KS 2 FLIPPED CLASSROOM BLENDED LEARNING MODEL FACILITATED

KS 2 FLIPPED CLASSROOM BLENDED LEARNING MODEL FACILITATED BY TIMELINE ACTION Phase 1 Pupils voice activity (linked to growth mindset – what would you like to learn about this fortnight? What are you interested in at the moment? (Conversation can be guided to include local curriculum/ subject focus etc) Pupils discuss questions in groups of 3 or 4 and feed back answers Knowledge harvest Reach a collective decision on what the current topic is. Phase 2 Phase 3 Set the pupils in to groups (possibly thirds of class? Cross cluster peer working? ) set preliminary research in to the topic through websites/ asking family members etc as an afternoon/ evening task Immersion/ engagement activity – dependent upon unit Teacher and pupils/ parents Teacher Phase 4 Pupils feedback questions – teacher develops the big questions and sets the groups. Pupils research answers together and collaborate as a group Teacher sets tasks to challenge learning Teacher and pupils Phase 5 Groups feedback answers to big questions using their own choice of presentation. Oral, written, jamboard. Opportunity to assess language skills. Pupils Phase 6 Teachers show various methods following assessment for presenting overall research tasks – variety of genre/ tasks linked to overall focus Key skills focus maintained, importance of modelling Teacher Phase 7 Cycle of improving presentations/ work on individual/ group basis, support, assessment and feedback/ personalise learning independent learning/ onging support and guidance Phase 8 On going skills – ‘Dragon’s den’ – presentations and completion – Peer assessment Reflections/ planning for next fortnight Teacher and pupils Daily story time IT skills to ensure pupils are able to access learning at home. Organisational skills – supporting pupils with their independence Teacher Stand alone lessons Professional learning for leaders/ teachers/ Teacher and pupils / parents Training for teachers to deliver the new learning. , Developing peer engagement within the ‘new normal’, Identifying and sharing good practice as it develops. Guidance for parents to promote pupil engagement Include cluster and peer collaboration Teachers/ leaders / SIAs

Initial phases Phases 1 and 2 – Conceptualisation and knowledge harvest – group collaboration Flipgrid – what would you like to learn about? Google Doc/ Google slides – sharing ideas in small groups from preliminary research Teacher supports small group to activate and develop learning Pupils independently and collaboratively share ideas Phase 3 – immersion activity – for example, series of inspirational quotes/ videos, children to feedback Flipgrid – repsonses and reflections Teacher facilitates activity and supports and assesses individual pupils Phase 4 – development of Big Questions - with support from the teacher Phase 5 – research and collaboration in small groups Google Docs / Google Slides / One Note / Adobe Spark Page / Class Teams (MS Teams) / Flipgrid Teacher facilitates activity and supports and feeds back to small group

Later phases Blended/ Flipped learning phase IT supporting learning role of teacher/ where learning takes place Phase 6 – teacher modelling of potential outcomes including challenge and differentiation to support individual children and accelerate learning Modelling could include pre-recorded sessions to support differentiation and challenge Teams/ Google Site/ screencastify/ google docs/ google slides Teacher models outcomes to whole class, for example, a piece of writing, website, presentation etc, setting expectations and challenge, teacher ensures WAGOLLs are available, teacher encourages parents to attend modelling sessions with children Teacher uses screencastify to pre-record differentiated models and send s these to appropriate children Phase 7 – independent/ group collaboration work on outcomes Teams/ Google Site/ google slides/ Adobe Spark Teacher provides small group feedback to improve and facilitates collaboration and peer feedback Phase 8 – presentations/ reflections Teams/ Google Site – presentations Flipgrid/ MS Sway/ Adobe Spark – reflections Teacher encourages peer feedback Teacher facilitates individual reflections and review for next cycle of blended learning On-going skills/ stand alone lessons Accelerated learning – Teams – story time at end of each day/ Flipgrid Teacher-led (blended and flipped, depending upon activity)

Black Lives Matter Y 56 learning theme chosen by Pupil C

Black Lives Matter in Wales Y 56 Pedagogical approach/ IT Curriculum focus Examples to support learning Curriculum for Wales Research – Phase 1 Teams Examples of websites for phase 1 CBBC newsround report Henry Morton Stanley’s statue in Denbigh Premier league players statement Ethical, informed citizens, ambitious, capable learners, Authentic contexts Encourage learners to take responsibility for learning Support social and emotional development Broad repertoire of teaching approaches Builds on experience to engage interest For teachers Why this is important in Wales – news article and resources Research Teams/ google docs Examples of researchable BIG questions (dependent upon pupil voice from phase 2 and immersion activity) Who are famous black people and what have they done? Who are famous black Welsh people and what have they done? What does fairness/ equality mean? Are there local links/ issues? Encourage collaboration Immersion activity Flipgrid Immersion activity – examples of videos Blue Peter message on racism ITV news explanation of Black Lives Matter protests in UK Canadian children’s news brief history of Black Lives Matter Ian Wright talks about the importance of learning and follow up Makes cross-curricular connections across areas of learning

