Little book of how (cream)

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The Little Book of How

From the GC Teaching and Learning Team


The Li le Book of How

Introduction

The GC “Li le Book of How” provides you with exemplars and the documenta on you are required to use while teaching at GC with hyperlinks to blank copies online (if you have printed out this booklet there is also an appendix with short URLs to the online copies). This li le book also contains useful ps for teachers. The online version has been designed with a cream background. If you want to print this out please choose the colour of paper that suits you.

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Table of Contents Crib Sheet for Planning .........................................................................4 Scheme of Work (exemplar and template) ......................................6 Lesson Plan (exemplars and templates) ............................................8 Learner/ Group Profile.........................................................................12 Initial Assessment ..................................................................................14 Examples of Targets .............................................................................20 Marking and Feedback ......................................................................24 Support Students to Improve Outcomes .........................................30 Observation Readiness .......................................................................32 Observation/ Action Plan Follow-Up ................................................36 Learning Support..................................................................................38 Contact Details ....................................................................................40 Appendix...............................................................................................42

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Index


The Li le Book of How

Crib Sheet for Planning Aim/s

A broad overview of the session.

Outcomes

What the learners should have learned by the end of the session. Not just set by lecturers - could be set by learners. You could use a question.

Objectives

The steps the learners will take to learn and meet the outcomes, e.g. produce, create, make etc. Again not just set by lecturers.

Assessment for learning

How do you know they know? (Use a variety of formative and summative eg questioning, selfassessment, end of unit test)

Wider skills/ personal and social development/ employability

Bring the wider world into the session. Naturally embed maths, English, equality and diversity and British values. Make links to employability skills, world of work, Higher Education. Use of ILT where relevant.

Learner feedback and evaluation

Gather, keep and use for future planning; eg What went well? Even better if…

Meeting the needs of all of your learners.

How do you support and challenge learners with varying abilities? (Lower, average and higher). How do you ensure they know how to learn?

Learning targets for each session.

Set by both lecturing staff and learners.

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Learner Profile

Crib Sheet for Planning

Should contain initial assessment and for some learners, diagnostic results, value added data eg ALIS ALPS, teaching strategies for individual learning, support and progress over the year. Always keep updating. Detailed Scheme of Work

Please use college template. All schemes to be complete by August for the next academic year.

Lesson plan

Please use one of the three templates provided.

Support staff

How do you direct the support staff? How do they support the learning?

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The Li le Book of How

Scheme of Work The basic format of the GC Scheme of Work is shown to the right. A scheme of work is a very important planning tool and when completed provides you with a fantas c planning device for the whole year. It is a live document which you will need to amend throughout the year based on student feedback and your own experiences of what works and what doesn’t. It should reflect not only the qualifica on but also wider skills and should be used alongside other planning documents. A short course may have a scheme of work that also acts as lesson plans. It must be available on the J drive and should not have any personal informa on. The exemplar scheme of work is too large to include in this document but a link is included in the resource list below (for those who have printed this booklet a full list of short links is in the appendix).

Click to download resources Blank Scheme of Work Template

Exemplar Scheme of Work for 2013: BTEC Health and Social Care Short Course SoW combined with Lesson Plan

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A quick look at Page 1 of the Scheme of Work Template

A quick look at Page 2 of the Scheme of Work Template

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Scheme of Work


The Li le Book of How

Lesson Plan At GC we have a standard lesson plan template, which comes in a few versions. The basic lesson plan template is shown to the right, and on the next page there is an addi onal template which includes a SmartArt feature for anyone who prefers to include Bradley’s Balls into their lesson plan. We also have a version with a box structure if you prefer a less linear structure. The exemplar lesson plans are too large to include in this document but links to them are included below.

Click to Download Resources Basic Lesson Plan Lesson Plan With Bradley’s Balls COMING SOON—Exemplar Basic Lesson Plan COMING SOON—Exemplar Lesson Plan with Bradley’s Balls Boxes Lesson Plan COMING SOON—Exemplar Boxes Lesson Plan

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Quick look at Basic Lesson Plan:

Lesson Plan


Quick look at Basic Lesson Plan with Bradley’s Balls:

The Li le Book of How

Lesson Plan

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Quick look at Boxes Lesson Plan:

Lesson Plan


The Li le Book of How

Learner/ Group Profile

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Click to download resources

Class Profile Template Class Profile Exemplar

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Learner/ Group Profile


The Li le Book of How

Initial Assessment (English) How to embed English following ini al/diagnos c assessment results Entry level 1:

Reading: Use short texts on familiar topics and experiences,

ensuring understanding of content and simple regular words (see Dolch List*)

Writing: Encourage the use of simple sentences with capital letters and full stops, ensuring correct spellings of simple regular words (see Dolch List*)

Speaking and listening: Encourage students to take part in a simple discussion/exchange with one other person

Entry level 2:

Reading: Promote understanding of simple instructions and

directions, as well as that of high-frequency words and words with common spelling patters. Encourage using knowledge of alphabetical order to locate information.

