Tag Archives: Booklets

Blog of the Week: 23 October 2020 – Booklets, Rosenshine, Teach Like A Champion, and Knowledge-Rich Curriculum

Booklets are a brilliant tool in delivering an ambitious, knowledge-rich curriculum. While a curriculum can never be reduced to booklets, it can be highly codified in them and in doing so is much more likely to be consistently enacted in lessons. The subject of planning with booklets has often been misunderstood: it is necessary for teachers to plan for lessons delivered with booklets, and planning consists of three strands. For two of these strands, Rosenshine’s Principles of Instruction provide a useful structure as a starting point, but caution is advised. Any generic model will eventually fall foul of subject specialism if applied unthinkingly; instead of mandating rigid structures to all teachers of all subjects we should proceed with questions and trust, ultimately, in what the subject tells us is appropriate.

Let us first briefly outline the benefits of booklets. The booklet model can provide:

A minimum guarantee – If your department uses booklets to codify curriculum as far as possible, then you are immediately lifting the minimum guarantee in several key areas. The content itself is no longer left to individual teachers’ interpretations of a section of the spec, what they think will or won’t engage that particular group, or what was free on TES when they were planning on Sunday night. Subject leaders are empowered to really lead their subject and assure excellence in the substance …

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‘Fingertip Knowledge’: building a system to bridge the knowledge gap.

Mr W-M History

After nearly three months only open to the children of key workers, the coming weeks will see secondary schools across the country begin to very slowly try to adjust to a ‘new normal’ as students return to socially distanced classrooms.

Whilst students and teachers alike will face innumerable challenges with a return to education, one of the most important will no doubt be the vast knowledge gaps that will inevitably have emerged between students during the time they have had out of the classroom.

Some students will have been able to continue learning at home through the efforts of their teachers to provide resources online. Others, through no fault of their own, will have really struggled to access any work at home at all. Clearly, when we do eventually return to teaching something even remotely like the classes that we had before schools were partially closed, students will be in…

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Blog of the Week: 4 October 2019 – Whole-class reading: how I do it

A Chemical Orthodoxy

For me, booklets have been a game-changer. The combination of lean explanations, worked examples and plentiful practice have made sure my lessons run smoothly and student productivity is maximised, and I wrote about how I use them day-to-day here. This year, I’ve been teaching GCSE biology, which is a new experience for me. My subject knowledge isn’t great as despite having taught physics and chemistry to GCSE, I’ve never done biology. The booklets I’ve been using were put together by Adam Robbins, and they feature a number of passages of extended text. I think teachers (and students) can be put off by passages of challenging text like the below, so I wanted to write about how I’ve approached them to ensure that everyone is engaged and thinking throughout. You don’t need to read the whole passage to get this blog, but it’s important to see the rigour and…

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