Help your team work smarter, not harder. Most importantly, learn the strengths of your team, empower them to take ownership of certain areas and give credit where credit is due. Lastly, enjoy it! This first year as Head of Department has been a wonderful experience and I am lucky that I now have a brilliant team working really hard and pulling in the same direction. Appendix 1 — weekly bulletin Appendix 2 — example marking scheme. Our blog The Answer in the Room is a collection of articles written by past and present members of staff within the Education and Leadership Trust.
The blog aims to share educational ideas and best practice with our internal staff and the wider world. We are an educational institution.
Great Lessons — a series of blogs by Tom Sherrington Headteacher on what makes for great lessons. An Outstanding Teacher — short blog post by Shaun Allison. Like Like. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email.
Notify me of new posts via email. Search for:. Before we look at the ingredients. Outstanding 1 Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content.
Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They introduce subject content progressively and constantly demand more of pupils.
Teachers identify and support any pupil who is falling behind, and enable almost all to catch up. The pupils use this feedback effectively. Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills.
They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve. Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. We need some idea of how much language tuition the children have had, what language and how effectively it was taught. This is more applicable to year 7. As far as year 8s and 9s are concerned, you will need an idea of where they finished at the end of year 7. Challenge Is your work demanding enough?
Are you sufficiently challenging that little lass who finishes the task seconds after you have explained it? Should she have finished that quickly? Are your tasks differentiated enough to keep all students challenged and engaged?
Could you give different students a different task? How could you reward risk-taking with the language? Pupils views ARGH?! What would they say about your lessons? Parents views Informed by the above as few parents have likely seen your superb lesson on the future tense! Scrutiny of work From this I understand the following: 1 Pupils must be seen to be making an effort and doing well and this should be seen through their exercise books.
Grab your seating plans or markbook and find 3 students per class who you are going to develop your relationship with. We strongly feel that students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged.
Competitions, technology and quizzes keep motivation levels high in lessons. The MFL department has high expectations for all students and the climate for learning encompasses the contributions of all abilities; we trust in the success of each student. A range of strategies, such as group talk, think-pair-share, learning buddies, role plays is employed to create a classroom culture where learning from others is valued. Learning in the classroom is enhanced through self-study homework tasks, which are set twice every week, and consist of vocabulary learning, grammar learning, extended writing tasks, exam practice, and quizzes.
Students need to be resilient language learners. Within the MFL classroom, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This open environment allows students to grow in confidence and not feel intimidated in speaking out in front of the class.
With skilled linguists in the department, we endeavour to challenge our students by using a high ratio of the target language.
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