GCSE Citizenship Studies with Exam Board Experts CPD
This CPD session will focus on how to best plan for this year's GCSE exams.
Experts from all 3 GCSE exam boards will lead discussions about how we can make the most of our time available with year 11, taking into account challenges such as school closures from the pandemic. This session will provide support to teachers and educators through planning an effective curriculum for GCSE and developing examination board specific skills.
This session will be led by Zoe Baker, ACT Head of Education and CPD, and ACT Regional Ambassadors who are experts in the different examination specifications.
You will leave the session with GCSE exam specific resources as provided by the exam experts.
1. General strategies for teaching this year
Generic exam skills and catchup ideas for this year how to make up lost time.
2. Breakout rooms with exam board specialists
Each breakout room will focus on a different GCSE board. Led by an ACT Ambassador, each room will focus on exam techniques around specific questions, writing frames etc.
3. A short plenary session with all participants returning to main group
- Individual and Organisational Membership holders- FREE
- E-Members/Non members- £25
If you are a non member and plan to attend more than one CPD event in the year, an Indivdual membership could save you money. See membership options before booking this session.
Who should attend:
- Experienced teachers
- Those new to GCSE Citizenship Studies
- Early Career Teachers
This event will also support the Early Career Framework in the following areas:
Subject and Curriculum (Standard 3 Demontrate good subject and curriculum knowledge)
1. A school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, encompassing the national curriculum within a coherent wider vision for successful learning.
4. Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
7. In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important. Identifying essential concepts, knowledge, skills and principles of the subject and providing opportunity for all pupils to learn and master these critical components. Ensuring pupils’ thinking is focused on key ideas within the subject.Being aware of common misconceptions and discussing with experienced colleagues how to help pupils master important concepts.Discussing curriculum design with experienced colleagues and balancing exposition, repetition, practice of critical skills and knowledge. Revisiting the big ideas of the subject over time and teaching key concepts through a range of examples. Drawing explicit links between new content and the core concepts and principles in the subject.Providing tasks that support pupils to learn key ideas securely (e.g. quizzing pupils so they develop fluency with times tables). Using retrieval and spaced practice to build automatic recall of key knowledge.
|Individual or Organisational Membership||£ 0.00|
|E-Member/non member||£ 25.00|