow all students to demonstrate their knowledge is a

non-threatening environment.

4. Provide models - This gives visual references to aid understanding. Worked examples, diagrams and exemplar materials will support all students to

see what the teacher means and how to go about the task.

5. Guide student practise - Allowing lots of opportunities for students to practise the small steps in learning with support will build confidence, allow for

misconceptions to be corrected and will reduce gaps in learning. It will support students in realising that it is acceptable to make mistakes.

6. Check for student understanding - Checking that the small steps have been understood will support students to build their long term memory. It

ensures that the foundations for learning are secure before new learning takes place.

7. Obtain a high success rate - If students are not experiencing a high level of success then tasks need to be re-modelled, re-explained and re-taught before

moving on to the next step.

8. Provide scaffolds for difficult tasks - Writing frames and scaffolds will provide a framework for students to use so that they are able to complete

the task to a high standard without making common errors. As students become more competant, the scaffolds can be removed.

9. Independent practice - Giving opportunities for students to use their own memory and prior learning to complete a task.

10. Weekly and monthly review - This could be written or verbal and works best when different techniques are used, for example, a quiz, a

demonstration. It ensures that learning is not forgotten. Fiona Oliver

SENCO

Ambition institute is a graduate school for teachers, school leaders and system leaders, serving children from disadvantaged backgrounds. Their programmes support educators at every stage –

from new teachers through to leaders of groups of schools – to keep getting better.

Mr Forinton and I have embarked on a two year course with the focus on curriculum design, intent and impact. The course entails residential courses at Warwick University as well as development days in Birmingham both of which are supported by 1:1 academic tutor phone calls and peer group

video conferences.

Recently I attended the Tom Bennett Training on Behaviour Management. The session was based on a

report he had been commissioned to compile for the government and reviewed the processes,

procedures and practices across over 200 schools who were judged to have outstanding behaviour.

The session shared with us the findings of the report and compiles a ‘what good looks like’ guide to

behaviour management. The main message was that schools who had good behaviour had adopted ‘a

proactive approach that allowed students to flourish’, and ‘the most effective schools taught students

how to behave well’. This alludes to the idea that we should not expect that students already know how

to behave well, and should invest time into teaching all students how to follow our rules and routines,

rather than just telling them what they are. We would not expect students to understand the balanced

symbol equation for aerobic respiration in Science, or to be able to know the triggers of World War 1 in

History, or write coherently about the themes in Of Mice and Men in English without first teaching them

how, so why would we expect that of good behaviour?

Students must be clear on our expectations, but must also have the knowledge and tools of how to

behave well, and we must provide them with that. Good behaviour allows students, and staff, to

flourish..

I am grateful for CWCS supporting me through participation in this

qualification. It has been an opportunity to broaden my understanding

of school improvement and gain further whole school experience

necessary to make this next step along with sharing good practice with

other professionals. As with any course like this, the chance to

network with other people is a further rewarding aspect of being part

of the course as well as the support from staff running the

qualification.

There are a number of aspects to the course. Firstly there was a 4 day

residential towards the end of August along with a number of virtual

group webinars, coach and mentoring calls, these have all been

valuable in supporting me to develop the skills required to complete

the course.

Further, to this there is additional reading to support each module

which is completed online, however this also includes: video, case

studies and research tasks. The course concludes with the presentation

of a 3000 word assignment which measures and reflects upon the

success of a whole school initiative which I will have embedded into

the school and have led.

Personally, I have always had an interest in the pastoral role of a

teacher so my focus has been to develop the school’s ‘Compass for

Life’ at Cardinal Wiseman.

Ultimately I hope the course has a successful outcome, and is the

stepping stone into a senior leadership team in secondary education

Howard Forinton

Head of Year.11

Kirsti Greenway

Head of KS4

Mark Lambert

Head of Year.9

Embedding the Rosenshine principles in Religious and

Personal Education

Reviewing Material

Recap Activities and Knowledge Tests

Scaffolding learning

Displays within the RE classroom allow students to retrieve information in

relation to how to structure GCSE exam style answers, e.g how many

points/paragraphs do you need for a C style question,what do you need to

include in a 15 mark evaluative essay? Students can visually see what they

need to include for each style of question. This also comes in handy during

assessments!

