Tips for A level students. Lesson ramblings for teachers (helpful ideas too!)
Author: Aimee Horsley
I am an A Level Philosophy, Ethics and Religious Studies teacher. I have taught between 80 - 150 R.S students for the past eight years. I also manage a small team of Coaches dedicated to enhancing Teaching, Learning and Assessment. Two years ago I completed a MEd (Masters in Education) focusing on Dialogic Learning. After huge success on SlideShare, with my power points being viewed over a quarter of million times, I started to think that I have so much more to share that may be of interest to other students and teachers outside my college. So this Blog will document my on-going findings, reflections and tips for both teachers and students.
Please comment on each section of the essay with your feedback. What is good about it, needs work, could be improved and how, how does it meet the requirements of the mark scheme and your general thoughts?
‘Everyone deserves to be saved and go to Heaven’ Discuss.
Taken from Matthew 25, when discussing the afterlife Jesus states ‘Then they will go away to eternal punishment, but the righteous to eternal life’. This clearly eludes to a Divine judgement about which afterlife is suitable to each individual. But how is this decided? Is it possible to change your afterlife or is it unescapable? This essay will explore why not everyone deserves to be saved and go to Heaven and what other options there are.
I might be a little late to the party but I have recently come across the live streams on ResearchEd with some very big names within current and recent pedagogical practice including Dylan Wiliam, David Didau and Rob Coe. This document outlines the upcoming live streams and has links for streams that have already taken place. If you would like to develop your pedagogical understanding and keep your finger on the pulse regarding research and practice, I highly recommend exploring the variety of options available. Most of the live streams are half an hour with the rest of the time on Q/A.
I have summarised the main points from two live streams I have watched so far.
Tom Sherrington Rosenshine’s Principles and Curriculum Design: What’s the connection?
Sherrington talks extensively about establishing an ambitious curriculum, as for him ‘curriculum is the weakness.’ He explores how it is the ‘simultaneous teaching [of] a whole group of people at the same time’ that is the problem. This is where Rosenshine’s principles come into their own. It supports planning a curriculum where ALL students can thrive in every lesson – ‘getting into the corners’ of your classroom.