Elizabeth Lockwood: the etymology of words* Each student has this sheet
* We then identify the name the symbol and the explanation of the name E.g. Cobalt : Co : From the German word for Goblin
* We consider the logistics involved in cutting out and resorting all the pieces of paper and all the words and decide that is too tricky
* I introduce the idea of colouring the three matching pieces of info – so that we can track them easily
Goblins being green – means we colour the three cobalt related boxes in green (dark green – because we are going to use a light green for Chlorine as it is a pale green gas)
* Although I could pretend we have a discussion and free choice over the colours used that isn’t strictly true!
* We look through the name explanations for colours and use black for carbon, brown for bromine, purple for iodine and red for Hydrogen (because acids are acidic due to their ability to dissociate Hydrogen ions and strong acids turn pH paper red)
* I use colours on worksheets requiring matching statements from two columns as it is far easier to follow than drawing lines between the matching statements.
Dan Spencer: understanding what exam questions are asking you to do
Task 1: Look at the following exam questions and underline the key command words.
Q1 – Describe the effects of flooding on people and the area
Q2 – Floods can be controlled in a number of ways. Name two of theses and explain how they help to reduce the risk of a flood
Q3 – Compare the trends for carbon dioxide in the atmosphere with average global temperatures between 1860 and 2000
Q4 – Suggest a reason for any variations between the two graphs
Q5 – Annotate the diagram to explain how volcanic eruptions occur
Q6 – Study the map and describe how the map indicates that there is a high population density
Match the command word to the definition:
Use this sheet to define key words and support correct use of vocabulary in longer answers:
Sally Newton: inspiring reading through a website
This is an absolutely brilliant website that we as a school subscribe to. It features interesting articles, ideas for activities and ideas for further reading. I thought this might be something we could use for promoting literacy. We could use it in V&E sessions maybe for Friday activities? Teachers might be able to find articles relevant to their subject to use as starter tasks, homework tasks, extension work.
Many thanks to Mrs Sharpling for pointing me in the direction of this website, I think it is a great way of getting young people engaged in the news and what is going on in the world around them.
The Username is Oakgrove
Password: theday
Charlotte Hawker: students as teachers of new vocabulary
As a starter activity, hand out new key words/difficult terminology for the lesson to each student.
They read each definition and turn it into their own words.
Play music and ask students to move around the room (dancing optional). When the music stops, students turn to the nearest person and teach them the new word verbally and in their own words.
Students take notes from each other and prepare to move off around the room again to music, teaching the next person the 2 definitions they now have...
Great for actively engaging students in learning new vocabulary and also for promoting independence and speaking/listening skills whilst having fun with music.
Jonny Tarrant: 5 strategies for generic literacy approaches
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