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TITLE Your Name. First Module Write one paragraph (4-5 sentences) about this module. Your paragraph should tell the reader why you liked the module AND.

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Handy Hits for GCSE Revision

Hidden Slide for Instructor

Welcome to Year 1 Miss Farrow and Miss Pace

KARMA This presentation aims to introduce KS2 or 3 pupils to the concept of Karma (Intentional actions that affect one’s circumstances in this and future.

Your teacher has announced that the class will be taking a field trip

Discovery Time! Now that you have completed your guided notes, it is time to do some research and discovery on your own. Go to the front of the room and.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

TAKING CORNELL STYLE NOTES

For example: The dog bit the boy. Actor focused The boy was bitten.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Explain to the group of pupils that they have been given an important opportunity to lead this intervention in their schools. They are communication role.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

7 x 2 5 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try.

2 3 = …. LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Your school principal has decided to stop having recess

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, what does it mean when someone.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Imagine your family is trying to decide whether or not to get a pet

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Academic Communication Lesson 3

Making PowerPoint Slides

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do.

How do you determine an author’s purpose? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” or “Yeah, what.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, what does it mean when someone.

WALT: GIVE OPINIONS ABOUT DIFFERENT ASPECTS OF SCHOOL.

Handy Hits for GCSE Revision

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

CLaSS Bitesize: Effective Presentations

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Handy Hits for GCSE Revision

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. Try to be as concrete as possible. --You can fill in an example.

Skills being practiced:

Marion cried and cried…and then cried some more.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Summarise your learning in two sentences.

Before we start today… Print: Copy of you CA so far including all methods of data presentation Save on to your area: the class data collation table (if.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

1 2 ÷ 4 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

This lesson is for both investigation and artefact projects.

This lesson is for both investigation and artefact projects.

Teacher ONLY slide Slide info

Teacher ONLY slide This is a PowerPoint to show you and the students on what the artefact option is all about. Remember that students do not have to do.

This lesson is for both investigation and artefact projects

Teacher ONLY slide Slide info

Year 11 Lesson 1 Introduction to the Project

Teacher ONLY slide Slides 2 – 6 Recap from the previous lesson

This lesson is for both investigation and artefact projects.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Teacher ONLY slide Welsh Bacc Info

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” or “Yeah, what.

Presentation transcript:

Teacher ONLY slide Slide info Slides 4 – 5 Recap from the previous lesson regarding what analysis is Slide 6 – 10 Goes through the speech bubbles Slide 11 – Leave this slide on the board for the students to use as a reference The main aim of this PowerPoint is to give the students a guide about the speech bubbles which acts like a writing frame. It goes though each speech bubble (except 5 as they don't have a title / focus yet) Ideally they should have this lesson and the next lesson (week 5) and that will be it on secondary research. Their is a guide for the students (same as the slide 6) called “Writing your speech bubbles” in stresources – Welsh Bacc – Year 11 – Individual Project Homework: to complete 1 section of research area in their RURU booklet – including the speech bubble writing frame and the paragraph page. They can either upload their workbooklet to Dropbox / Hwb / USB or using the school library / L7 to complete the work.

Lesson 4: Skill Building- Writing up your secondary research

Skills

Reminder You must have completed your 10 hours of volunteering within the next 3 weeks. After half term you will be reviewing your 10 hours in your Welsh Bacc lessons so you must have finished by the time you come back to school. Speak to Miss Feathers or Mrs Hawke-Jones if you are worried you wont be finished in time.

Time to analyse By now, you should have some general reading to do – you have collected some information on the industry you are researching as a possible career. Now we have to understand what this information says and how it can support your project

What does analysis mean? “Being able to break knowledge down into parts and show how they fit together, so you can ‘analyse’, ’explain’ and ‘compare’…..” Kirton, “Brilliant Academic Writing” Pearson 2012 Investigating data, trends and information to make decisions What the information means to YOU and YOUR project

Completing the Speech Bubbles – Writing Frame This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp.

Completing the Speech Bubbles – Writing Frame – just write a quick sentence on what your research is all about as your teacher will not know This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp.

Completing the Speech Bubbles – Writing Frame – copy and paste the website link to source your information This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp.

Completing the Speech Bubbles – Writing Frame – Summarise what the research tells you – try to aim for 4 main points This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp.

Completing the Speech Bubbles – Writing Frame – Now you have read and taking note on what the research tells you, what does this mean for your research? What does it make you think of? What is the impact of this information? Positive and/or negative How is this information useful for your research area? This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp.

Completing the Speech Bubbles – Writing Frame – copy and paste the website link to source your information Speech Bubble 1 – just write a quick sentence on what your research is all about as your teacher will not know Speech Bubble 4 – Now you have read and taking note on what the research tells you, what does this mean for your research? What does it make you think of? What is the impact of this information? Positive and/or negative How is this information useful for your research area? This is just to reinforce the use of the RURU booklet and the speech bubbles. The speech bubbles is act like a writing frame. Just quickly go over what the student needs to do in each bubble. Bubbles 1 – 3 are quick and very simple Bubble 4 – Concentrate on this as this is a hard concept for the students to grasp. Use phrases such as “therefore this means that…..” or “why is this information important to you and your research?” “what is this telling you” extra… Leave bubble 5 as they have not yet got a title though some students will be able to relate back to their research area. Speech Bubble 3 – Summarise what the research tells you – try to aim for 4 main points

Continue with the Secondary Research Activity For Lessons 4 – 5: Continue to complete your Skill Building- Secondary Research work booklets using your analysis skills you have developed. Don’t forget to complete the speech bubbles to help you write out your paragraph Explain to the students that once the speech bubble writing frame is completed, they need to retype their work into a paragraph using the bubbles as a guide. This will then hopefully get the students to be able write about their research into paragraphs.

Homework – FOR NEXT LESSON Complete 1 research area in your RURU booklet – including the speech bubble writing frame and the paragraph page. To complete your workbooklet, either upload to Dropbox / Hwb / USB or using the school library / L7 to complete your work.