DT

Strategies used in DT without listing every extensions task and project and detain for Stretch include.

Year 8 Laser team to allow able pupils to practice skills regularly in order to enhance skills on both CAD software which can only time and practice. Gain confidence and Skill in operation CAM software such as the Laser cutter and vinyl cutter that cannot be taught earlier in the curriculum due to many students inability to comprehend the complex nature of the topic and skill.

Differentiation by tasks throughout projects, this allows us (with the aid of a technician to select more able pupils from a given class and push them to incorporate higher end skills such as vinyl cutting and sublimation printing earlier that pupils would access this information.

Opened research is used often especially in year 8 plastics topic for higher ability pupils to research GCSE DT and Chemistry topic of Cracking and fractional distillation. This is also a major focus of GCSE DT research section so the ability to be able to independently research a completely different topic to everyone else in the class has become more prevalent.

Freedom to Fall- In year 11 currently year 10 from this year we are pushing students to be as creative a possible with regards potential designs to develop great understanding of feasibility of products through modelling and design. In is showcasing some great creativity and helping understanding of skill pupils may have otherwise not have needed.

Physical Education

Challenge in pace through activity and lesson - WK PACE SPEED - Faster pace as years progress through.

High expectations - Skill to reach highest - all sections of all courses strive to set high expectations. Each skill level is hierarchical and challenge is set to reach the next section throughout culmination in the highest levels are linked through to elite levels.

Use of language increasing throughout courses - Meaningful communication - Language both spoken and written reflect key terminology and how it is best represented in the written format. Formulation of sentences and how appropriate these flow or flounder.

Problem solving - How to sift knowledge to choose correctly - Scenarios are set which challenge throughout and provoke a strategy to solve what has been tasked. Tactical knowledge or route to knowledge for exam ques.

Competitions and instilling competitive edge to succeed. - Perseverance to succeed - Each practical session includes games with scoring /success instilling the qualities of perseverance and determination - the activity level is altered to raise the stakes higher further.

Cooperative learning and collaborative. - Changing Environment- Constant change of group dynamics to open up thoughtful exchange of ideas to answer task.

Effective questioning to achieve analysis and evaluation in skill and theory. - Step by step analysis - question composed in a differing way to reflect exam questions linked to sporting events / individuals and also theory categories to find an ingenious way to answer.

Effective different lated task and outcome. - Skill or knowledge acquisition - All tasks show a continuation of deeper knowledge or refined demonstration practise is fine-tuned or altered to show continuing development in theory - subject matter is added in further layers of knowledge.

Computer science / Business

GCSE Exam Style Questions - at KS3 the GCSE questions are in a format similar to the GCSE in a way that it requires extended answers which will stretch the more able.

Cyber Security Competitions - students work through industry standard problem solving challenges for example Bebras, Cyber First and Hac100 to gain a flavour of computer science jobs.

Digital Leaders - seating plans are carefully planned for students to act as digital leaders supporting students creating capacity for developing responsibility, leadership and life skills. 

Flipped Learning - students are directed to resources at home, so that they are prepared for new content which develops their independent learning skills and to build a deeper understanding. 

Visual Encoding - turning keyword definitions into a collection of images, stretching students to find connections.  

Build on Interests - students are able to explore their individual interests in writing code for software using the concepts studied to extend understanding.  

Reverse Engineering - provide code for a working solution and ask them to reverse engineer it. Write a commentary of each snippet of code. 

Coding Club - getting hands-on experience of a variety of robotics including carrying out constructions using LEDs, motors, LDRs and capacitors or programming drones.

High Level Language - students are expected to use correct technical language both in verbal answers and written responses.

Open Evening - demonstrate hardware and software to other students and parents, as well as to help with problem solving challenges.

Enterprise Projects - students are to present to judges/ other students/ other teachers about how they have raised money. They need to calculate profit/ loss taking into account actual spending.

Research Based Tasks - linking actual learning to real life scenarios i.e. researching the financial accounts of LTD and PLC businesses.

Health and Social Care

Visiting Speakers - Visiting speakers will be invited into school to discuss job roles in HSC.  We also have guest speakers that have additional needs/disabilities. This allows students to gain an understanding of their needs and support offered to individuals. 

Events - Students will have the opportunity to organise an event. For example a fundraising event for a HSC initiative. AGT students will be expected to take a lead on these events.

Independence - Students are expected to research and complete work independently. Red zone/progress checks (independent learning) incorporated into the lesson. Students are expected to complete stretch and challenge activities when they have completed a task.

Flipped Learning - students are directed to resources at home, so that they are prepared for new content which develops their independent learning skills and to build a deeper understanding. 

Expectation -Students are expected to aim for the top in internal assessments completed.  

Language/ thinking -Students are expected to use key HSC terminology during conversation and in written work. Students expected to answer higher order thinking questions.

Research - Students are expected to research key information independently and produce documents showing their findings. Students are encouraged to find information for themselves from credible sources.

Group Tasks -Students are expected to lead group tasks showing key skills needed within the HSC profession: communication, organisational, team work, collaboration, time management.

Social and Personal Development

Targeted differentiated questions and debate. - Encouraging debate - discussing topics in more depth and from different angles. Use of multiple perspectives in class discussion - teacher or pupil playing “Devil’s advocate”. This is practiced at the beginning of each class with the ‘opinion task’.
 

Seating plans - Placing stronger pupils together so they push each other. Using paired talking strategies such as carousels to “trickle down” knowledge from GT students to other members of the class, as well as giving GT students the opportunity to “learn by teaching”

Regular use of challenge questions in lessons: AGT students are asked to verbalise responses to challenging unseen tasks, both to stretch them and model thinking for other students.

Assessment and Feedback: Students lead DIRT feedback. AGT pupil leads group to help write down model answers.

Tasks: Students are challenged by using open ended questions which lead to multiple pathways to progress.

Private research tasks: Research a particular person or event and explain the relevance to the query being studied. Students present their findings to the class to develop oracy and strengthen neural connections across the corpus callosum.

Academic language: To stretch and challenge - encouraging students to use key terminology effectively. Students engage with second order academic texts (selected excerpts) to synthesise and summarise the viewpoints of respected academics and engage with university level thinking.