Writing: Encourage the use of common conjunctions (e.g. and, but, because, or) in compound sentences with capital letters, full stops and question marks, ensuring correct spellings of high-frequency words

Speaking and listening: Encourage students to take part in a discussion/ exchange with at least one other person

Entry level 3:

Reading: Expose students to texts of more than one paragraph

and presented in different formats including diagrams or graphical representations. Scan texts and use organisational features to locate information. Encourage detailed reading and understanding of main points.

Writing: Expect a plan, draft and logical organisation (organising paragraphs), including appropriate verb tense and subject/verb agreement as well as correct spelling. Encourage proofreading for accuracy.

Speaking and listening: Encourage students to take full part in formal and informal discussions/exchanges

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Level 1:

Reading: Encourage understanding of texts in detail, looking at

the main points and ideas and how they are presented in different texts. Get students to reflect upon taking appropriate action.

Writing: Encourage clear, logical and coherent writing using a wider range of connectives (e.g. however, nevertheless, consequently). Remind learners of correct use of language, format and structure suitable for purpose and audience (i.e. formal and informal) and encourage proofreading for correct grammar, punctuation (i.e. commas, end of sentence punctuation, apostrophes) and spelling.

Speaking and listening: Encourage students to take full part in formal and informal discussions and exchanges that include unfamiliar subjects

Level 2: Reading: Offer a selection of different types of texts in order for students to obtain information, identify purposes of text and reflect upon how effectively meaning is conveyed. Students should be able to detect point of view, implicit meaning and/or bias and should actively respond to different texts.

Writing: Information and ideas must be presented concisely, logically, clearly and persuasively on complex subjects, using a range of styles of writing for different purposes. This should include a range of sentence structures, including complex sentences. Encourage proofreading for correct grammar, punctuation (i.e. commas, end of sentence punctuation, apostrophes and inverted commas) and spelling.

Speaking and listening: Encourage students to make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and to make effective presentations

*A Dolch List is a list of 220 most commonly used words (originally put together in the 30s!)

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Initial Assessment

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The Li le Book of How

Initial Assessment (Maths) The embedding of maths a er ini al assessment results. A lot of learners have maths anxiety which has to be conquered before any maths can be learned. By giving maths a purpose and with simple explana ons the learner can be encouraged to see maths in a new, posi ve light. As the learner progresses through the levels, it is the complexity of the problem that increases, not the maths. Level 2 doesn’t require much more maths than level 1; the main difference is in the complexity of the tasks, e.g. a 3‐stage calcula on rather than a single‐stage calcula on required for level 1. Each ques on requires the learner to iden fy and use several topics and techniques to solve the problem.

Entry 3 Rounding Round to the nearest £1. Eg, estimating the cost of a shopping list, or a list of tools by rounding each price to the nearest £1.

Round to the nearest 10; for example round to the nearest 10p, 10 miles, or the nearest cm

Round to the nearest 100, e.g. distance in miles or kilometres

Dividing This will be prac cal: it is important to differen ate between the quan ty being used and the quan ty being bought. In these circumstances rounding down will result in not having enough. The following examples illustrate this: A baker needs to make 38 cakes. How many trays will he need if each tray holds 6 cakes? (answer: 7 trays will be required, but only 6.3 trays will be used)

A gardener needs 110 litres of compost. How many 25 litre bags does he need to buy? (answer: 5 bags must be bought, but only 4.4 bags will be used)

Reading scales Reading the weight of This can be combined with rounding, e.g. finding the weight something on a set of scales of a parcel to the nearest 20g

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Reading the capacity of a liquid in ml or cl in a measuring jug


Propor on This is usually scaling up and can be combined with rounding: A recipe for a cake requires 250g of butter. How much butter is required for 5 cakes? How much butter must be bought if packs come in 1kg, 500g and 250g

Naming shapes Learners must recognise and know the name of shapes such as: circle, cylinder, rectangle and triangle. No calcula ons are needed and correct spelling is not vital. Interpre ng a very simple plan Give students a plan of a restaurant with the tables and tell them how many chairs are required for each table; ask how many chairs will be needed in total.

Calcula ng the cost Calculate the cost of a meal & a drink from a menu

Calculate the change from £5.

Recognising odd and even numbers or mul ples of 5 Identify winning raffle tickets ending in 5 or 0 in a given range e.g. between 25 and 48

Identify rooms with a sea view if odd numbered rooms have a sea view.

Reading bar charts Learners must be able to draw a bar given its value.

Reading the quantity (height of a bar) from the scale on the ‘y’ axis. There is usually one bar that is half way between two numbers, e.g. between 34 and 36, so the value is 35.

Calculate the difference between two values.

Time The learners must know the 12 hour clock using am and pm, e.g. 9:15am, and the 24 hour clock using the correct nota on, e.g. 09:30. They will be expected to carry out calcula ons involving me. A meeting starts at 09:30, but you must be there 90 minutes beforehand. What time do you have to arrive?

A chicken takes 90 minutes to cook. What time must it go into the oven to be ready by 13:00?

Taking informa on from a calendar All workings must be shown. Neatness cannot be overemphasised. Each calcula on must start on a new line. Reading a bus metable or price list 17

Initial Assessment


The Li le Book of How

Initial Assessment (Maths) Level 1 In addi on to Entry 3, include the following: Frac ons, decimals and percentages Take a poll in the class, e.g. what fraction of the class agreed/disagreed with a hypothesis; convert to a decimal and then convert to a percentage

Simple probability, e.g. a 1 in 4 chance of an event occurring

Calculate a fractional part of a quantity, e.g. 7/8 of £56

Calculate a percentage of a quantity, e.g. VAT at 20%

Simplify a fraction

Ra o & Propor on Write a ratio in the form x:y

Split a quantity in a given ratio

Increase quantities in a given proportion, e.g. recipes for 4 people made up to cater for 10 people.

Measurements Convert between mm, cm, m and km

Convert between ml, cl and litres

Convert between mg, g and Kg

Perimeter and Area How many fence panels are required to go round a rectangular garden?

How many fence posts are required if they are set ‘x’ metres apart?

How many seeds can be planted in a seed bed?

What number of square tiles is needed to cover a rectangular room?

Preparing a Schedule Schedule 4 activities to be undertaken

Produce a timetable for a college trip

Graphs and tables Draw a graph from given data

Extract information from a graph or

Mean and range Calculate the mean of a set of data

Calculate the range of a set of data

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Initial Assessment

Level 2 In addi on to E3 and L1: Frac ons Add and subtract proper and improper fractions

Calculate the sale price, e.g. 1/3 off

Write one quantity as a fraction of another

Percentages Increase/decrease a quantity/price by a given percentage

Write one quantity as a percentage of another

Ra o and Scale Write and simplify ratios

Calculate quantities in a given ratio

Produce a scale drawing

Measurements Convert cm3 to ml or vv in a problem involving capacity

Perimeter, area and volume Calculate perimeter and area of a composite shape

Calculate the volume of a cuboid

Calculate the volume of a shape being given a formula to use

Formula Use a given formula by substituting numbers for letters

Interpret the result

Mean, Mode and Median Use the mean, e.g. given the required mean for 6 months sales figures and 5 months actual sales figures, calculate the required sales figure for month 6 to achieve the target mean.

Analyse a set of data using mean, mode or median

Scheduling and metabling These are more complex problems than level 1 involving at least 6 ac vi es with constraints and s pula ons, requiring a table of events, e.g.

Start me

Ac vity

End me

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The Li le Book of How

Examples of Targets/ Feedback A target is an ambi ous and realis c end goal and needs to be broken down into how‐to steps that are mely.

“Teachers who truly understand what they want their pupils to accomplish will almost always be more instruc onally successful than teachers whose hoped for results are murky.” James Popham

Learning targets are statements of what we want students to learn and be able to do. They need to connect to success criteria and can be in the form of ques ons.

They need to be focused clear appropriate and reflect a bigger plan over me. Students must be able to answer “Where am I going?” “Where am I now?” “How do I close the gap?” “How will I know I’m ge ng there?” “How can I keep going?”

Example: A‐Level English Literature Example of long term target Move from a C to a B in A‐Level English Literature

Example of session target Engage in debate around structure and form of Robert Frost poetry to improve cri cal analysis. Reflect on how you can extend your vocabulary and what technical terms you should be using.

Example of general target Use relevant evidence from the text and answer the whole ques on:     

Be detailed and specific Use quotes to show how you have understood the key points but do not re‐ peat parts of the original text Ensure you have a good range of ideas and explain them Use a range of vocabulary to subtly express thoughts and feelings Check your use of apostrophes 20


Feedback on a piece of work Make sure you explore through cri cal analysis how Robert Frost uses winter to shape meaning. Contextualise the Great Gatsby in its historical se ng and com‐ ment on the influence of the historical period.

Example: Catering—Target as ques ons Quality points of poultry (L2) Recognise quality points of poultry. When selec ng a chicken, what are the key features you should be looking for in the perfect chicken and why are you looking for them. How can you be sure?

Example: Business Business: Measuring and increasing profit Be able to explain the rela onship between profit and cash flow and extrapolate from this the most successful methodology. Check unfamiliar words in a dic onary Iden fy 7 ways to increase profit Calculate the next profit margin and cash flow Evaluate the effec veness of the steps taken by a company to increase profitabil‐ ity Create and jus fy a model you consider to be the most produc ve Reflect carefully on your language when you want to present this argument.

Example: Arts and Media Arts and Media: Different stages of Pre‐Produc on Iden fy the key roles in pre‐produc on and set targets for individuals Why is pre‐produc on important? Research your current role in pre‐produc on and a range of other roles When crea ng a pre‐produc on schedule use good examples of apostrophes, semi colons and rich vocabulary for your advert 21

Examples of Targets


The Li le Book of How

Examples of Targets Example: Building Building: Roles on a building site (L2) Define and explain varying roles of staff on a building site and why and how effec‐ ve collabora on is crucial to a successful project Iden fy the key roles on a building site How do they plan working with each other? What are the key issues to consider with ming? A building company is struggling to complete on me: Why might this be? Devise a recovery plan Check all your spellings either online or in a dic onary

Example: Beauty Therapy Group target To pass Body Massage by the end of June. Examples of differen ated Individual targets based on areas for improvement iden fied.

Learner 1: Learn all the movements (90+) Learn 5 movements at a me. Prac se them in the air if necessary. Set aside me (reminder on phone) 10 minutes a day to learn them.

Learner 2: Know who it is safe to work on and who is contra‐indicated. Mind map the contra‐indica ons and their reasons. Use colour and pictures if it helps. Next day do the mind map from scratch without looking at the notes. Fill in the blanks with a different coloured pen. Next week repeat the exercise. Next prac cal session go through the consulta on and explain the medical rea‐ sons where necessary to a paying client.

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Learner 3: Improve client skills during prac cal assessment Discuss with a colleague and bring into class next week list of personal a rib‐ utes you would want the therapist to have when you pay for a treatment. In‐ clude a minimum of three in next prac cal session. Target for stretch and challenge: When and how does the desire to improve commission by using hard‐selling techniques become intrusive?

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Examples of Targets


The Li le Book of How

Marking Strategy Gloucestershire College is commi ed to developing all our students’ English When marking work we let the learners know what is good and how they can im‐ prove

This Strategy’s Aims are to be:

The Objec ves are:

Consistent

To consistently use this marking scheme across college so that learners’ work is marked fairly and in a way that helps them to improve their English regardless of which department they study in or at what level To set out clear responsibili es between teacher and student and where further support may be found if needed

Usable and used Effec

ve

To give marked feedback that is construc ve, clear and learners have the choice of further instruc on and support and/or web links to help them im‐ prove For the feedback to be used by learners in their individual targets and goal se ng to improve their English

Suppor ng Documents GC Student Marking Policy GC Student Marking Policy for Founda on Studies/ LD1 Correc on Symbols for Lecturers

Correc on Symbols for Students Guidelines for D.I.R.T. (Dedicated Improvement and Reflec on Time for Teachers and Students) GC Assessment Policy 24


Responsibili es Students       

Have access to the marking criteria and correc on symbols and know the meaning of the marks/grades they receive Proof read all work Develop and maintain high standards for presenta on of work Read comments wri en by teachers Use the feedback in planning individual targets Catch up on work a er absence Self‐assess or peer assess using the criteria fairly and responsibly

Teachers           

Explain the assessment and marking system to the students Not all work needs detailed marking. It will depend on the nature of the task. As a minimum teachers should correct at least 5 errors when marking students’ work. (3 for Founda on Studies) Use the correc on guide a ached to this strategy. Wri en comments can be used alongside. and stamps for Founda on Studies Staff may ini ally talk to the learner and give oral feedback. This could be to correct understanding or extend learning Comment on the learning which summarises and acknowledges what has been achieved Give feedback that can be easily understood Return work to students within 10‐ 15 working days depending on level or type of work Maintain accurate records for tracking and recording progress of learners Use marking feedback to help learners plan individual targets for improve‐ ment Use feedback to plan for differen ated teaching strategies and improve‐ ment me (D.I.R.T.) ‐ see page 28 Encourage peer and self‐assessment

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Marking and Feedback


The Li le Book of How

Marking Strategy Support Staff  

Use marking criteria consistently in line with whole college approach re‐ ferred to earlier Read through comments and feedback wri en by teachers to best work with any learners receiving support.

Managers, Observers and Internal Verifiers     

Line Managers to look at marking during learning walks Observers to check for and comment on marked work during observa ons Obtain feedback from learners during observa ons, surveys and from the learner observa on team Internal verifiers to check for and comment on consistency of marked work Teaching and Learning team to monitor the implementa on of this new strategy in its first year to see how effec ve it is

Success Criteria of Strategy      

Clarity for all involved Consistency of marking across the college Students knowing their individual targets and how to make improvements Dedicated improvement and reflec on me given in lessons and schemes of work Evidence of marking feedback being embedded into individual targets that are achieved Accurate peer and self‐assessment by students

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Marking and Feedback

CORRECTION SYMBOLS for MARKING

SYMBOL

EXPLANATION

C

Change to upper or lower case

G

Grammar

P

Punctuation error

Sp

Spelling error

WO

Word order incorrect

WW

Wrong word used

/

New sentence

//

New paragraph needed

?

Unclear / explain more

^

Something’s missing / incomplete sentence

✓✓

Exceptional points/use of language

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The Li le Book of How

DIRT Guidelines (from TES)

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Marking and Feedback


The Li le Book of How

Support Students to Improve Outcomes How to support students to improve their grades 

Ensure students are clear about exactly how to achieve a high grade and understand the criteria and what concepts such as analyse/synthesise mean.  Provide addi onal 1‐2‐1 tutorials with really good ques oning using the vo‐ Speak as you expect students cabulary required at the higher level. to write and encourage the  Provide problems for solving with same from them worked examples  Provide exemplars of A grade/ Dis nc on grade assignments/assessments  Encourage students to self‐assess against criteria and against exemplar material  Encourage students to redra and correct work  Use DIRT (dedicated improvement and reflec on me) to allow stu‐ dents to read and correct work. Encourage a ‘feed forward’ approach i.e. students should set themselves targets and goals for their next as‐ signment based on feedback from the last  Peer coaching/mentoring – use second year students to mentor first year students  Ensure students proof read work and encourage them to proof read Encourage students to peer each other’s work. Use the GC assess against criteria and marking strategy. against exemplar material and  Contact the learning resource advi‐ against the work of more sors with the assignment criteria successful students. etc. and they will support students. 30


 

  

Provide addi onal work on the VLE that students can undertake in directed study Encourage the students and staff to log on to the Virtual Library ‘Yes I can’ page where there will be materials and resources to support and encourage students Set up a helpline for your students – contact the Digital Learning team to support this Encourage students to use Twi er during your session and outside of your session Focus on dis nc on criteria

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Support Students to Improve


The Li le Book of How

Observation Readiness Before you plan – reflect on the following Know your students. How are you using their ini al assessment results?

How o en do you check spelling in class or introduce new vocabulary? Do you use online dic onaries?

Are you passionate about your subject? Is your enthusiasm infec ous?

Think: What are students learning as opposed to doing? 

Create thought‐provoking starter ac vi es – have them ready as soon as the students arrive either on tables or whiteboard – get them to start while you are taking the register.



