Jamie Venning
@DrVenning
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MBA (dist). NPQSL. Working on Chartered status. Gets bored easily…
Joined October 2020
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Following feedback, there is now a staff friendly guide to building booklets; 7 pages, but it mostly examples. This will support CPD.
So there is a framework with evidence base, rationale etc and a guide for staff.
Both can be found at the link in my profile or here:
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Booklet for AQA GCSE Rate and extent of chemical change will be available later tonight. The Science team have done an excellent job on this one. Watching them QA each others work was great 🙂 (professional, honest and supportive); they have come such a long way as a team.
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At Robin Hoods Bay reminiscing about field work with a class of year 8-10 students who took A-level biology early. Grade A across the board except the year 8 who got a B. A star didn’t exist. At least two have doctorates in sciences. The rest are still flying 🙂 Not bad for
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I have spent a bit more time on the mapping of disciplinary knowledge in Science. The current document can be found here:
Slowly getting there!
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Booklet: KS4 AQA Inheritance is now at the link in my profile. Knowledge rich and with knowledge theory embedded. Teacher booklet with answers also available. More should follow tomorrow or Monday.
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AQA KS4 Homeostasis booklet: Quite pleased with my teams efforts with this. This is the first booklet to follow our faculty level framework. Heavy emphasis on how we build knowledge, integrate it into existing knowledge and make students really think about the content.
There is
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Booklets for AQA Forces 1 will be uploaded as soon as Wix decides t play nicely again. Contains retrieval opportunities, catch-up work, activities with model answers etc.
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'Preparing To Perform' booklet for year 11 is taking shape. Will contain QR codes to section on how to revise, QR codes for revision sites, knowledge quizzes, part paper questions, mark schemes etc.
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The end is in sight on this booklet. Teacher explanations for non-specialists. Activities cross matched against exam board requirements. Full mark schemes. Examples and non-examples where relevant. Modelling opportunities.
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KS4 Forces 2 booklet will be on my website tomorrow (link in my profile). Bigger emphasis on disciplinary knowledge development. More fading. There will be a teacher booklet with answers etc...I just need to finish formatting it.
If you use it, or parts of it, please credit
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Booklets: AQA KS4 Energy booklets are now all on the website (see link in profile). Contain catch-up work for absent students, connections to prior learning & threshold topics. Teacher booklets contain explanations, chunking up of ideas, answers etc.
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Booklets: KS4 AQA Waves will be at the site in my profile shortly.
Staff feedback is that they support more responsive teaching. Scholar feedback is also positive 🙂
Similar booklets for other topics will be appearing weekly.
If you use them please credit
@astreaacademies
&
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Spending a 'few' hours mapping disciplinary knowledge for science across the curriculum...then ensuring integration with substantive knowledge and progression over 5 years. Spreadsheet is 150 x 60 cells 🤪
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@SianGriffiths6
@amanda_spielman
@TimesRadio
@Ofstednews
@teamsquarepeg
How about children are struggling to manage their behaviour after the pandemic? Or, depleted resources means schools can’t address the the wider issues caused by Covid? Or, Covid had a concerning impact on SEN / MH / safeguarding. Schools don’t have the resources to cope.
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Science - disciplinary knowledge: About to do an update of the planned integration of substantive and disciplinary knowledge. Currently working on KS4. The work is very visible in the forthcoming booklets (starting with AQA KS4 Forces 2).
This has been a really interesting
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AQA KS4 Energy Changes booklets will be available early next week. I am aiming for Tuesday.
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Booklets: A couple more topics have been published at the link in my profile.
Given the nationwide issues with staffing, one goal was to ensure non-specialists could teach effectively from these. So it was nice to get positive feedback from SLT who did cover for us today.
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Booklet: KS4 AQA Homeostasis and Response. Finalising this is at the top of my to-do list for today.
Format has changed to increase learning. Teacher booklets will have answers etc as normal.
Should appear at the link in my profile by tomorrow.
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The booklets for KS3 Forces have just gone live (link in profile). All credit goes to the Astrea Academy Dearne Science team...they worked hard on this.
Writing booklets is a learning curve. However, we are getting great feedback from students and staff.
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@NooPuddles
It is worth asking your GP to do a blood test to look for deficiencies. If they refuse, get it done privately. I do this and addressing the deficiencies has helped a lot when I have been working long hours (<4.5 hours sleep a night).
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Have been working on a booklets framework for the Science faculty. Sets the standard and gives guidance on declarative and non-declarative content (with examples). Also, to focuses thinking.
