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Developing subject expertise and subject specialism Student Number - U1215706

1.0: Framing Statement 1.1: Personal Philosophy After many years of working in education and the IT industry, it was clear that becoming a teacher and training to be a teacher of ICT & Computer Science was something that would not only be of benefit to me, but hopefully of benefit to the hundreds of students I would teach in the future. My background has been heavily IT focused globally and the change from IT to education was when I was in Asia and was offered a job teaching ICT for an international primary school & also lecturing networking at a University. Following this, I graduated from Middlesex University in 2012 with a First Class Honours degree in Multimedia Computing. My identity as a teacher started in 2012 when I started my PGCE in Secondary ICT with Computer Science at the University of East London. Having taught before, I hoped that I was half way there, however, teacher training in the UK is extremely rigorous and after my first two weeks into the course, a completely new identity was being formed and I knew that I had a challenging year ahead. As a teacher of ICT and Computer Science, I have managed my two school based training placements well and I have managed to make a considerable difference to my students lives and helped them to educate them in areas of ICT they may not have been introduced to before. Using different pedagogical approaches and adjusting to different students learning styles has been key to my success. Classes are always of mixed ability students and creating differentiated work which can help to develop a students knowledge whether it being lower ability work for a student who is classed with SEN or EAL or whether it is a student who is of high ability that needs extension work to really keep them interested and aiming for a higher level. As an ICT and Computer Science teacher, with technology developing at such a rapid pace, I am committed to stay up to date and try out new software and find a licensing agreement where free trialled software can be implemented into schemes of work or find free licensed software that can be run that will give students a feel of common software they are likely to come across in the real world or if they follow a career in IT. It is mentioned in this assignment that as technology develops, it leaves students skills redundant by the time they leave school and enter the work place. My aim as a teacher is to be creative and use innovative software and hardware that will not leave students with skills that are redundant, for students to reflect on their secondary school education and actually reflect on how they were taught to use a piece of software they come across in their working lives. There are many concepts and theories on what it takes to be a good teacher, some of the biggest things I have learnt since September 2012 is that lessons need to be interactive and fun to some extent. Even if a boring topic is being taught, students need to have differentiated material provided where necessary in order for them all to progress no matter their ability and there needs to be clear boundaries as to how students can achieve and not only raise their grades from Ds to Cs, but how a student can get from and A to an A*. Having a clear presence in the classroom is also key, building strong relationships and students understanding clear boundaries in class of what is acceptable and what is not acceptable is imperative (K.Anderson, 2011).

ICT is an ever-changing subject and there are continuous changes and developments. ICT is a constant evolving landscape which gives inspiration to teachers who have a real passion in ICT as there is a constant change in technology. This enables teachers to change their approach to what is taught continuously and although there is a pressure to keep up to date with the ever changing life cycle of technology, the fundamental concepts of ICT do not change and the different pedagogical approaches that are used to deliver ICT lessons stay near enough the same (C.Simmons and C.Hawkins, 2009). In order to become an ICT teacher today, from experience, it is good to have a strong background in either working in IT or have an undergraduate degree that can support in delivering a good structured education through the use of skills either picked up in education or a work environment that can be applied in the classroom. Having an understanding and background in IT isnt enough though, just because someone is able to understand how to program, how to build a website or even be able to create a piece of software doesnt given someone the ability to be able to teach a group of students the same thing. Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher (Palmer, 2009). There is much confusion at the moment as to how ICT fits into the National Curriculum and there are many changes set to take place. Previously, ICT served a purpose in the curriculum to give students the ability to use a range of tools and techniques relating to computer based hardware and software, ICT also gave students an insight into the internet and looked at technologies such as robots and digital TV (QCA, 1999). The above is an outline of how ICT was defined in the curriculum, the pedagogical aims of ICT were defined differently and included a wide range of purposes aiming to develop knowledge, skills and understanding of ICT and how they could be appropriately and fruitfully implemented into learning, employment and everyday life (QCA, 1999). This is one way the scope of ICT has been overviewed by the Qualifications and Curriculum Authority and this gives a very confusing scope of what ICT is and how it sat in the National Curriculum. ICT is a subject that enables students to gain an understanding of hardware and software, it gives them the ability to learn a range of skills that can be used in business such as a Windows based platform operating system, word processing programmes, spread sheets, databases and the internet. These tools mentioned are taught in secondary schools and currently give students the skills to use ICT cross curricula, students who study ICT in school will be expected to have an understanding of these key skills and teachers across other subjects may require students to use these tools to improve the quality of learning in other subjects. ICT as a subject gives students knowledge about the basics of computer, how they work and how they can apply skills taught in ICT in the work place (S.Kennewell, J.Parkinson & H.Tanner, 2003). During my teaching training programme and the University of East London, ICT across Key Stage 3 & 4 is more than just word processing programmes and spread sheets, yet these Microsoft programmes such as Word, Excel, Access used at Key Stage 3 do equip students with a basic range of skills that help them understand how ICT will be used at Key Stage 4. All schools teach various subjects at Key

