To familiarise participants to complete the participants’ prior (What’s in the (online or in hard copy) and any colleagues with the grid. knowledge specification?) other relevant information. specification However, this will be You may prefer to Show Slide 2 and explain 2 mins (Getting to know use the training time for To share and how the five sections of this the specification) discussion and reflection, in consolidate module will be delivered. which case it would be better to knowledge Show Slide 3 and outline the 1 min (What does the set it as a pre-session task. objectives for the first specification mean section. 2 mins To consider the to us?) impact of the Show and ask the Slide 4 specification on group to reflect on these two learning and key challenges for 30 teaching seconds or so. Explain that this is the starting point for today’s session and invite Trainers may wish to use the any comments/clarify if 10–15 mins responses to the pre-session necessary. task as a means of getting to Show the point on Slide know the group and gauging 5. Ask the group to look at subsequent activities. Some that they Resource 3 participants will be very familiar completed as a pre-session with the A Level specification; task OR ask them to others may never have taught it. complete it now, individually Resource 3 is designed to be or in pairs. generic and therefore applicable Note that this exercise is not to a wide range of exam boards finding specific ‘answers’ and languages. It should be but rather about guiding completed with reference to the colleagues in what to look for particular specification used by when working with a each participant. specification. Participants could work in pairs or groups
To familiarise colleagues with the specification To share and consolidate knowledge To consider the impact of the specification on learning and teaching participants to complete the grid. Show Slide 2 and explain how the five sections of this module will be delivered. Show Slide 3 and outline the objectives for the first section. Show Slide 4 and ask the group to reflect on these two key challenges for 30 seconds or so. Explain that this is the starting point for today’s session and invite any comments/clarify if necessary. Show the point on Slide 5. Ask the group to look at Resource 3 that they completed as a pre-session task OR ask them to complete it now, individually or in pairs. Note that this exercise is not finding specific ‘answers’ but rather about guiding colleagues in what to look for when working with a specification. Participants could work in pairs or groups participants’ prior knowledge 2 mins 1 min 2 mins 10–15 mins (What’s in the specification?) (Getting to know the specification) (What does the specification mean to us?) (online or in hard copy) and any other relevant information. However, this will be You may prefer to use the training time for discussion and reflection, in which case it would be better to set it as a pre-session task. Trainers may wish to use the responses to the pre-session task as a means of getting to know the group and gauging subsequent activities. Some participants will be very familiar with the A Level specification; others may never have taught it. Resource 3 is designed to be generic and therefore applicable to a wide range of exam boards and languages. It should be completed with reference to the particular specification used by each participant.