OPTION 1: JUST A MINUTE

1. OPTION 1: JUST A MINUTE TOPIC 1: IS COLONIALISM THE CAUSE OF THE DEVELOPMENT GAP? TOPIC 2: COULD BEING A VEGETARIAN REDUCE GLOBAL WARMING? Remember No… Hesitating –ums and ahs Repetition–repeating any words or phrases which are not contained in the topic title itself Deviation– going off the given topic • Points are awarded for the following: • 1 point = correct challenge for hesitation, repetition or deviation • 1 point = to speaker if challenge deemed incorrect • 1 point = for the person speaking at the end of the minute • 2 points = if pupil speaks for the entire minute without challenge

2. AIM: to revise the characters of Animal Farm. Characters:Just A Minute.- hesitating (pausing)- deviating (going off topic) - repeating (saying the same word more than once)Some sentence starters to help you: ________is worried about..... Some people misunderstand ______, and think _________. However.... Our first impression of _______ is ______ Orwell presents ____ as_______ to_____ ______ is motivated by... If I were to sum up ______ in one word it would be “______” because.... _______ dreams of.....

3. OPTION 2: COLOUR CODED WORDS STUDY the key terms below. The coloured box indicates the level of challenge. SELECT two key terms, then formulate questions that have the key words as answers. Coast Wave Swash Backwash Resistance Wind duration Retreat Erosion Transportation Deposition Easy L5 Fetch Constructive wave Destructive wave Abrasion Attrition Scouring Solution Traction Suspension Moderate L6 Discordant coastline Concordant coastline Hydraulic action Saltation Wave refraction Longshore drift Beach grading Genius L7

4. FOLLOW UP… select pupils questions at random. Pupils use RAG cards to answer questions. Teacher then asks pupil to identify specific term Coast Wave Swash Backwash Resistance Wind duration Retreat Erosion Transportation Deposition Easy L5 Fetch Constructive wave Destructive wave Abrasion Attrition Scouring Solution Traction Suspension Moderate L6 Discordant coastline Concordant coastline Hydraulic action Saltation Wave refraction Longshore drift Beach grading Genius L7

5. ALTERNATELY… select pupils questions at random. Pupils use RAG cards to indicate whether they know the answer. Teacher selects pupil to answer question. Pupil gets the chance to remove a flashing square and in turn guess mystery image WHAT IS LOOKING AT YOU? Can you guess what Antarctic animals they are? ANIMAL 1: ANTARCTIC COD I KNOW I THINK I KNOW DO NOT KNOW

6. OPTION 3: EXIT CARD EXIT TICKET TEX-EXIT Today’s Key Question was: State two things you learnt in today’s lesson which helped you answer the key question Different Format! One question you still would like to find out:

7. OPTION 4: WORD WALLS Produce a ‘Word Wall’ to highlight what factors have influenced Zimbabwe’s level of development Loss of skilled workers Land Reform IMF USA Corruption Debt Hyperinflation Political relationships Mugabe No credit Recession De-industrialisation BE PREPARED TO FEEDBACK YOUR IDEAS

8. OPTION 5: BLOOMS STICKS Low order DESCRIBE, DEFINE, STATE, IDENTIFY Knowledge COMPARE, EXPLAIN, SUMMARISE Comprehension CLASSIFY, GIVE EXAMPLES Application CATEGORISE, COMPARE & CONTRAST, PROS & CONS Analysis SOLUTION TO…, COMPOSE, CREATE, PROPOSE AN ALTERNATIVE Synthesis JUSTIFY, IN YOUR OPINION, CRITICISE, PERSUADE Evaluation High order

9. OPTION 5: BLOOMS STICKS BLOOM STICKS can be used in a variety of ways. For example… OPTION 1: Bloom sticks can be selected at random by pupils who subsequently formulate questions based on the lesson content. Pupils are then asked to read out there question. Points could be awarded for correct answers. OPTION 2: Bloom sticks are allocated to pupils according to ability. Pupils formulate question using prompt words. Then they find another pupil with same coloured bloom stick and ask each other there questions. Pupils then have to feedback what question they were asked and what the subsequent answer is. OPTION 3: Split pupils into learning threes or small groups. They have to formulate a question for each bloom stick. They need to make them as challenging as possible. Each group will take it turn to ask their bloom sticks. An opposing group will get a point if they get question correct. However, if question is not answered the group used devised question gets a point.

10. OPTION 6: LUCKY DIP

11. OPTION 6: PEER/SELF ASSESSMENT headlands and bays identified on diagram; explains that headlands form from hard rock and that bays develop between two headlands where soft rock is present; some reference is made to the rate of erosion. 4 5 resistance of rock identified and linked directly to rate of erosion e.g. headlands are formed from resistant rock that erodes slowly; types of erosion are referred to but not fully explained. links the presence of headlands and bays to the type of coastline i.e discordant coastline; Provides specific examples of resistant rocks e.g. granite/chalk and less resistant rock e.g. clay; makes good reference to the types of erosion; may make reference to wave type that causes erosion. 6 7 discusses why headlands are vulnerable to erosion once they have formed.

12. NOW OVER TO… Please get into your Learning Threes… • In your Learning Threes discuss the following: • What strategies are you currently using to consolidate learning • How you could implement the proposed strategies into your own lessons Complete your Personal Teaching Plan. Please return a copy to ELR. In 3 weeks time you are to review how successful the strategies proved