10.30-11.00

1. House System- KHA2. Teaching and Learning updates- BDA/JAM3. Literacy updates- JAM4. Knowing your students- BDA

11.00-1Knowing your students

House System

Aims• To give students a supportive and secure

environment in which they have a sense of pride and identity.

• The system will foster a close rapport between students and staff while providing positive competition.

• The House system will also help new students and staff to settle into the community of Lady Lumley’s School.

Core ValuesRespect: Fair play; knowing one’s own limits; and taking care

of one’s health and the environment.

Drive and motivation to overcome both physical and mental barriers in order to achieve your goals.Determination: Having the self-belief and confidence to overcome adversity and face difficulty in situations that are sometimes outside of the comfort zone.

Courage: Showing respect and humility towards all those around you in the spirit of fair play, competition and everyday life at LLS.

Equality: To be motivated by the achievements and actions of others and to be a positive example to others around the school and wider community.

Inspiration: Work as part of a team and wider community to achieve a common goal.Cooperatio

n:

Staff Head of House

GPA CSI KWE RSU

House Presidents (6th form Male and Female)

Feversham M/F Hainsworth M/F Highfield M/F Acland M/F

Sports House Captains

Y7 M/F

Y8 M/F

Y9 M/F

Y10 M/F

Y11 M/F

Y12 M/F

Y13 M/F

Overall House Captains

Y7

Y8

Y9

Y10

Y11

Y12

Y13

These will remain the same until July 2016.

These will be selected from application letters.

House Points…• Cooperation• Contribution to house events• Peer coaching• Upholding the core values of the house system

(acts of kindness/contribution to wider community)• Creativity

Recording• House points tally chart in classrooms. • Ask students their house when you wish to award

house points within lessons.• Points will be tallied and KHA will update the points

total. These will be displayed on the house boards, fronter, school website and plasma screens around school.

• There will be a points display outside the main hall notice board.

Launch Events…House Logo- design a logo for each house- best designs will become the new house logos.

LLS Bake Off- 3 rounds of baking culminating in a show stopper. This is open to staff entries. You will need a partner who is in your house (ideally).

House Media Team- this will be setup and the team will video and provide media coverage of the various events throughout the year- starting with Bake Off!

Assemblies this week…Tuesday= Feversham KHA/GPA

Wednesday= Acland KHA/RSU

Thursday= Highfield KHA/KWE

Friday= Hainsworth KHA/CSI

Teaching and Learning 2015/16

Cooperative Learning• Activities used appropriately to promote high-level

discussions with equal participation.• Activities are clearly modelled to ensure maximum

engagement.• Teachers planning for periods of independent work

to consolidate learning.

To consider:• Plan for periods of independent work to consolidate

learning• Ensure that activities are linked together

Purple for progress• Reflection time planned and done in silence- students

reflecting on their own learning.• Common misconceptions are addressed at the

beginning of this session with the whole class.• Additional tasks provided for students who have

completed responses.• Meta-cognitive questions used to stretch and challenge

and encourage reflection and evaluation.To consider:• Clear consequences for the small number of students

who ‘opt out’ of the feedback loop.• Reflection time in silence

The balance…

Teaching and Learning updatesOther areas to consider this term:• Presentation in exercise books/folders• 6th form folders

Presentation

Tom – Year 7 French Tom- Year 8 German

First lesson this termWhole-school presentation expectations1. Write the date clearly at the beginning of EVERY lesson on the left hand

side of the page – example: Monday 3rd March 20142. Write in blue or black pen. Draw in pencil.3. Dates and titles should be underlined with a RULER.4. Each lesson’s work should either be ruled off or start on a new page.5. All sheets should be glued in and not folded.6. No rough work in your book – back or front.7. Leave feedback space when directed.8. Respond to your teacher’s comments in purple.

• Progress Trackers up-to-date• PM Registrations all week- purple for progress.

Sixth Form

Reminders:1.The marking policy is whole-school; including

the SF!2.All KS5 students have purple pens and yellow

highlighters for acting on feedback and peer assessment respectively.

Strengths Areas for improvement / debate

Course Overview / informationIn addition to the specification some subjects provide further guidance; standards and expectations, a copy of the marking policy, success criteria including support for examination technique, vocabulary, reading lists and specimen papers.

Tracker sheets– only one department had provided this at KS5 and it had not been completed by the students.

File structure / organisationSome departments have clearly shown students how to organise work. Further, folder check log sheets were provided by some subjects to provided evidence of regular review. Some subjects provide students with ‘lesson sheets’. These are matched to the course overview and include LOs, activities, etc. Separate assessment sections in files. Glossary of terms – where successful these are complete with words/terms defined by students. Scrapbooks help students to relate current events to the work, integrating topical evidence. Also allows students to evidence wider reading.

Do students need to be guided on how to organise files from a subject point of view?

Purple penMost files have evidence of purple pen for progress.

Some work is still marked with limited formative feedback. Non-negotiable!

AssessmentsSome departments are now using large exercise books for assessments; these have extensive purple comments in them. Staff commented that since using the books it is much easier to track how students are improving skills e.g. essay writing - are introductions improving? Has the latest essay got a stronger sense of argument than the previous one?

Literacy - a whole-school focus

The use of key words and vocabulary

Consistent and personalised teaching of cross-curricular key words in addition to a precise understanding of subject-specific vocabulary will promote higher levels of engagement

What we call “key words” can be divided into three areas…

1. Subject specific

These are the words particular to a subject, or have a specific meaning in that subject different to everyday usage. They must be introduced, explored and reinforced to give students the tools they need to articulate complex concepts.

Support for students:• Buzz words sheet• Words displayed in context

2. Rubric

Not only must students gain deep understanding of these command words, they must be explicitly taught the subject specific variations in meaning. For example:Identify, describe, explain, analyse, compare, justify, evaluate.

Support for students:• Modelling answers• Buzz words sheet• Proof reading exam questions

3. Metacognitive language for learning

“Students don’t learn from experience, they learn from reflecting on that experience”. Cross-curricular metacognitive concepts like plan, monitor and evaluate need to become part of the everyday language spoken with students.

Support for students:• Meta-cognitive sentence startersEnsure that students are supported in their meta-cognitive thinking and writing by providing extra assistance with writing frames, sentence starters, key vocabulary etc.

Knowing Your Students

Aims of the session

• To collect information about all students in Y7-13 that will support effective seating plans and lesson planning.

• To identify barriers to learning for all students.

• To share strategies that work for all students to overcome barriers.

• To centralise information and make it available to all staff on Mint Class.

Student List• Students with a key worker• Year 7 Catch-up and other students

receiving additional support

Teaching staff1. Speak to Key Workers Discuss any issues you are having with these studentsShare strategies you are using that successfully support the student(s)2. Visit IT5/6 and input:• any specific issues you are having with particular students

who do not have a key worker. • any strategies that you are using with these students that are

proving successful. 3. Through dialogue with colleagues and reading profiles enhance your current seating plans.

Key Workers

Be available to:• Discuss the students on your list• Write down the information shared by

teaching staff• Suggest strategies that might work to support

these students in the classroom

After this morning

• All information to be centralised and made available to staff via Mint Class

• Development of seating plans• Further identification of student needs • Form tutors to have more information about

tutees