Stage 3, through the experience I have gained in 2 inner London schools, students have been exposed to graphical programs such as Adobe Photoshop and Adobe Flash which are common programs that are used in the work place as well as Mission Maker & Scratch. These pieces of software give students an understanding of how to create computer games and give students a basic knowledge on computer programming. At Key Stage 4, ICT that is offered through examining boards EdExcel and AQA and currently have an interesting approach and actually do equip students with skills that can be used in society and the workplace. Educational Secretary Michael Gove, has made plans to scrap the current ICT curriculum and implement Computer Science into the national curriculum hoping that this will equip students with skills that are more relevant for the real world and will lead to more students continuing on to careers in IT. Computer Science is a rigorous qualification and can equip students with key skills in real world and may enthuse students to go and seek careers in IT. However, scrapping ICT altogether which has been proposed and is going to take effect from September 2014 may have catastrophic effects (J.Harris,2012) Students in schools still find it hard to grasp some basic concepts of ICT, keeping key parts of the ICT curriculum does equip students of today with skills they will require in the workplace today and in the future. Educational Secretary Michael Gove has outlined that without a change in the curriculum and if the UK doesnt introduce Computer Science, students will not be able to call themselves educated unless they are able to influence and understand the change that technology brings to society. Gove went onto say that students of the future should in the years to come be fluent digital natives who speak fluent technology as an additional language (K.Hall, 2013). Having a strong background in IT through work over the last 8 years and also from my undergraduate, I hope to see ICT and Computer Science both have their separate place in the National Curriculum. ICT in general has been revamped by schools at Key Stage 3 which has given students an insight into computer games design, graphical interfaces as well as basic levels of programming. ICT at Key Stage 4 does equip students with a basic knowledge that can be applied in the work place, changing parts of the ICT National Curriculum and introducing basic methodologies and practices from Computer Science will give them an overall qualification that they can take and offer to employers and use in society in the future. It has been suggested by The Corporate IT Forum Education and Skills Commission that the ICT curriculum should be revamped rather than scrapped (J.Harris, 2012). 1.2: Reflection in development as a teacher Since the start of my PGCE, being a reflective teacher is something that has been discussed and outlined as requirement and in order to progress and be able to adopt various teaching styles, it has been imperative to reflect on lessons, observations and schemes of work that have been taught throughout the course of the PGCE. Reflection is a key area that I will continue to follow for the rest of my teaching career, understanding and reflecting on how a lesson went, no matter if it was outstanding or if whatever was taught failed, reflecting on a way a lesson can be developed is vital so you can grow and succeed as a teacher.

So that pupils are able to develop their skills further and improve in many areas of ICT, it is vital that teachers reflect on lessons they have taught. Teachers continuously reflect on content that is taught in lessons, what method they used to teach a particular topic, involvement pupils had in the learning experience and most importantly, what the pupils learned and the progress they made in the lesson (S.Capel, M.Leask & T.Turner, 2005). As part of teacher standards 4, in order to meet all teaching requirements it is required that all teachers reflect systematically on the effectiveness of lessons and approaches to teaching. During the course of my PGCE there have been some critical reflection points. During SBT placement 1 and 2, regular mentoring sessions were held between the mentor and trainee teacher. Informal observations were carried out each lesson and points were fed back on what worked and didnt work with each class. After each lesson, the mentor advised that lesson plans should be readapted if they were to be used on another class or that a short reflection should be written detailing the high and low points of the lesson. This enabled the trainee teacher to reflect if students responded to the type of learning style used, if they made required progress in the lesson and if different differentiated work needed to be created for various types of learners. Referring to Appendix A WTP9, in week 9 of SBT1, feedback was given to use praise explicitly, develop behaviour strategies for minor level disruption and to share objectives with the class at the beginning and end of lesson. These targets were set during mentoring session 1 (refer to Appendix B Mentoring Session 1) and were put down as a target to meet by the next weekly training plan and mentoring session. In order to reflect on these targets it was advised that I research different ways I can develop behaviour strategies and refer to blooms objectives when introducing and getting students to evaluate the different objectives they had met within a lesson. Developing reflective skills as a teacher can be tough but there are many resources in place. The following reflective cycle that I constantly followed through my PGCE enabled me to look at lessons and ways different way I could reflect upon each thing that happened in the lesson.

