To include as parts of SoW via Wunderlist?
Is this not the usual thing as before? Too much ideas, not enough content?
To practise with something new.
I was initially unable to do this because these things are not the basis of lessons: they are different ways of doing things. They offer variety and interest. They might allow things to be completed in a novel way. After years of academic instruction and charismatic delivery, I am ready for two things:
a) More extended independent writing.
b) More extended learning.
Amongst this, I want to have the variety of patterns possible in teaching by having a selection of possible exercises that change the pattern of learning I expect in my lessons.
should contain content. skills will be differentiated. grammatical starters can be organised.
Each term can have some Full English starters that will be used at some point. Is this a Wunderlist thing, or a LTP thing?
I am teacher of ten years’ experience who has got better each year.
Prior to each new year I feel that things in the classroom will be better. Students will understand and progress and planning will be seamless and effective. I plan for content and for skills, and neither…
Last year I had a two week summer holiday with a broken collarbone. Moving to a different country, I did not have much in the way of long term plans. Like my NQT year, I had all the content I needed (including schemes of work in place with generous resources). However, I felt that there was existed more efficient ways to link the content and criteria of what I was doing. The result of this was a tiring year where I had to work especially hard in order to connect lessons together in a personalised manner.
This year I plan for something different. My vision is thus:
1) Regular starter types on similar days, only varied in the case of necessary lessons.
2) Schemes of work differentiated on their type and organised by necessary content.
3) Rubrics provided and used for all classes, with marking once every 2 weeks.
4) Exemplar texts provided regularly that return to the same three templates for analysing fiction, analysing non-fiction, and for creating writing.
5) The rhythm of learning adjusted according to Wunderlist-collated Full English lists. This leads to lessons that are based either on:
– analysing texts (DARTs) with my three templates.
– engaging/unusual/receptive-creating activities
In regards to the Wunderlist, there is a strong element of just putting the very best Full English activities across the year, and just giving them a go. If I planned how many lessons are in each one, and just did it, then hey! I would say once every 2-3 lessons or so is a good balance for such engagement. Therefore, between 30-50 lessons for KS3 will be like this in the year.
Between 60-90 lesson would be like this for KS4.
For engagement (and therefore receptiveness), FE lessons can be planned in some collaboration with the class. They can vote on which type of FE lessons they want for that half-term from VAK + crafting lessons. They will be linked to the DARTs lessons, but will be applied as deemed suitable.
Some FE will be more suitable for certain SOW.
Actually creating the DARTs is tricky in the sense of knowing what I have at the right time is not aways possible.
Need to collate all the texts that I could use into an ‘out of 5’ sheet… perhaps! Truth be told, though, any text should be used in the first run-through for comparison purposes.
Having done this , I have found that sound title names has allowed me to allocate 21 potential DARTs to one SoW of 5-7 weeks. I am happy with this.