Tag Archives: Curriculum

GCSE Expertise

Year 3 undergraduates visited Lowton CE High school to spend a day looking at teaching GCSE. Having battled through the traffic, we were met by Heather Clare, a very experienced RE teacher and Senior Teacher at the school.

Our first task was to look at the Specification (From AQA) and decide what religions and themes we would teach it we were the Head of RE. We then planned in what order we would deliver that, leading to a discussion of our different answers.

Heather helped us to understand the importance of key words, and of teaching the content in an efficient way, using the exam boards definitions. Heather’s delivery modelled good classroom practice throughout. We tested our knowledge of Jewish key words in a fun interactive way.

We turned to look at evaluation questions, and Heather challenged us to get our pupils to write like a river, or even an ocean, and not like a puddle (lacking depth, breadth and with nothing much there), or a pool (structured, contained, with arguments going one way then the next. With this in mind we had a go at assessing some evaluation questions, using the marking criteria, before looking at a task to help pupils ‘develop reasoned consideration’.

A year 10 class joined us then, for a lesson on Animal Rights. This began with a picture starter and a quick survey of opinions on food. Whiteboards were again used for definitions of key words.  The lesson ended with some evaluation work, which would lead on in a future 12 mark question.

After Lunch, we looked at some examples from least years exam paper, looking at marking. Finally we looked at revision techniques, including Heather’s incredible audio revision recordings.

‘Relationships for Learning’

To support the Reflective Professional Practice lecture, RE PGCE trainees were able to benefit from the expertise of Dr Chris Greenough who, prior to joining Edge Hill,  was  SLT lead for behaviour, pastoral and ITT in his previous role. He was able to share his own experiences about the importance of ‘relationships for learning’ and the role teachers’ play in ‘setting the weather’ in their classroom.

 

Pedagogy in Practice

To help support their development as RE academics and written assignments, trainees were treated to a session by  Dr Francis Farrell (previous RE Course Leader) unpicking some of the pedagogical theory which underpins Outstanding RE. After some much needed experiential stilling and silent meditation, trainees considered the use of video clips to explore a phenomenological approach before considering ‘Does God play dice with the universe?’ to illustrate a critical realist approach to T&L. A useful and enjoyable session –  Always fab to have ‘Mr RE’ back in the classroom!

Teaching and Learning Showcase

Trainees on the PGCE took the opportunity to share some good practice and celebrate their successful T&L strategies with the group as they approach the end of their first placement. Whilst Andy subjected us all to his pie-puns to discuss a numeracy strategy, Becky presented an ‘FBI: Confidential’ task for investigating the miracles of Jesus, Rosemina wowed us all with her WAGOLLs and Amy flashed the cash with ‘RE Millionaires’. In addition to some fab  ideas from Morgan, Lauren and Becky, everyone was able to steal some great ideas to use for PP2. Well done team!

Teaching GCSE RE

One of our fantastic Curriculum Mentors (and Ex-Edge Hill alumni!), Ruth Taylor from Burnley Hugh School, delivered an effective and engaging session for PGCE students on teaching GCSE RS. Using her own experiences of delivering the new Edxcel RS curriculum, Ruth was able to give practical strategies on differentiating, planning and assessment in GCSE RS. Trainees also got an opportunity to plan their own RE curriculum, thinking about the importance of embedding skills and content in KS3 for KS4 study.  Thanks Ruth, you’re welcome back anytime! 🙂 

GCSE in Lowton

Undergraduate QTS Third Year students spent an amazing day at Lowton CE High School to find out about teaching the new GCSE RE specifications.  We bgan by looking at the AQA – two papers Religions and themes.

Tried to choose what religions and themes

Then attempted a curriculum map: what is best to do Religions first and then themes?

Then looked at setting and answering examinations. thinking carefully about the precise wording of questions, and how teaching needs to reflect these assessment objectives from the start.

‘Show my homework’ quizzes are used at Lowton to help revision.

 

Spent a lesson with year 10, looking at how to structure an evaluation answer on Animal Rights.