Use ered learning objec ves: could be colour coded to help students realise progression from green to orange to red means difficulty increases. define/recall/ describe/summarise

explain/compare discuss/compose

anaylse/evaluate/ inves gate/create

(green L/O)

(orange L/O)

(red L/O)



Use learning objec ves not task based objec ves. Think about learning rather than doing



Encourage students to set their own targets at the start of each session



Refer to learning objec ves consistently throughout the lesson – not just the beginning and the end. Constantly check learning

An ‘outstanding lesson’ isn’t what the teacher does but what the learner learns.

 Use ques ons to test understanding before allowing students to move on to the next learning objec ve. Use challenging ques ons. Check the 32


prior learning – students need to make links ‐ link to their daily lives if possible. Do they know why they are studying polygons?!

 Step back from being the expert in

Ensure that you speak to every student in the room (use their names, say hello, ask them a question, praise their effort appropriately, comment on their work, expect high standards).

the class and let students take over. Use peer assessment and self assessment against the criteria. Get students to write and ask ques ons.

 Ask probing, open‐ended ques ons – how, what, where, what is the impact of this, how does this compare with, what would happen if, how did you work that out, what is the link with …?

 Allow enough me for an answer. Do not accept the first answer. Arrive at a consensus around the class. You could use mini white boards. Think ‘pose, pause, pounce, bounce’.

 Be consistent with behaviour rules/discipline with every student in the class.

 Ensure you know where the learners are with their progress in class Always have an extension task or two ready – students should never run out of work to complete. Are the extension tasks appropriate – they should never be just more of the same. You may wish to challenge students to think or you may just wish to students to consolidate 33

Observation Readiness


The Li le Book of How

Observation Readiness  Ensure that you complete a plenary to find out which students have achieved which outcomes.

 Ensure that wri en feedback is detailed and clearly states what students need to do to improve

 Never be afraid to deviate from the lesson plan if the occasion arises. Plan ahead for discussions around diversity. For example in Construc on if you are building arches think about arches in Churches, Mosques, temples etc. Seek feedback from students at the end of the session: what went well, even be er if...

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Aide memoire – the basics for inspec on/ observa on

What the inspector/ observer will need to see: 

Scheme of work



Lesson plan (if appropriate)



Individual learning plans (if appropriate)



Individual targets for students – ideally students should be se ng their own targets



Value added targets (where appropriate – e.g. A levels and BTECs)



Class profile



Support workers/TAs ‐ good collabora on with teacher/not over suppor ng



Effec ve embedding of English and maths – eg new words, spelling, correc ng grammar



REMEMBER—during observa on/ inspec on if something goes wrong, it is not what goes wrong that ma ers, it is what you do about it.

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Observation Readiness


The Li le Book of How

Observation/ Action Plan Follow-Up

Following the observa on it is your responsibility to arrange a mee ng with your head of school to discuss and go through your ac on plan. During this mee ng it would also be helpful if you consider discussing learner feedback, reten on, achievement and success rates.

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Obs/ Action Plan follow-up


The Li le Book of How

Learning Support Study Support Students can access drop-in study support in addition to their main timetable. We have a Study Support Mentor at each site who can support and facilitate learning around four core themes:

   

Study support can be accessed by any student on a Level 1 programme as frequently as required. Students have access to quiet study spaces, interactive learning resources, computers and assistive technology to support with their learning.

Study Skills

You can refer a student for study support by completing the referral request under ‘quick links’ on the staff intranet page or click here.

ESOL Support

Glos: C116 | Chelt: F001 | RFD: A03

Maths English

Access Arrangements for Examinations Students who have specific learning difficulties (SpLDs), special educational needs (SEN) or a disability may be eligible for access arrangements for their examinations. You will need to be able to demonstrate that a student requires specific arrangements as a normal way of working in their lesson in order to have the same opportunities to achieve as their peers on the course. Types of access arrangements can include:

   

25% extra time Reader / Scribe Individual Room Use of a word processor

A student must be assessed by one of our specialist Access to Learning Tutors in order to apply to an exam board for access arrangements. You can refer a student for access arrangements by completing the referral

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Connect with us… Glos: C116 ext. 3484 | Chelt: F001 ext. 2129 | RFD: A03 ext. 8493 Learning.Support@gloscol.ac.uk

| @GC_LearningSup

Autism Support Some students find communication and interaction with others extremely difficult. We have an autism coordinator who can support you with strategies to support students with autism and can work with individual students to develop coping strategies to enable greater access, inclusion and experience. For more information contact Leon Sheppard, Autism Coordinator: leon.sheppard@gloscol.ac.uk

Training and Support

teams with specific training sessions on a range of topics.