The above diagram was vital when reflecting on lessons and going through what worked in lessons and what didnt. It enabled a time for reflection on what took place in the lesson and to then find a

different approach as to how something could be taught, how different behavioural problems could be tackled and then for a different approach to be implemented and retested in the same or similar lesson (C.Simmons & C.Hawkins, 2009). Reflection is an important part of training to be a teacher which I adopted well. During placements at both schools I managed to reflect clearly on lessons and identify the strengths and weaknesses of lessons. During the early part of my placement in SBT1, a formal lesson observation took place with my mentor from UEL and also the Assistant Principle at SBT1. A clear lesson had been planned out for a KS4 class, during this class, students would be undertaking different tasks of revision in pairs, then pair to pair teaching of different revision sections they had undertaken and learnt. During the observation, there was a critical point where the lesson could have failed whereby there was a mistake on one of the questions in a power point that I introduced to the class. When I was explaining this part of the revision section the students and the teacher both got a little confused. Following this, I quickly thought on my feet and re-evaluated the incorrect details on the power point and advised the class of what the answer should be. Both my mentor from UEL and the Assistant Principle at SBT1 praised me for correcting this extremely quickly in the lesson without causing any disruption. This lesson was evaluated with subject mentor at SBT1 and with my mentor from UEL. At the beginning of each feedback session, both mentors asked me to reflect on the positive things that worked in the lesson and the things that could be improved. At this point, I would follow the diagram by C.Hawkins and C.Simmons (2009) in my head to reflect on how any sections of the lessons could have been more affective and how they could be re-implemented in future lessons. I would explain my views on the lesson and normally try to point out any things that needed to be improved. Both my subject mentor and mentor from UEL advised that I was able to reflect well on my lessons and evaluate the highs and lows of different lessons.

2.0: Subject Knowledge that has developed through the teaching year Developing my subject knowledge was vital throughout my PGCE in order for me to deliver lessons in a confident manner and to ensure that my students got the most out of their lessons. During SBT3&4, I was asked to take over a low ability year 9 class that were focusing on controlled assessment and would be for the 12 week period I was at the school. When I took the class over, the class had made design plans and design choices of a website that were going to be implemented on Dreamweaver.

An introductory lesson was planned on Dreamweaver as to how they could create a base template they needed for their controlled assessment. An overview was given of Dreamweaver and the different tools that were available to do this. This year 9 class had major behavioural problems and many of the students were SEN, the planned lesson on how they could create a template didnt work well with the class and they were unable to follow basic instructions to create their template. A huge part of this lesson ended up dealing with behavioural issues, the lesson was evaluated and a plan was put together as to how all of the students in the class would be able to starting implementing their designs into Dreamweaver. Using my subject knowledge audit, a base plan was put together with my mentor on the best way to tackle the problem of getting the students through their implementation section of Dreamweaver. Different basic instruction guides were created for Dreamweaver in order for the students to follow a base plan of how a website could be implemented in Dreamweaver. For around 10 hours one evening, a slide show was put together on Microsoft Powerpoint (See Appendix C) whereby the students would be able to follow a step by step guide that gave them an idea of what to do and how to do it. A second guide was put together for the less able students with a basic template that had been created in Dreamweaver. Not all students had the ability to create something from scratch, after discussing with my subject mentor, this was decided as the best plan to go forward with. In creating the base plan for Dreamweaver, I researched AQA specification for that year and wrote down a list of requirements that all students must meet. Tutorials were followed on that enabled a so called Dummys guide to be put together. A new lesson plan was put into place with a new seating plan and behavioural strategies. In order for this class to develop, an understanding of what is expected and what is not expected was laid out in the classroom. Students were given a set of rules that they had to follow in the classroom, any rules they broke, they would be removed from the lesson. At first, the students didnt like adopting this policy, but with the introduction of the step by step guides that were introduced, students were actually wowed at what they could create in Dreamweaver in a short amount of time.

Above is a statement from one of my many year 9 students that made me thank you cards and wrote letters on my final day of teaching. Each lesson I taught them, I introduced them to a new area of Dreamweaver and a way they could design or create something in Dreamweaver that could have an impact on their final grades. Over the 12 week period, 15 out of 23 students went from under achieving at the target grades to reaching the minimum required grade of a C, some students even managed to get as high as an A* through the lessons I taught. Each lesson was well structured and students had a good understanding of what had to be achieved by the end of the lesson.

Year 9 grades at the end of week 12

Over a period of 12 weeks at my second placement, I managed to gain a strong understanding of what year 9 had to complete for controlled assessment. As many of the pupils worked at different levels and speeds, different components in the lessons had to be implemented to ensure that all students made required progress in the lesson. At the end of the 12 week period, the majority of students had finished their implementation and a testing cycle was introduced with a step by step plan in order for many of them to maximise their marks in this area. The impact that the varied teaching styles used in this year 9 class had a huge impact on the students learning. Below are two more testimonials from students that detail the progress they and other students made in this 12 week period.

Testimonial from two year 9 students

3.0: A reflection on a key moment of learning Since the start of my PGCE in September 2012, I knew I had some qualities to bring to teaching with my IT background, education and teaching experience. The biggest thing I did not have experience of was strategies, ways to deliver a good lesson, ways to develop relationships and maintain a strong presence in the classroom along with assessment strategies, understanding students different needs to the many varied learning styles that could be one class of just thirty students. One of the biggest things I have been able to develop in my teacher training program at UEL is my presence in the classroom and adopting different behaviour policies. Since the first day of teaching, I have tried to make a positive impact in the classroom through the use of interactive exercises using the interactive white board or having a question displayed on students monitors as soon as they enter the classroom. Getting a class settled after they come back from break or lunch can sometimes be tough. An effective way to settle students down into the learning environment is giving them something to think about and giving the a hands on task (W.Kidd & G.Czerniawski,2011). This is an approach that I researched from the very beginning and have adopted throughout my PGCE. Students in both of my placements have expected a busy classroom when they walk in and have expected to be challenged and for the learning to start from the moment they enter the classroom. This approach has helped to deal with minor level disruption as well as getting learners to reflect on a previous lessons learning or to think about a topic they may be faced with in the current lesson. Differentiation has played a huge role in the course of my teacher training and has been something that I have had to adapt to as a teacher. Differentiating tasks can be extremely tough and at first, students sometime ask why they have different work to another student, as time goes by, students are aware that they may have a different worksheet to the person next to them, but the end goal is

always the same. Blooms taxonomy was developed in the late 1950s and plays a huge role in differentiation. Using Blooms autonomy in objectives that are set out at the beginning of the lesson and revisiting those objectives enables the teacher and the students to measure what has been achieved throughout the lesson. Blooms autonomy allows the teacher to differentiate topics at different levels, it enables students to measure their own progress in the lesson and it ensures that students have progressed in lessons (W.Kidd & G.Czerniawski,2011). Metacognition has been a pedagogical strategy that I have tried to adopt with Key Stage 4 classes throughout my teacher training. This strategy has enabled me to understand different students learning styles and understand ways they learn best and adapt the work as per the learning style. Many students at Key Stage 4, mainly those have a short concentration span and play up in lessons benefitted from this strategy most, students were playing up as they were unable to understand the work and thought it was too complex, what they didnt understand was that if the work was set out differently for example, put into a scenario or a discussion, that they could get a greater understanding of a topic. Students at Key Stage 4 who were studying for their GCSE exam didnt respond well to being given large amounts of text. The class I took over from my mentor at SBT1 & 2 responded well to discussion before attempting to complete a task. Understanding and learning different pedagogical strategies was extremely interesting and throughout the course of my PGCE, I was able to measure what strategies and teaching styles worked with different classes. Sometimes I could have three classes in one week that would all be studying the same topic however, different lesson plans needed to be created so different teaching styles could be used with each set of students. As a teacher that is new to the profession, over time I would like to try and adopt as many pedagogical strategies and teaching styles as possible so that a variety of styles can be used depending on students learning styles. 4.0: Conclusion My subject expertise has been developed over years of working within IT but also through my undergraduate degree. Alongside learning different teaching methodologies, it has been crucial to update key areas of ICT that are taught in secondary schools such as databases, web design software, spread sheets as well as many more. My philosophy of ICT is that teachers should keep ahead and up to date with the most recent technologies and experiment and trial as much new software as realistically possible exposing students to computer skills they will be able to use in the modern world. Students need to learn all aspects of modern ICT as it will be a part of their everyday working life. Equipping students with the right tools for the workplace that require ICT is crucial as the majority of jobs require people to have excellent IT skills. The importance of ICT to be a part of the National Curriculum therefore is crucial to meet this need. As the National Curriculum is currently being revamped and as Computer Science is introduced, it is imperative in making sure that key aspects of ICT are still apart of the Computer Science curriculum and that students have the necessary skills to enter the work force.

