English – Good Practice

Edith McCabe – English Teacher

Active Learning strategies-keeping your pupils on the ball.

It is well known in the world of teaching that active learning strategies are extremely effective. Having pupils actively involved in the learning process ensures that they retain information much more effectively. The very simply strategy of throwing a ball is incredibly beneficial; it focuses and engages even the most reluctant learners. They can’t seem to resist chucking a ball about the room! I have since discovered however, that a balloon is even more useful (noone can get hurt!). Other teachers in the deaprtment have used the balloon strategy since hearing the noise and laughter coming from one of my lessons-controlled noise of course! I usually get the pupil holding the balloon to think of a question for the person who catches it. It beats the whole class methodically answering questions that I have formulated. Often they come up with very probing and insightful questions and they learn so much from each other. It removes a lot of the attention away from the teacher and encourages them to take responsibility for their own learning.

Pupil Centred Learning – Chartered Teacher Professional Enquiry

Sally Cameron – Health & Technology Teacher

The Health and Technology staff, together with their pupils and parents, carried out a study into pupil centred learning approaches. We had identified that homework was being poorly completed by a number of pupils, was not being completed at all by some pupils and was doing little to promote learning. Research suggests that there is a substantial link between homework and attainment and our aim was to enhance the learning via the creation and implementation of a pupil-centred approach to homework in S2 H&T.

As partof the study we tried to answer 3 questions:
• Can a pupil-centred approach improve homework returns and quality?
• Can parental involvement in a pupil-centred approach improve the number and quality of homework returns?
• Will a pupil-centred approach to homework improve learning?

Teachers worked closely with their pupils to develop a new approach to homework. Over a period of eight weeks, the teachers provided pupils with opportunities to choose and complete several newly designed, fully inclusive, creative homework activities. Pupils, together with their parents, were asked to comment on, and sign, each completed homework task.

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Engaging all learners in practical lessons

Sally Cameron – Health and Technology

This video shares some of the techniques we use to motivate and support the progressive, fast-paced learning of all pupils in Health and Technology.  Fifty minutes is not a long time to welcome students, share learning targets and success criteria, deliver teacher led demonstrations of key skills, reinforce points of health and safety, support pupils through a practical task whilst still ensuring there still time for peer and self-evaluation, never mind the most important task of tasting your creation! You get a real sense of this in the video as you see an early S1 class making healthy pizzas.

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Skills for Work: Laboratory Science

Laura Watson – Biology/Science Teacher

St Margaret’s Academy Science Department, this year, introduced a new course available for S5/6 pupils called Skills for Work: Laboratory Science. This is set at Intermediate 2 level and has been a huge success since introduced in June.

Skills for Work: Laboratory Science is designed to equip students with the necessary knowledge and skills which are required for employment in laboratory science

Throughout the course the students explore a variety and range of industries and services, and the career opportunities in science laboratories, in a local, national, and global setting. At this point in the course the students attended a work based placement at one of the local scientific companies which helped support the material they have been learning in the class and provided them with the opportunity to speak to people who work in a laboratory setting.

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