Want to learn more? Need ideas and Contact us for more information or to tips on how to support students with arrange a date. learning difficulties and disabilities? We can support small groups and

What support do my students get? You can find out all of the key additional learning support that any of your students get on ProMonitor under ‘Learning Support’. If your student has any of the following, you’ll find it on ProMonitor:

 Education Health and Care Plan (EHCP)

     

Autism Support Study Support Mentor Learning Support Assistant Ways to support a student in class Access Arrangements for Exams Child in Care

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Learning Support


The Li le Book of How

Contact details Exams For information in relation to examination entries, or candidate registration with awarding bodies, please contact the Exams team.

PLEASE NOTE: the deadline for specialist exam arrangements is 21st March.

For any information regarding registers and timetables, please contact the Timetables and Registers team.

Please remember to allow time for your students to learn how to use their extra time and support assistant in advance of the exam period.

Both teams are part of Information Services and are located as follows:

Room

Extension

Cheltenham Campus

F300

2071

Gloucester Campus

C104

3236 / 3237 / 3238

RFD Campus

B06

8428 / 8498

Learning Support Email: Learning.Support@gloscol.ac.uk Twitter: @GC_LearningSup

Room

Extension

Cheltenham Campus

F001

2129

Gloucester Campus

C116

3484

RFD Campus

A03

8493

40


Teaching and Learning The Teaching and Learning team consists of:



Teaching Improvement

 

Digital Technologies





Contact with requests for teaching support, development or improvement.

Contact for support with any digital technology in learning including training and support on all college systems.

Library Teams



Contact for support with Self Directed Study, information about available resources and to arrange purchase of new subject resources for libraries.

Teaching

Room

Ruth Evans

C014/ 2102/ 3375 Ruth.evans@gloscol.ac.uk F115 2102/ 3269 Rebecca.wilson@gloscol.ac.uk

Rebecca Wilson

Extension email

Library Cheltenham Campus

G025

2185

Gloucester Campus

C014

3272

RFD Campus

B001

8522

F115

2114

library@gloscol.ac.uk

Digital Technologies Cheltenham Campus Gloucester Campus RFD Campus

C014c 3244/ 3269 moodleadmin@gloscol.ac.uk B001

8504

41

Contact Details


The Li le Book of How

Appendix If you have printed this booklet, all the documents linked within it are listed here with short URLs for easy access; Scheme of work Document

Web Address

Blank Scheme of Work Template

http://bit.do/SoWTemplate

Exemplar Scheme of Work for 2013: BTEC Health and Social Care

http://bit.do/SoWExemplar

Short Course SoW combined with Lesson Plan

http://bit.do/ SoWLPCombinedExemplar

Lesson planning Document

Web Address

Basic Lesson Plan

http://bit.do/LessonPlanBasicTemplate

Exemplar Basic Lesson Plan

COMING SOON

Lesson Plan With Bradley’s Balls

http://bit.do/LessonPlanBallsTemplate

Boxes Lesson Plan

http://bit.do/ LessonPlanBoxesTemplate

Class Profile Document

Web Address

Class Profile Template

http://bit.do/ClassProfileTemplate

Class Profile Exemplar

http://bit.do/ClassProfileExemplar

42


Marking and feedback Document

Web Address

Correction Symbols for Lecturers

http://bit.do/MarkingStrategySymbol sLecturer

Correction Symbols for Students

http://bit.do/MarkingStrategySymbol sStudent

Guidelines for D.I.R.T. (Dedicated Improvement and Reflection Time for Teachers and Students)

http://bit.do/DIRTGuidelines

GC Student Marking Strategy

http://bit.do/MarkingStrategy

GC Student Marking Strategy for Foundation Learners

http://bit.do/MarkingStrategyLD1

GC Assessment Policy

http://bit.do/GCAssessmentPolicy

Addi onal sites and resources Document

Web Address

Dolch List by level

http://bit.do/DolchListByLevel

Dolch List alphabetical

http://bit.do/DolchListAlphabetical

VLE

http://vle.gloscol.ac.uk

Virtual Library

http://ow.ly/MaI8p

Skills4Study campus

http://www.skills4studycampus.com/ StudentHome.aspx

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Appendix



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