Teaching Psychology - Adjusting to Linear Specifications
Lather, Rinse, Repeat part 2! In the last month or so, I've been experimenting more with strategies I can use to help students to consolidate their knowledge over the two-year GCSE and A-Level courses. Below, I have selected a couple of strategies that enable me to assess how well students are retaining the content of the course, and that students appreciate in the long-run. A few things to note before we get into the strategies: 1. My school uses a bronze, silver, gold medal system for differentiation. This can be used to give students choice (so they can complete either the bronze, silver or gold task) or they can work their way up the medals to earn gold and go from the 'easiest' task to the most 'difficult.' We then use challenge tasks to really extend the thinking of the top end. 2. Both of the strategies below are suitable to use at both GCSE and A-Level. My examples are designed for the 2017 Edexcel GCSE specification and the AQA A-Level specification.