Sequencing concepts and Modelling

Students are provided with literacy mats in RE which outline how to structure a 15

mark evaluative style essay following TRADEC (Thesis,Reasons

For,Agree,Disagree,Evaluate,Conclusion) The literacy mat includes sentence starters

and higher level connectives to ensure coherence and flow in written work.Model

essays are regularly shared with students and students are given the task to highlight

and annotate essays,evidencing where the student has used PEEL,sources of wisdom

and evaluative terminology. This enables our learners to see what makes an

outstanding Band 5 essay in RE and improve upon their own writing style in the

process..

Thinking and learning grids in RE provide our learners with the

opportunity to not only retrieve information but also establish deep

and insightful connections. In particular, this activity enables our

learners to make comparisons between Catholic and Jewish beliefs- a

key skill which is required at GCSE level in RE.

Knowledge Tests and Questioning-students are required to complete

knowledge tests regularly in RE in order to cement learning and

retrieve key information.Knowledge tests are self assessed and any

misconceptions are addressed straight away.

Literacy mats provided for each exam

paper-Foundational Catholic Theology,

Applied Catholic Theology and

Judaism.

Embedding the Rosenshine principles inEnglish

The GCSE exam skill that our students struggle with the most is the use of SQIZL to critically analyse and evaluate a text. Each element of SQIZL links directly to one of the Literature mark scheme assessment objectives, and these skills are also transferrable to many of the Language GCSE questions.

We have therefore been gradually introducing these skills from Yr 7 when analysing KS3 texts, which has unsurprisingly proved challenging. However, the ultimate aim is that these skills become so embedded and habitual by GCSE that students will have the confidence to move away from its prescriptive nature in order to develop their individuality, while still meeting each of the mark scheme AOs.

Clare Montgomery

Head of Faculty

● This is a KS4 scaffold sheet to help students meet all the elements of SQIZL analysis.

● It includes ‘I do’ guidance for each element + ‘We do’ sentence starters to scaffold their construction.

● There is also a ‘You do’ section for them to apply this by creating their own example for each SQIZL element.

Once students have used this to guide their initial planning, volunteers offer examples to be used in ‘Whole Class Modelling’ of a paragraph on the lesson’s teaching ppt slide.

● This is a reduced KS3 scaffold sheet to help students construct the initial SQI elements of the full SQIZL analysis.

● Similarly, it again includes ‘I do’ guidance for each element + ‘We do’ sentence starters to scaffold their construction.

● There is also a ‘You do’ section for them to apply this by creating their own example for each SQI element.

Again, once students have used this to guide their initial planning, examples can be used to ‘Whole Class Model’ a paragraph on the teaching ppt slide.

KS3

KS4

Scaffolding

Embedding the

Rosenshine principles

inMaths

We have recently introduced an updated curriculum delivery model in Years 7 and 8. As part of the scheme of work, each unit is broken down into a series of ‘small steps’. It is not necessarily the case that one ‘small step’ is covered per lesson. There may be times when it is appropriate to cover more than one in a lesson and equally well there may be times when a small step will take more than one lesson. What is important is that we have thought about how a particular topic should be broken down into appropriate learning steps

Richard Wheat

Head of Faculty

Embedding the Rosenshine principles inLanguages

Reviewing Material

Recap Activities and Knowledge Tests

Scaffolding learning

Sequencing concepts and Modelling

Knowledge Tests and Questioning

At KS4 key questions are

Embedding the Rosenshine principles inScience

Knowledge Tests and Questioning

Questions given, understanding checked and recorded, misconceptions and

misunderstandings immediately addressed using knowledge tests.

Reviewing Material/ Stages of Practice

Practice is guided each lesson, and at revision sessions. A high success rate

with quick wins now possible, independent practice possible as students

have all content to practice questions at home. At KS4 trackers are used to

review and monitor understanding of units to aid future planning,.

Recap Activities

Reviewing Material

Sequencing concepts and Modelling

Embedding the Rosenshine principles inPE

Scaffolding Learning

● Obviously modelling goes without saying in practical lessons but how do we incorporate it into theory lessons?

● Most of the content on our courses are based around movement of the human body in sport. Here is an example of how we use modelling to teach the topic of planes and axes.

● Presenting knowledge in small steps.

Embedding the Rosenshine principles inApplied Arts

Modelling in Art & Photography

Sequencing concepts in Music

In Year.9 Music lessons students learn

through a variety of strategies. Lessons

begin with a recap activity, followed by an

example and explanation led by the teacher.

Students then complete independent

learning with HA students demonstrating

their learning. Peer learning helps to

scaffold and support LA students, before all

students’ play individually. The lesson

finishes with a group performance to review

progress.

