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Making feedback count in the History classroom: Pedagogy, practice and student progress (KS3 and GCSE)
Can't attend live? You can still book! Take advantage of our anytime, anywhere access - all registered teachers receive the full recording to watch as many times as you want, for up to 6 months.
Making feedback count in the History classroom: Pedagogy, practice and student progress (KS3 and GCSE)
Why attend?
Programme
Trainer(s)
How can you provide great feedback and reduce the time you spend marking? Drawing on 20 years’ experience as a History teacher, Pete Jackson is ready to share strategies and resources for improving students’ progress without increasing your workload.
This online workshop is split into two 1.5 hour sessions, five weeks apart, so you have the chance to try out the approaches that you learn in Session 1 and reflect on the outcomes in Session 2.
It is perfect for NQTs, ECTs and experienced teachers who are looking to develop their practice around feedback.
- Advance your pedagogical knowledge of what makes effective feedback in the History curriculum, with comprehensive guidance during the sessions, as well as links to further reading and research
- Focus on how feedback can help students to make progress at Key Stage 3 and Key Stage 4
- Identify strategies that will make your feedback effective and efficient, to reduce the time and burden of marking
- Return to school with a range of resources, including a booklet of top tips for high-quality, impactful feedback and practical ideas for using whole-class feedback, writing mats and feedback sheets
Booking references: 2221091124 / 2221271124
What teachers are saying...
The whole approach is making our children more excited and interested in reading, which is the best thing you could ask from a reading scheme.
Pete Richardson Deputy Headteacher, Walton le Dale Primary SchooSNAP Maths is a game changer for identifying specific learning needs and then taking steps to help children improve their fluency in important building blocks for good numeracy.
Trialist Thomas Mills High SchoolI particularly liked that this resource gives more than just a reading age. Standardised scores and information on literal comprehension, vocabulary, analysis, and inference strands of reading are invaluable to begin to understand each student’s needs.
Fiona Thompson Director of English and Literacy, Ryburn Valley High SchoolSpringboard Science is such an innovative approach to curriculum from Hodder Education. They backed Adam Boxer and the author team to develop things in a different way: resources are carefully sequenced, closely tied to the curriculum, and support teachers to plan lessons without being overly prescriptive.
Joshua Perry Co-founder of CarouselMy pupils like the way they can follow the content to help them with structuring their unit reports and the content itself prompts them with what they need to include to achieve top marking bands.
Mr Swainston-Harrison Holme Grange School
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