The Brutal Reality of Headteacher Stress: How to Keep Your Sanity Intact!
“don’t do what I did and get fixated on buildings and fixtures at the expense of your true role as a leader of learning”. A study by the...
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Common Errors: looking out for common errors, reteaching & remodeling. Omer Pazar, CCS, CST
These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch the first part of...
Chunking information and checking for understanding by Thahmina Begum, CST
These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch the first part of...
Modeling: Explicitly highlighting misconceptions & checking for understanding. Omer Pazar, CCS, CST
These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch the first part of...
Intellectually prepare for your lessons to avoid these disasters...
At @CST_London, we are renewing our focus on the importance of intellectual preparation before lessons. This video looks at the...
The 3|30:30 rule during the independent task by Rosie Noor, from FGCS, CST
Set the students on a task, making means of participation (MOP) clear Start circulating in 30-second bursts 30-second live mark 30-second...
100% attention with Habeeba Hussain: ‘Spot the Spinach’ series
A bi-weekly T&L post for Community Schools Trust Thahmina Begum Executive Headteacher, CST Live coaching has moved on the quality of...
Making success criteria clear prior to setting independent task by Saher Butt from CCS, CST
Spot The Spinach These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch...
Checking for understanding when using tier two/three vocabulary by Louise Mace from CCS, CST.
Spot The Spinach These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch...
Set the conditions for SLOP. Kiran Ralh from Cumberland Community School, CST
Spot The Spinach These videos are designed to train leaders effectively live-coach in classrooms so teachers get better faster. 1. Watch...
Scott Wallis from the Cumberland Community School shows how to be upbeat when welcoming students...
TEACHING AND LEARNING COACHING VIDEO 1. Watch the first part of the video 2. Spot what could be done better 3. During the pause discuss...
Live marking and real-time assessment using DPR by Tahmina Chowdhury, FGCS
These videos are designed to train leaders effectively live coach in classrooms so teachers get better, faster. Watch the video, spot the...
A guidance to target setting for students in DPR
Introduction Schools have always set individual student targets. Whether it was done through using ‘expected’ and ‘more than expected’...
Using DPR during 'Shed Loads of Practice'(SLOP) in CST
This video demonstrates how teachers in the CST assess students' learning, provide timely and specific feedback by 'live marking' and...
Should we focus more on teacher strength rather than teacher weakness?
Simon Elliott, CEO of Community Schools Trust, discusses whether to focus on teacher strength rather than teacher weakness
Re-defining Science approach: accounts of how we improved our Science curriculum (part 3)
Re-defining our approach-Science curriculum rationale Our work on the Science curriculum has been inspired following my visit to Michaela...
Dynamo and Daisy explain DPR
Dynamo and Daisy explain to parents and students how to use Dynamic Progress Reporting. This excellent video was first premiered during...
Science Curriculum Rationale: accounts of how we improved our Science curriculum (part 2)
Wahida Mehsana AHT, Forest Gate Community School Science Curriculum Rationale and Organisation Many Years ago, I recollect reading an...
Visualising Mathematics Sequencing: accounts of how we improved our Mathematics curriculum (part 3)
Zarah Kanwel Deputy More Able Student Lead, Forest Gate Community School Visualising the Mathematics Sequencing The diagrams below...
Mathematical fascination: accounts of how we improved our Mathematics curriculum (part 2)
Mathematical fascination- stepping beyond the curriculum Four questions that bothered me when I was young: 1. If people are poor, why...
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