Link to draft: .
It can also be found at the link in my
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I am starting to put our science booklets on a website (see profile). Feedback would be appreciated. Offers of collaboration also appreciated :)
Please respect IPRs & give credit if you use them as a starting point, end point or something in between.
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Mapping disciplinary knowledge in Y7-11 Science (and integrating with substantive knowledge). I have added more depth and detail. Working on KS4 now.
Will really come to life when embedded in booklets...
Any feedback would be appreciated. I haven't found anything similar on
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Completed Preparing To Perform booklets for Triple and Combined Science. Need to map out staff CPD and student training and acknowledge those who made resources available. Then the decks have been cleared so I can focus on my NPQSL assessment next week.
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Booklet: AQA Chemical Changes is almost complete. This booklet will solve even more problem! It contains catch-up work for absentees, learning prompts, activities linking key ideas etc. Also, disciplinary knowledge sequenced explicitly. Prompted by discussion with
@dimspil
. 🙂
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KS4 Energy (AQA) booklets will be available by Monday. Building these has been fun; there are so many misconceptions to pre-empt.
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Mapping disciplinary knowledge in Science - updated version available:
It will also be available at the link in my profile shortly (under curriculum).
Lots of progress made with KS3 today.
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AQA KS4 Forces 2 booklets now available at the link in my profile. Contains fading, more emphasis on disciplinary knowledge, knowledge quizzes and answers in a teacher booklet.
If you use them, or part of them, please respect IP rights and acknowledge
@astreaacademies
and
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Forces 2 booklet: Just a quick preview of what we have been developing (images from Teacher booklet):
a. Procedural knowledge has worked examples and fading built in. In this case, use of momentum equations. Content is blocked and then interleaved.
b. Disciplinary knowledge
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@Groyaj
@Morbidful
The tree appears to be located on a bronchi (a main airway). He probably inhaled the seed and the warm, damp conditions caused it to grow roots.
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Launched Preparing To Perform booklet this week; scholars receive training using visualisers and deliberate practice. Also launched fluency quizzes.
Available here:
All of the resources are available to everybody; I have only collated them.
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Over halfway through and this book just keeps on getting better. Truly ahead of its time and a game changer. Should be compulsory reading for T&L leads and lead practitioners.
#directinstruction
.
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AQA Energy Changes booklets are now appearing at the link in my profile. Includes: Integrated substantive and disciplinary knowledge; catch up work; explicit teaching of disciplinary content (mapped in the background against 5 year curriculum); synoptic question; answers etc.
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Booklets: KS4 AQA Homeostasis student booklets now published at the link in my profile. Contains focus on learning via rehearsal questions, increasingly more challenging tasks, spacing and some exam questions.
Teacher booklet needs tidying up once mock papers are marked!
If you
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AQA Forces 1 are now available. Apologies for the delay.
Booklets for AQA Forces 1 will be uploaded as soon as Wix decides t play nicely again. Contains retrieval opportunities, catch-up work, activities with model answers etc.
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Booklets for KS4 Chemical Changes TRIPLE are on the website (link in profile). Trilogy will follow. Feel free to use as a starting point, end point or something in between. Please respect IPRs.
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@jonnybid
On my estate, which is local to my school, coal and wood discretely gets gifted. When lights are off in the evening but people are home, gas and electricity is topped up via family members. Saves any embarrassment. It shouldn’t have to happen but it does need to happen.
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First draft of a teacher's booklet starting to come together:
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AQA booklets for Chemical Changes TRIPLE and TRILOGY are now uploaded (see link in profile). Feel free to use, change, ignore. All feedback and offers of collaboration welcomed 🙂
Please respect IPRs and acknowledge
@astreaacademies
&
@AstreaDearne
if used.
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@Thinkingschool2
Agreed. As salaried staff with unspecified hours beyond directed time, the potential for abuse and wellbeing issues is huge.
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@RogersHistory
1. Booklets define the substantive and disciplinary knowledge in a way that textbooks don’t. They include key links and themes (TBs don’t), modelling, fading, clarity on how to teach a topic etc.
The comparison of good booklets to textbooks is like comparing the Mona Lisa to
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@MrAllington
@Epugh16
Interesting that it doesn’t address the needs of experienced staff who have been hit the hardest with real losses in earnings. Whatever package is implemented would have to demonstrate parity for all…
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Today I took one more step towards being a chartered teacher. I found out that I passed the Certificate in Evidence Informed Practice.