Personal development of knowledge as an ICT teacher is not just imperative to stay ahead of the game, but to also have the specialist knowledge to teach the students. Through the teacher training year, Adobe Dreamweaver was just one example of how my knowledge needed to be updated and expanded after researching areas of the specification the students would be following. Around 14 areas of my subject knowledge have had to be updated throughout the course of the teacher training program and will continuously update my knowledge by studying specialist courses alongside teaching in order to offer the right skills to schools and employers in the future. Reflecting as a teacher has been crucial throughout my teacher training program and will be crucial when progressing as a teacher in the future. Through this year, there have been key reflective processes that I have followed and researched in order for me to understand how lessons can be improved as to actually assess if students were able to get any more out of the lesson than what was delivered. Weekly reflections along with lesson reflections enabled me to assess different strategies that were used and possible other strategies that could have been better used depending on the skill and ability of students that were taught. Outlined in the reflective process of my ease to reflect on lessons that have not gone so well and be able to take criticism from mentors in order to improve. As a teacher, if you are unable to look at what the low points of a lesson are, there is potentially no scope for improvement. Going forward, I would like to be able to develop better strategies in teaching and be able to improve my overall teaching strategies, in doing this, it is going to be crucial for me to look back at how lessons went, assess students learning and their learning styles and look at what can be improved for future lessons.

Bateman, K. (2012). Commission condemns government removal of school ICT curriculum. Available: Last accessed 5th June 2013. Britland, M. (2013). There is room for both computing and ICT in schools. Available: Last accessed 02/06/2013. Capel, S. Leask, M. Turner, T (2005). Learning to Teach in the Secondary School . 4th ed. Glasgow: HWA Text and Data Management. P63-169. Cohen, L. Manion, L. Morrison, K. Wyse, D (2010). A Guide To Teaching Practice. 5th ed. Oxon: Routledge . P3-33 & P111-132 & P331-384. Department for Education . (2013). Computer science to be included in the EBacc. Available: Last accessed 05/06/2013. Department for Education . (2012). Harmful ICT curriculum set to be dropped to make way for rigorous computer science. Available: Last accessed 04/06/2013. Department for Education Schools. (2012). ICT Curriculum. Available: Last accessed 06/06/2013. Fautley, M. Savage, J (2010). Secondary Education Reflective Reader. Exeter: Learning Matters. P24-115. Hall, K. (2012). Coding essential to future curriculum, says Michael Gove. Available: Last accessed 03/06/2013. Hammond, M. (2010). Research on Teaching and Learning ICT. Available: Last accessed 03/06/2013. Harrison, B. (2013). Whose draft ICT curriculum is it anyway?.Available: Last accessed 02/06/2013 Kennewell, S. Parkinson, J. Tanner, H (2008). Learning to Teach ICT in the Secondary School. Oxon: RoutledgeFalmer. P3-70. Kidd, W. Czerniawski, G (2011). Teaching Teenagers. London: Sage Publications. p1-24 & 40-118. Simmons, C. Hawkins, C (2010). Teaching ICT. 2nd ed. London: Sage Publications. P499. Woolard, J (2007). Achieving QTS: Learning and Teaching Using ICT. Exeter: Learning Matters. P76-118.