The pupils played a game with pieces of Card with 4 statements and two questions, to ensure everyone was talking about the knowledge gained in previous lessons. Following that pupils collaborated to write a 12 mark question on large whiteboards with each pupil using different pens. Groups then swapped boards to consolidate their answers, key words being highlighted.

 

Then year 9 joined us for a lesson on whether it is right to use animals for food.

Tasks, peer working, questioning, targeted, what do you think. One from this table. “Emotional response” praise, further explanation of pupil answers…

Link from pupil generated answers to ‘exam spec’ answers….Opinion question… visual stimulus … red green cards. Discuss….Memory Aid….. SIRS

 

 

 

Opinion questions with red green cards…. no discussion PACE!

Named pupil. Pick one and explain it….

From pupil generated to answers from spec… 4.

“If we say it we remember it!”

Ted talk…4 minutes…. talk about what you heard…. are you persuaded?

Targeted feedback….

Recap on 4 reasons..

“You are going to have to talk about it-so write something that makes sense”

-key points on revision cards., drawn from an information sheet explaining three of the reasons… individual work.. tightly timed…

Movement… paired discussion … peer assessment… one explain, one listen for what is missed.

After a fabulous lunch, we returned to look at pupil exercise books discovering what is good and what challenges they present for teachers.

We considered what should go in pupil books and how it should be assessed.

Finally we bought about revision. Lowton stresses that after school revision sessions should be short and active. We tried a revision technique called lost luggage and another technique whee pupils would collaborate to make revision notes.

FA Primary PE Teachers’ Award

We are proud that the KS2/3 Course was able to pilot this brand new Award for PE teachers from the FA.  Over 40 trainees from a variety of subject specialisms were able to become the first Primary teachers in the North-West to complete this award.  The aim of the course is to enable all primary school teachers to be able to successfully deliver the new PE National Curriculum in Primary Schools.  Most of the students had no prior football or coaching experience, outside of the degree programme and school placements.

 “I had the best time! It was brill and learnt lots at the same time! I feel a lot more confident about teaching Primary PE now, especially with differentiating each activity” – Jenny

The course was delivered  by Chris Brammall, FA Regional PE & Coaching in Education Coordinator (North West) and Chris Welburn, FA Regional PE & Coaching in Education Coordinator (North East) and facilitated by Paul Smalley, Senior Lecturer and FA Coach Mentor.

“It was best teaching day for a foundation subject we have had! To be honest I have always felt confident teaching PE, but I learnt so much today and feel even better.” -Jake

We began with an introduction and theoretical background a classroom, where we thought about the various challenges of Primary PE and started to define physical literacy.  We then moved out onto the 4G Astroturf for practical work in two groups.  We were shown a number of warm-up activities, multi-directional and directional games, some of which were specific to football skill deelopment, but many which developed fundamental movement skills and objectives linking to the Natioanl Curriculum’s invasions games.  We could not have wished for a better day and stayed on the astroturf all afternoon until around 4-ish.

“Absolutely loved today so engaging and very tiring, early night for me! Thanks Paul and the 2 Chris’ s very fab I have some great ideas and it definitely made me want to get back into my sports.” – Lauren

 

 

Hello from Helen

The new National Curriculum is to be implemented in Local Authority schools from September 2014.  In order to prepare our students for this, Edge Hill recently held a Curriculum 2014 day conference.  Of course RE is not part of the new (or old) National Curriculum, but it locally determined.  However the RE Council has produced an RE Review which includes a Non-statutory National Curriculum Framework for RE, to mirror the developments.  Edge Hill welcomed Helen Harrison, Vice Chair of the RE Council to update PGCE and final year Undergraduate students  on the Review and the implications for schools – and more importantly for SACREs.2014-03-03 14.01.17

New Draft RE Curriculum

2013-03-04 13.35.01

The RE Council have been working this year to produce a new framework document for RE, in the light of the DFE’s production of curricula for other subjects.  Following the publication of the Draft Programmes of Study for RE  interested parties are invited to take part in a final round of consultation – as explained in the RE review consultation letter 7 June 13 which must be competed by 5th July 2013.

There are two ways to respond: