I find it hard to find the time to chase incomplete homework - especially for classes I don’t see frequently. Students then take an approach of “I’ll just take the sanction”.

Managed to argue for air conditioning in my department (classrooms would routinely hit >31°c). It’s been a game changer this year - pupil focus and work has been maintained and I don’t have to keep sending kids to the office because they feel sick

I definitely notice with A Level politics the girls tend to grasp the core concepts much faster due to lived experience - quite interested to see how teaching goes this year considering we have a majority female class for the first time ever

I’ve also seen many US teachers discuss how they don’t receive the results of state testing at all or until much later - so there is little ability to use this to aid progression. New teachers will potentially find the same gaps every year with no time in the curriculum to address them.

I find both have misconceptions but those with “more knowledge” often have embedded misconceptions which are “harder” to tackle as you have to identify a random out of curriculum origin. Whereas other students you’re planning in advance for misconceptions - which requires mastery of taught content

I put myself as neutral because I have never experienced them as either a student or a teacher. I certainly like the concept of the AS to A Level transition point but again I have no idea of the reality on the ground 🤷🏼‍♀️

I’ve had colleagues say they use it to summarise a topic before they teach it. I’ve never understood that since to me the textbook is the simple summary which you need to have engaged with to support student understanding?

A really excellent way to help with marking workload! I’ve never experienced OCR but I definitely find in my experience examiners reports don’t provide clear enough guidance for the wide range of responses students can produce

We teach over a 3 year KS4 and finish just in time for students to sit mocks in January. I just can’t comprehend how I would be able to shrink the Edexcel course into two years without losing opportunities for essential recap and practice.

As we go - building up the “intensity” in terms of length of question/number of marks in each assessment. For year 9 (Edexcel paper 3) we start with source inference and a 12 marker before moving to 8 mark source analysis and a 12 marker then to the section B interpretations.

I can barely keep track of my good marking pen - let alone multiple colours!

Experiencing this same issue in secondary - luckily due to the narrow scope of GCSE history I can at least comment on them not utilising specification content (harder at A level) Still frustrating to have to put effort in to mark something they clearly couldn’t put effort into writing!

Very similar experience! I was really unwell that day and one of the other trainees seemed to think I was playing a role and kept trying to prompt me to do the worksheet - and I just lost all confidence to tell them that I was actually sick

I’m teaching the source paper for the first time at KS5 and I’ve found that having guided reading questions in the margins of sources have really helped with student comprehension of tricky sources - pushing them beyond just describing and into linking to knowledge

No worries! Bromcom is frustratingly mysterious at times - I only worked out how to do it because I like to click into things to see what happens

Go to the little setting cog on the bottom left hand side (config if I recall) -> administration -> classroom layouts -> find your room on the list -> edit -> move the tables as desired -> save

All from memory so apologies if unclear!

😳 I shall take whatever I’m given with grace over these next two days

Last year they provided pastries and coffee on day one but no pastries on day two. If that repeats this year we may have a revolt on our hands…

It’s the curse of line managers who aren’t subject specialists and don’t recognise the difference between what works for their circumstances and what works in yours