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THINKING FOR LIFE CARDIFF HIGH SCHOOL OCTOBER 2012.

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Presentation on theme: "THINKING FOR LIFE CARDIFF HIGH SCHOOL OCTOBER 2012."— Presentation transcript:

1 THINKING FOR LIFE CARDIFF HIGH SCHOOL OCTOBER 2012

2 TRANSFERABLE SKILLS WHERE TO FIT THEM IN

3 Knee Jerk response to Key Skills / ESW agenda Skills tracking and progression Student and staff engagement WIIFU factor – what do we want skills to do for us? Welsh Baccalaureate RBL: Reality Based Learning Ownership

4 SKILLS ACCREDITATION Offers wider opportunities for qualifications for learners Accreditation equivalence and status Relevance in the eyes of learners and teachers Transferability Lifelong Learning

5 THINKING SKILLS LEARNING ABOUT LEARNING

6 THINKING SKILLS TFL : a discrete programme to facilitate metacognition in learners about their own learning Taught separately in Year 7 and 8 Recent success with Thinking Tools and Maps Advanced Thinking Award: A celebration of the journey so far in 2011

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8 PSE PROGRAMME THE INCONSISTENT PACKAGE

9 THE PROGRAMME A MIX OF OLD AND NEW: Inconsistencies in resources NO TRAINING: Inconsistencies in delivery SQUEEZED OUT BY CURRICULUM PRESSURES: Inconsistencies in student’s experiences CONFUSING MESSAGES: Inconsistencies in mandatory guidelines

10 ACCOUNTABILITY Who will take it on? Where will it take place? When will it take place? Who cares?

11 CREATIVE THINKING THE UNDERESTIMATED INGREDIENT

12 Classroom research Digest and Refinery PLCs Individual staff Gurus Costa, deBono et al Robinson Hattie ACTION AND ACADEMIC RESEARCH

13 CREATIVITY CREATIVE OPPORTUNITIES FOR STUDENTS CREATIVE TEACHING

14 WIDER CURRICULUM DIMENSIONS BRINGING EVERYTHING TOGETHER

15 WHAT IS IT? Year – long individually tailored programmes for years 7 – 13 and taught by ALL staff Creatively combines, essential skills, thinking skills and PSE within reality based context for lifelong learning Draws upon school ethos for research and cutting edge learning and teaching methodologies Fortnightly, based on flexible curriculum arrangements Training for staff Supported by co-ordinators

16 A COMPREHENSIVE PROGRAMME: ESW MEETS ALL REQUIREMENTS FOR LEVEL 1 ESSENTIAL SKILLS IN KS3, LEVEL 2 IN KS4 AND LEVEL 3 IN KS5 MEETS INTERMEDIATE WELSH BACC WIDER ELEMENTS IN KS4 MEETS ADVANCED WELSH BACC WIDER ELEMENTS IN KS5

17 WCD Lesson Curriculum: Year 9 LessonTopicPresent in curriculum folder? Resources required List – In folder (If)? Person Responsible 1Values and Identityyes  ppt JB 2Options (CWW)yes  choices guide for pupils ICT lesson  post-it notes ET/CF 3Dynamo (Enterprise) (DELIVERED BY DYNAMO SPEAKERS) yes  sessions delivered by speakers ET 4Options (CWW)yes  Yr 9 options worksheet and post-it notes ET 5Legal and illegal substances (DELIVERED BY MARY BRETT) yes  assembly and sessions ME 6Legal and Illegal substances 2 yes  drugs identification and info cards  student AV on alcolohol  A3 laminated sheet ME 7Sexual behaviouryes  taboo cards  scenarios sheet  short film  worksheet ME 8Contraceptionyes  definition sheet  ppt ME 9Abusive relationships yes  A3 laminated sheet  Short film ME

18 Cardiff High School Wider Curriculum Dimensions Plan Year: Title of unit of work:Lesson no: Learning objectives: Key words: Lesson structureSkillsTiming: Engage /starter Explore Challenge Apply Reflect/ plenary Resources:

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20 Cardiff High School Wider Curriculum Dimensions Plan Year: 8Title of unit of work: Mental health and WellbeingLesson no: 2 Learning objectives:  To respond to life scenarios and apply them to real life  To identify things that make us happy  To make plans for change towards being happier Key words: unhappiness depression negativity factors Lesson structureSkillsTiming: Engage /starter “Every Tuesday morning, when Zaiba has English, Maths, PE and French, she has a terrible pain, and sometimes even vomits. She often has to miss school. Her Mother and doctor are mystified, as she is obviously suffering” What could it be? Class Discussion 10 mins DevtWe all know what it is to feel unhappy, depressed or even angry at times. Look at the sheet which lists factors that different teenagers have said are the reasons for them feeling unhappy, negative feelings. Number the factors in the list where no. 1 is your personal top reason for feeling unhappy and no. 12 is the least likely to make you unhappy. 10 mins Further Devt Think about Zaiba, and also about the list. How do you think and behave when you are feeling down? Try to capture those feelings in a short poem or story. You dont have to use ‘I’ but could invent a name 10 mins Reflect/ plenary On the reverse of the ‘unhappiness’ factors is a list of factors that people have said help them to feel happier. Read through them and discuss with a partner. Now create with your teacher a form group tips sheet entitled “8L’s (insert correct form!!) TOP TIPS FOR FEELING HAPPIER”. Display it for all to see! 20 mins Resources: Unhappiness factors list Happiness factors list A3 paper for form group top tips sheet

21 YEAR 8 UNHAPPINESS FACTORS These are reasons why teenagers your age say they are unhappy. To indicate what you think are the biggest factors in causing teenage unhappiness rank these by placing a number next to them.

22 Cardiff High School Wider Curriculum Dimensions Plan Year: 10 Title of unit of work: Health and Emotional Well Being Substance Misuse Lesson no: 11 Learning objectives:  To raise pupils’ awareness of issues around substance misuse  To raise awareness of the detrimental affects of drugs and alcohol Students should be able to:  List the factors that influence the effects of alcohol  Define binge drinking  Recognise the consequences of substance misuse in the following life areas: financial; social; legal; physical; psychological; emotional; environmental  Identify the resources available to support young people Key words: * Drugs * Misuse * Alcohol Lesson structureSkillsTiming: Engage /starter  Circle map – what do they know about drugs and alcohol  To find out prior knowledge to highlight any misconceptions of drugs and alcohol misuse  Feedback key ideas 5min Explore Main Activity 1  In groups study articles and images of drug and aclohol misuses  Double Bubble – impacts same and different 10 min ChallengeMain Activity 2  Pupils create an advertising campaign. Advert highlighting dangers of drug and alcohol misuse 20 min Apply  Present campaign to class 15 min


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