Scaffolding Learning in D&T

Reviewing Material in Performing Arts

Thoughtful

Today you will all be having a

photoshoot in the Photography

Studio.

You need to think of at least 6

different emotions to show in

each photograph.

Modelling in art and photography is

not a new concept, traditionally this is

done through demonstrations and

further embedded with questioning.

Exemplar work from both teachers and

students is also used to inspire and

support students. Examples of Year.9

Familiarisation, exploring lighting and

studio photography techniques, as well

as Year.10 Strange Folk, where students

build artist understanding through

learning about traditional painting

techniques.

In Year.11 D&T

practical work is

scaffolded through

teacher and technician

support as well as plan

of make worksheets.

HA students add more

components and

complexity to their

designs.

In Year.13 Performing Arts students

continually self and peer assess their

performances to reflect on their

strengths and areas for development.

They use this to review and refine

their performances alongside teacher

feedback and support.

Embedding the Rosenshine principles inHistory

In history we use guided note-taking sheets for new concepts and tough topics. This provides some structure for students who can take comfort in knowing that their work is ordered. This also makes finding notes for recap activities/revision easier.

Sequencing learning

When completing evidence based tasks such as the table shown here, we will provide some completed examples to model the type of answers and detail that we expect. The class will be taken through these example before completing the rest of the work themselves..

Modelling

Reviewing learning

In terms of reviewing learning, we use a Knowledge Test pro-forma that is familiar to the students. There are always 10 questions which vary in difficulty to hit all ability levels. With History being a literature based subject, most of our knowledge recaps centre on embedding key vocabulary. In this example, the words/phrases have to be used to create a short, coherent paragraph.

Embedding the Rosenshine principles inGeography

Sequencing concepts and Modelling

Depending upon the subject content we use several strategies to achieve this. Where

possible a systems approach is used, to help to understand how our environment is

interconnected. Further content is delivered through contemporary media and text,

and opportunities for AfL are embedded in lessons to ensure the whole class moves

together and misconceptions are challenged, before writing a more detailed response.

Scaffolding learning - Guided questioning

This builds confidence, embeds subject knowledge, addresses

misconceptions and extends student responses.

The images demonstrate how building blocks of knowledge are embedded firstly to foster confidence and then to scaffold reponses to access AO3 within the mark scheme. Guided questioning, leads in to scaffolded answers, student draft responses with feedback and then assessment and feedback.

def maths (): score=0 q=input("what is 5+5") if q== "10": score=score+1 q=input("11+1") if q== "12": score=score+1 q=input("what is 3x4") if q=="12": score=score+1 print("the task is finished your score is",score)

def geography(): score=0 q=input("what continent is india from?") if q=="asia": score=score+1 q=input("What is the capital of france") if q=="paris": score=score+1 q=input("Whats the largest ocean") if q=="pacific": score=score+1 print("the task is finished your score is", score)

choice+input("""Choose a subject 1. maths 2. geography """)

if choice== "maths": maths()

if choice=="geography":geography()

Embedding the Rosenshine principles in

Business and ICT

Reviewing Material

Recap Activities and Knowledge Tests

Scaffolding learning

In computer science students are expected to produce a variety of

programs and be able to write algorithms to design and plan these,

they need a high level understanding of logic and must be able to

use computational thinking to solve problems.

1. Start each lesson with a recap of what has been covered

already/recap test.

1. Introduce new material in baby steps, with students practising

each one in turn.

Students need to write large programs that incorporate all three concepts

and others such as lists, sql, file writing. They need to sequence, they need

to use selection statements and incorporate variables in a variety of ways

and use string manipulations. They also need to show that they write and

index lists and then write iterations/loops such as WHILE loops - condition

controlled and FOR loops - count controlled. We do this by introducing

each single programming construct/technique to them and show them how

it is written through teacher demo, they write notes on the theory too and

are able to describe what it does and the why which is an off computer task.

They are then given practice exercises that get more difficult every

question. Through this practice students are able to solidify their ability in

separate constructs prior to writing a bigger program that will require all

techniques to be used.e:

Embedding the Rosenshine principles inPost 16

Psychology

Spaced recall task

Scaffolding learning

Sequencing concepts and

Modelling

Knowledge organisers are used to present new information with direct teacher instruction. Knowledge is sequenced to draw links with other areas of the course and embed understanding.

Structure provided for evaluating theory.

Reviewing Material