Black Lives Matter in Wales Y 56 Pedagogical approach, including IT Curriculum focus Examples to support learning Curriculum for Wales Flipped classroom Teams/ google docs Examples of famous inspirational people to research (dependent upon pupil voice) Ashley Williams – Welsh football captain/ Rakie Ayola – Welsh Stage Actress of Hermione Granger/ Mary Seacole – Crimean War nurse/ Marcus Rashford – footballer and campaigner for children in poverty / Michelle Obama – America’s first black First Lady/ Gillian Burke – Springwatch presenter and Wildlife ambassador Promote creative and critical thinking Encourage collaboration Explain/ Practice Examples of possible outcomes for teacher to model/ differentiate, these can be collaborative/ independent Teacher feedback linked to Growth Mindset Examples of possible outcomes for teacher to model/ differentiate, these can be collaborative/ independent Modelling could include pre-recorded sessions to support differentiation and challenge Journalism/ Biography/ narrative/ diary Presentation – oracy Presentation – Google Slides/ MS Sway/ Adobe Spark Sustained pupil effort to reach high achievable targets Use assessment for learning to accelerate progress On-going skills Class reading for pleasure Teams Stories for end of day Book Trust’s suggested reading for Black Lives Matter Ethical, informed citizens Support social and emotional development Integrated ideas for stand alone lessons Bank of whole class activities/ stand alone lessons organised by Ao. LE and resources Skills based catch up sessions Accellerated learning Teams/ Google sides/ google site/ Google docs

Wildlife Collaboration Y 34 pupil voice theme chosen by pupil L Linked to wildlife presenter Gillian Burke

Y 34 Spin-off – Wildlife in North Wales and Africa: Wildlife Collaboration Pedagogical approach, including IT Examples to support learning Curriculum focus Curriculum for Wales Research – Phase 1 Teams North Wales Wildlife Trust African Safari animals British wildlife movies from the Natural History museum Rockpooling with Gillian Burke National Trust children and nature Woodland Trust nature diaries Deadly 60 What wildlife exists in our local area? Who is Gillian Burke? Why did she become interested in wildlife? How and why is wildlife different in Africa? Why is nature important? What can we do to protect our local wildlife? How do we know about wildlife and what is a documentary? Ethical, informed citizens, healthy confident individuals Authentic contexts Encourage learners to take responsibility for learning Support social and emotional development Broad repertoire of teaching approaches Builds on experience to engage interest Immersion activity Flipgrid Go on a local walk and take photographs/ videos of wildlife seen (minibeasts, birds, flowers, trees) Wildlife photography – how to take photos/ videos of wildlife Sharing of photos of local wildlife Encourage collaboration Flipped classroom – phases 4 and 5 What is a wildlife club? What could we do? How can we create one? How can we collaborate? British Council link to find a partner school in Africa Develop concept of wildlife club Makes cross-curricular connections and products needed to be across areas of learning developed – focus on wildlife documentary Focus upon skills in outcomes Collaboration within class and with a school in Africa Teams/ flipgrid

Y 34 Spin-off – Wildlife in North Wales and Africa: Wildlife Collaboration Pedagogical approach, including IT Examples to support learning Curriculum focus Curriculum for Wales Explain/ Practice Examples of possible outcomes for teacher to model/ differentiate, these can be collaborative/ independent Teacher feedback linked to Growth Mindset Modelling could include pre-recorded sessions to support differentiation and challenge Journaling and map of nature walk Puzzles and challenges Nature diary Fact-files of African animals Non-chronological reports Presentations – oracy and Google slides On-line wildlife magazine in form of website Wildlife documentary On-line oscars ceremony with parents and family members Cross-curricular literacy – reports and collaborative, journalistic writing, documentary writing – playscript/ storyboarding Concept of wildlife club Concept of sustaining nature through this African ecology North Wales ecology Sustained pupil effort to reach high achievable targets Use assessment for learning to accelerate progress An on-going wildlife clubcollaboration with schools locally and internationally Wildlife writing and documentary Reflection diaries Promote creative and critical thinking Encourage collaboration Teams/ Google sides/ google site/ Google docs/ Adobe spark/ i. Movie Outcomes/ reflect/ review Google site On-going skills Class reading for pleasure Teams Sky Hawk – Gill Lewis Loss/ bereavement Refugees Ethical, informed citizens Support social and emotional development Integrated ideas for stand alone lessons Teams Investigative science – growing plants/ biodiversity/ sustainability Science and numeracy Integrated learning ideas The world around us is full of living things which depend on each other for survival Skills-based catch up sessions Accelerated learning