Why I love…TENC – The plans and pitfalls of an interleaved curriculum | susansenglish

Why I love…TENC – The plans and pitfalls of an interleaved curriculum | susansenglish

The presentation is downloadable here: TENC – Presentation

The copious amount of notes and thinking behind the presentation is here:  TENC Handout Booklet (warning this is a long document and includes some of the resources and the invisible thinking that went on behind the scenes when developing an interleaved curriculum). Also, none of these documents are new, they were all worked on in the implementation stages of driving forward an interleaved curriculum.

I started with this slide, which is the contents of the presentation. This introduces what I am trying to explain about the plans…

Continue reading at:
https://ift.tt/2KSZVP3

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Why I love…TENC – The plans and pitfalls of an interleaved curriculum | susansenglish

Why I love…TENC – The plans and pitfalls of an interleaved curriculum | susansenglish

The presentation is downloadable here: TENC – Presentation

The copious amount of notes and thinking behind the presentation is here:  TENC Handout Booklet (warning this is a long document and includes some of the resources and the invisible thinking that went on behind the scenes when developing an interleaved curriculum). Also, none of these documents are new, they were all worked on in the implementation stages of driving forward an interleaved curriculum.

I started with this slide, which is the contents of the presentation. This introduces what I am trying to explain about the plans…

Continue reading at:
https://ift.tt/2KSZVP3

Why I love… Building Effective Relationships | susansenglish

Why I love… Building Effective Relationships | susansenglish

Warning this is an anecdotal and reflective blog post, which I hope highlights my belief that relationships are one of the keys to ensuring students will learn and that leadership can be trust based.
Student – Teacher

When my Y11 left last year (2017) I was given a little necklace from Egg. Egg was my nickname for one of my Y11 students. Egg: because she used to come into my class with her hoodie tied up so tight around her face that it made her look like an egg. The nickname stuck. My class knew who I meant when I said (early on in Y10 Egg can you… etc.) She even signed all her work Egg….

Continue reading at:
https://ift.tt/2Nb3JYy

Why I love… Building Effective Relationships | susansenglish

Why I love… Building Effective Relationships | susansenglish

Warning this is an anecdotal and reflective blog post, which I hope highlights my belief that relationships are one of the keys to ensuring students will learn and that leadership can be trust based.
Student – Teacher

When my Y11 left last year (2017) I was given a little necklace from Egg. Egg was my nickname for one of my Y11 students. Egg: because she used to come into my class with her hoodie tied up so tight around her face that it made her look like an egg. The nickname stuck. My class knew who I meant when I said (early on in Y10 Egg can you… etc.) She even signed all her work Egg….

Continue reading at:
https://ift.tt/2Nb3JYy

Why I love…Creative Writing as a slow process | susansenglish

Why I love…Creative Writing as a slow process | susansenglish

Step By Step Narrative Writing (scaffolding to independence in Creative Writing)

My year 10 class have been brilliant and really engaged all year, but they have struggled with writing creatively. From the initial ‘blind’ story that I asked them to write, I identified a range of areas for the whole class, that they would collectively need to work on. This ranged from punctuation, sentence starters to paragraphing and technical accuracy to building a plot, creating engaging events and characters and building a sense of a story. However, I wanted to do this in a slow and considered way (taking…

Continue reading at:
https://ift.tt/2KDQiDF

Why I love…Creative Writing as a slow process | susansenglish

Why I love…Creative Writing as a slow process | susansenglish

Step By Step Narrative Writing (scaffolding to independence in Creative Writing)

My year 10 class have been brilliant and really engaged all year, but they have struggled with writing creatively. From the initial ‘blind’ story that I asked them to write, I identified a range of areas for the whole class, that they would collectively need to work on. This ranged from punctuation, sentence starters to paragraphing and technical accuracy to building a plot, creating engaging events and characters and building a sense of a story. However, I wanted to do this in a slow and considered way (taking…

Continue reading at:
https://ift.tt/2KDQiDF

Why I Love…A beginner guide to the Eduqas Language Papers | susansenglish

Why I Love…A beginner guide to the Eduqas Language Papers | susansenglish

There have been a few times over the past few months, where I have been asked about the nitty gritty of the Eduqas papers for Language. On those occasions, I have sent an e-mail to the person asking with a simple breakdown as an overview. I thought it might be useful to share that here and then if anyone asks it is already easy to access and should hopefully give people a quick guide, if and when they want it. I have also attached a more comprehensive guide to the Eduqas GCSE, which I made when the specification first came out and I wanted to know the minutiae, because as KS4 coordinator I…

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https://ift.tt/2IpX7CX