@CharteredColl
Very welcome after 3 days of cold sweats, headaches and muscle aches thanks to my angel of a daughter :)
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Booklets: We introduced booklets with Y10 between assessment weeks 1 and 2. First analysis of data from assessment week 2 show students are making stronger progress. More to learn...but it looks promising.
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Finally finished! Teacher and student booklets for a KS4 topic. Supporting direct instruction with planned explanations, examples & non-examples. Also, modelling (fading & partial answers) and links to careers.
Many thanks to
@sammyjlynch1
@jcampbell
@Mallrat_uk
for examples.
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Booklets for first five lessons of KS4 AQA Energy are about to go live (see my profile for the link). Feel free to use as you see fit. Please give credit to
@astreaacademies
@AstreaDearne
if you do use them. Booklets for lessons 6 - 10 will be up tomorrow...
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@Thinkingschool2
My understanding is that teachers are paid for 1265 hours of directed time plus the time required to do their job effectively. The former happens at a time and place of the schools choosing. The latter at the time and place of a teachers choosing.
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Happy that I decided to revisit this book. One of the best books in the field IMO; high levels of clarity and insight on every page.
It is informing a faculty level framework on how to use booklets to ensure students make meaning in Science. Emphasis on what is included, why its
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Evidence reviews are intensive but rewarding to do. The first one I have done for a while 🙂:
Collaborative / cooperative learning.
The short answer is that anybody considering using it should be very cautious (discussed in the review).
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@HoDandHeart
I don’t think the lesson part of the interview is all about their ability to teach. It is far too artificial for that. However, it is an indispensable opportunity to see how the candidate interacts with young people to begin to build relationships and rapport.
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@WhistleblowingT
The wider issue here is a culture that is self-centred and inefficient. That needs unpicking and addressing.
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@WhistleblowingT
Yes. Headteachers should be doing everything possible to minimise disruption to learning. They are doing their job…effectively.
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I have been working on a faculty level framework for fluency and feedback. This takes the Trust frameworks and school policy and translates it into what will actually happen in the classroom.
Following posts will include why I think this document is necessary and why it is
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Being a more experienced teacher, one of the biggest rewards is meeting students you taught a decade or more ago. Always good to see they took off and are living their best lives despite unhelpful cultural norms, disadvantage etc. Even better when they insist on you meeting their
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The current record for a class to enter the classroom and place all required equipment on the Essential Equipment Mat is held by 7JVG with 24 seconds.
#EntryRoutine
#Behaviour
&Culture. Witnessed and timed by
@2026cohort
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The students did us proud in Science revision at
@AstreaDearne
today. Strong turnout who worked hard filling gaps for four hours. Our students are amazing 🙂 Many thanks to Mr. Gray and Mr. Guy
@AstreaCadet
who led sessions.
@2022cohort
@DearneALC
@astreaacademies
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@SianGriffiths6
@amanda_spielman
@TimesRadio
@Ofstednews
@teamsquarepeg
Alternatively, educationalists work like trojans to overcome the wider impact of Covid despite diminishing resources?
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Passed another Chartered Teacher exam :)
Nice feedback. The team were also really accessible and helpful.
#charteredcoll
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My summer refresher which features heavily in the Astrea frameworks. Such a great read.
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@MrZachG
Attendance, behaviour and culture, curriculum, teaching and learning…in that order (with overlaps).
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Weekend well spent on collating my team's hard work on the KS3 Energy booklets. Being a knowledge rich subject brings its issues: Three booklets are needed (teacher booklet; student booklet; knowledge / scholarship booklet).
Looking forward to teaching from these after Xmas.
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Yesterday, I used a PowerPoint for the first time this year. I normally use a visualiser / OneNote.
Y10 complained! When asked to explain, they talked about interaction, flexibility & dialogue & how that aids their understanding.
Visualisers rule!
#impactfulteaching
@richardtutt
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I spent the day at ResearchED Nottingham. Trying to summarise the common themes from the presentations in a thread:
Priorities for any school (in order of priority):
a. Behaviour
b. Curriculum (the 'what')
c. Teaching (the 'how')
#rEDNotts
@Mrs_Hollins_MFL
@DearneMrChild
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@AstreaTheHill
congratulations on the positive response from Ofsted. My daughter loves it at your school so I am really pleased that it went well for you.
