Bright+Ideas

You could call them something else, but essentially, you give the students the test a week or two before they actually have to sit it. They can sit is as a diagnostic/formative thing first, OR you can just go over the answers as a class, writing them in as you go. Kids study it. Kids sit in a week or two, then you have a summative mark. Benefits:
 * Attainment Goal Tests (Sue): **
 * Students who can NEVER achieve at school suddenly CAN.
 * It forces students to rote learn essential things.
 * It shows them what they need to know by the end of that section of work.
 * It shows a clear before and after picture.

Write on the top something like "Because you were given this test a week ago, you are expected to get at least 80%" (or something similar). This will cover you when those die-hard pedagogy fans who know nothing about how kids' brains work question you about it.

Have a big book that has pages dated. On that days page the Advisor or staff can write: > questions Diary provides Peter with a journal of what's gone on, but also gives ideas for PD etc.
 * Diary (Peter): **
 * events
 * reminders
 * meeting agendas (is that agendi??!!)
 * comments
 * quote of the day etc

Set one up so they can do heaps of the Administrative tasks. (And an extra bit from Sue - give all teachers some area of responsibility.) Takes a lot of the 'smaller' but time-consuming jobs off us.
 * Head of Department (Myrese): **

Set up an 'English Club' which is like a model classroom.
 * Model Classroom (Myrese): **

For every assessed activity teachers can colour their mark books (I used to use colouring pencil) to show the outstandingly low marks (in red for 'danger, danger, stop and think about this kid!') and outstandingly high marks (for the 'bright stars'). Teachers can easily see which students need support, and which ones need extending (and so can you!).
 * At-a-Glance Differentiation: **

Easy differentiation but for the same task (so no extra work!). EG: You MUST DO 5 questions with a partner, you SHOULD DO 3 more with a partner, you COULD DO the last 2 on your own. See translated versions under Misc. Resources.
 * Must do, Should do, Could do: **

Stands for We Are Learning To... . Forces teachers to think about what students are LEARNING, not what they are DOING. Forces students to do the same. Can also use We Are Learning About... See translated versions under Misc. Resources.
 * WALT: **

Make use of their talents, especially with those really low students, but using them to support small groups within the classroom.
 * Scaffold and Extend with ESOL Advisor: **

Ask question, count to five, then pick on someone to answer. Asking for 'hands up' invites the loud ones to enjoy the sound of their own voices, and also gives the quiet ones the opportunity to hide behind the loud ones and do nuffin all period!
 * No hands strategy: **

Have a go at organising one of these. Well done Louisa!
 * Speech Competition (Louisa): **

Or, as Angela suggested, The Lord of the Flies' conch! Pass it around to speak. An age old favourite that seems to be working particularly well with the boys.
 * Cush ball to speak: **

Encourages students to think of more ideas when they're scatching their heads a bit. Stands for: People Objects Places Brand names Expressions Activities Nature Symbols
 * POPBEANS (Peter): **