Teachers across the UK are using an innovative resource to remove the burden of lesson planning by making collaborative planning and sharing schemes of work easy, wherever they are based. Lumici Slate frees teachers to focus on delivering engaging lessons that their pupils enjoy. Teachers are allocated responsibility for planning schemes of work (either partial or complete), which the rest of the team can access and easily adapt to their own class. This is particularly useful for teachers across multi-academy trusts or teaching school alliances. Because Lumici Slate is online, planning together can be virtual.
One thing that always interested me about History was the growing realisation that even the supposedly simplest and most straightforward facts are quite often shrouded in a mystifying narrative; a trail of sources that leaves the true story open to a range of opposing interpretations and outcomes. Whilst we may think we have answered all the questions and arrived at the correct conclusions about the sequences of events, a differing theory or discovery of a contradictory source can suddenly debunk the accepted.
Education is a field ripe for change. A confluence of influences has altered both our purposes and methods. New technologies have altered what is possible, shifted our interactions with knowledge and allowed for new models of connectedness. The forces of globalisation, and with that the movement of both manufacturing workforces and increasingly routine cognitive labour away from Western nations, is altering the face of work in these nations. Our children will leave school requiring a different set of skills to those that secured them employment but a short time ago.
I teach Computing. This means that, at least twice per day I get asked this question:
“Are we going on the computers today Sir?”
As an NQT, I was flattered by this, thinking that it displayed an enthusiasm for the subject. However I soon learned that it was, in the wise words of Admiral Ackbar, a trap.
My job as a Year One teacher is many things, but it is certainly never dull! I count dressing up, leaving mysterious messages and generally making a bit of a fool of myself as all in a day’s work! Luckily, my colleague is almost as crazy as me and fully on board for the ride! Faced with a lively and very enthusiastic cohort, we wanted to end the previous school year with a topic which would really engage them. Thus we began our topic ‘Do monsters live amongst us?’ by hooking pupils into Claire Freedman’s book: Monsters Love Underpants.
It’s 5.30am. and the day begins like any other – my dog Oakley, a six year old chocolate Labrador, is ready for her morning walk. She really is the best alarm clock. I’m not quite awake yet, and the thought that there will be a strong cup of my home-delivered coffee, waiting for me when I get back keeps me walking. Without time to rest, I head to The Cedars Primary School where I am not only a teacher but the ICT coordinator, member of SMT and school governor.
Video production company Mediamerge has released a new range of primary lessons filmed in three very different schools to add to an expanding collection of observation training videos. One of these schools, Irchester Community Primary in Northamptonshire, received recognition from Ofsted as an “example of good practice in science teaching”.
Scenario-based learning is a type of lesson planning methodology that I have used, developed and enhanced since my PGCE year. Its roots come from my childhood love for the Fighting Fantasy books that I was bought by my parents to try and encourage me to read in the mid to late 1980s. In these books you had to make decisions that moved you to different pages and ultimately trying to get to the end of the story. Don’t worry; I grew out of this phase and definitely never entered a Games Workshop.
In the not-so-distant past I found myself sitting sleepily in 9th grade Spanish class; my head on my hand, staring out the window wishing for a fire drill, a tornado or perhaps the zombie apocalypse - though a quick glance around the room might have confirmed that the latter had already come to pass.
If students love revising, then they love learning and their progress will improve as a result. Therefore, to engage all students in revision we have been bringing it alive as a school. Here are five strategies we have used, particularly to ensure our most able students increase the depth of understanding needed as they chase their A*s.