@astreaacademies
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@amymayforrester
I think this is going to depend entirely on context. Every school has to do what they think is right for their students. I am sure that every headteacher has considered their options and matched it to their context…to do otherwise is career suicide.
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I just completed the final exam for the Professional Knowledge Award as part of my journey towards becoming a Chartered Teacher. Lots of fun and really fulfilling!
@CharteredColl
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I have completed Unit 1
@EvidenceInEdu
's Science of Learning Programme. In this unit I have developed a strong understanding of the cognitive structures and processes involved in learning, their limitations and how they can inform my classroom practice.
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@MisterHBrown
John Hattie made some valuable contributions…brain gym on the other hand was ridiculous. As was learning styles (but not multimedia learning.
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@Hayo_luke
Personally I think the biggest gains are in defining / codifying the curriculum and staff CPD…good booklets take a lot of thought and force staff to think about which knowledge is most important.
Codifying the curriculum brings massive gains in terms of freeing staff up to
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Saturday morning fun: Adding structure to Rosenshine and then mapping other works against it. Hardy perfect but it was an interesting (and light) think piece to do. A starting point for other things...
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Looking forward to this; it is so hard to find quality reading material on explanations. Although Adam Boxer has some exceptional sections on explanations in his book.
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Therapy for science teachers…started building a giant model of DNA 🙂
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In order of impact:
Orderly environment > curriculum > T and L.
Prove me wrong…
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@RoWozzle
@RogersHistory
I wouldn’t underestimate cultural capital nor the impact that schools can have on community culture and aspirations. Those children might aspire to be brick layers today (a great job!), but your poetry might inspire some to go to Uni etc. they also might do it just…
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@MrMcDaniel95
Taboo or totally misunderstood? So many people think direct instruction equates to didactic teaching…
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@NewHead87
@Strickomaster
@Headteacherchat
I would suggest speaking to
@richardtutt
,
@Rebekah_Ramsden
,
@Strickomaster
. The first two know how to change culture and behaviour on a large scale.
Sam’s reputation speaks for itself.
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@Dazzalee127320
The research on group work is pretty clear in its conclusions. It can work well with the right content at the right time. In secondaries that generally means after direct instruction. For example, to explore the canopy on
@teacherhead
‘s learning rain forest.
Primaries are a
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@RogersHistory
I tend to do school stuff throughout the ‘holiday’. Most teachers find it word but I just see holidays as non-contact time and so what I need to do. This break has been all about faculty frameworks ready to be implemented when students come back.
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@JStewartAP
@C_Hendrick
Even cog sci isn’t immune from this effect. Look at the way that various aspects are cited as fact in government and research literature. Yet, the research is very much in its infancy. For example, retrieval practice research tends to focus on learning lists in labs using
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@RoWozzle
@RogersHistory
Because they live it. Depriving young people of the beautiful things in life, or a deeper understanding, based on their chosen way forward is just plain wrong imo. They don’t need to use it all in their job. It is also open to abuse…
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This is a great opportunity for somebody. A school that is doing exciting things within a fantastic Trust.
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@SWENGteacher
@Hayo_luke
It is almost inevitable that opinions will be polarised by phase. I teach secondary and think students should not leave lessons except in emergencies; I have many reasons for this. However, I would be very concerned if my daughters EY teacher refused to let her go when required.
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@FrancisLeeDHT
This makes sense but only if there is significant work done on reducing the unnecessary stress. Managing behaviour, culture and the environment should be high priority for leaders. As should removing unnecessary workload.
This is not easy but it is necessary.
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@Thinkingschool2
Working conditions are controlled by adults (in school, in government etc). Adults make adults leave…or stay.
My current school and trust is great. I can’t say that about every school I worked in or with.
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@Cathrinmachin
@tortiitart
Your work is amazing. A silver lining to the negativity is that I now know about your work as do many others.
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Engelmann and Carnine. A truly great book that makes a huge contribution to what we do. Love it.
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Disruption free learning opens up so many opportunities in the classroom. It is proving to be a real game changer.
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@sharemath
So, when planning look through the lens of a novice. Think about sticking points, misconceptions etc and account for them.
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Gym reflection: I train in a gym with IFBB pro bodybuilders, a strongman legend, numerous national level competitors. It is owned by an ex-international rugby player.
Skin colour, religion, heritage, your chosen sport etc don’t matter. Hard work earns respect here.
How lucky am
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@overpractised
For Science, look up Best Evidence from York Uni. It’s comprehensive and broken down by topic. It also addresses how to avoid misconceptions.
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