Appendices Appendix A WTP 9 Appendix B

Mentoring Session 1 Appendix C Dream Weaver Help Sheet

Appendix A WTP 9 Weekly Training Plan Week Name 9 Rob Parker Date 21st November 2012 Subject ICT Subject Knowledge Further knowledge on Mission Maker/develop a game with screenshot instructions Develop 3D images in photoshop Pedagogy Structured relevant questioning/clearer instructions/feedback from student on tasks/their thoughts & Behavioural strategies Personal Finish off raising achievements assignment Progress noted from previous targets Standards tracker updated (including appropriate Teachers Standards references) YES / NO Behaviour strategies/structured questioning Much better behaviour management techniques used, RM tutor used with year 7 class and students in all classes were stopped when something was being taught when a student interrupted the lesson by talking/using their computer, the whole class was stopped a tip from mentor this gives students an understanding of what the teacher expects (TS 7,4) Mission maker game/3D images 3D images and instructions of 3D images made in photoshop, students to use this material in the following lesson to customise their powerpoint/add a 3D character in Mission maker (TS3) Raising achievements assignment No progress made on this due to time spent preparing material/creating instructions for photoshop (TS3)

Log of Training Activities during the previous week

Agreed targets for the coming week What are your targets?

Teachers Standards reference

Training activities to support progress Reading / Research carried out this week to towards targets support training activities. (Include correct How are you going to meet your targets? reference style Author / Date / Title / Publisher)

Subject Knowledge Complete Excel tutorials and make a how to document for KS3 lessons coming up in 2 weeks Pedagogy Use more praise explicitly. Deal with issues related to computers i.e. passwords/computers not working. Try out behaviour strategies with KS3 classes as discussed to deal with low level behaviour and disruptions. Share objectives with class. SEN differentiation (simplified tasks/support sheets). Structured questioning relating to objectives, scripted. Timing for starter and plenary. Assist SEN students more

Work on more tutorials from, make how to instructions and put on Morpeth server. Add evidence to SK audit and add in hyper link to document Use more praise in classes ensure other students hear when another student is praised, this can motivate students. Use admin system to familiarise myself with how to reset passwords/use behaviour watch. Make sure objectives are always copied over from lesson plan (must/should/could), and any terminology is explained. Keep an eye on time when doing starter and make enough time for plenary possibly use digital timer on IWB so students/and teacher can monitor how much time has

Teaching teenagers W.Kidd & G.Czerniawski Chapter 11 Challengers learners of all abilities & Chapter 8 Classroom management and Learner engagement


within the class, set goals for each of them (what you expect them to achieve in the lesson when planning) 8 Personal research different behavioural strategies and watch videos of how these can be implemented make a plan of what is expected form pupils within lessons this can be used with problematic year 8 class as a test. Continue to develop areas of portfolio and skills. Attend parents evening (21/11/2012)


Use core texts to look for behavioural strategies and material given by Shazul Ahmed make notes on this for next week

Signed by Mentor Signed by Trainee Date


Appendix B Mentoring Session 1

Morpeth School Subject Mentoring

Date: 22/11/2012

Present: Robby Parker, Shazul Ahmed

Previous points discussed: RP has developed subject knowledge for Mission Maker Developed instructions on image manipulation in photoshop Instructions in lessons have been clearer Script questions for the lesson Verbal praise needs to continue explicitly Continue sharing pupils responses when seen to be necessary RP more assertive and voice used when needed but try out strategies discussed on lesson feedback

Points discussed:

Year 7 Complete PowerPoint next week, go through any other Pats Poor Presentation that is left Pupils can work on 2nd PowerPoint for a different audience if they have completed About Me Pupils to add primary images/video/sound(recorded audio)

Year 8 Mission Maker Lesson 2 Character planning Get pupils to work on different parts of the game i.e. Maps, Doors, Props Possible demos of how to carry out some of these Get pupils to also incorporate the other tutorials into their game Evaluate (game review sites and videos) and pupils play each others game

KS4 Chapter 5 lesson 3-6


Use more praise explicitly Deal with issues related to computers i.e. passwords/computers not working Try out behaviour strategies with KS3 classes as discussed to deal with low level behaviour and disruptions Share objectives with class SEN differentiation (simplified tasks/support sheets) Structured questioning relating to objectives, scripted

Timing for starter and plenary.

Appendix C Dreamweaver Help Sheet