Category: SOWs:

Assignments…

Assignments…

Assignment 1:

‘Middle Leaders will decide on their own leadership style; some will appear charismatic, others less so. This is unimportant. Each individual’s qualities will be identified according to their ability to get the job done.’  Sonia Blandford, Middle Leadership, Harmonising Leadership and Learning.

To what exetent do you agree with this statement?

On the face of it, my initial response to Blandford’s statement would be that I whole heartedly agree with the notion that the ability to “get the job done” is the best indicator of any professional’s skills and qualities within the working environment. Certainly, as a middle leader of several subjects and of many diverse individuals needs and wants within a growing faculty; and after identifying in October that I am significantly target orientated, with my primary focus of always just wanting to get tasks completed, this notion from Blandford that ultimately completing the task is the best way to identify the qualities that any leader obtains  sits firmly at the core of my values and beliefs. Indeed, I feel its right to suggest this as the experiences I have been part during my middle leader segment of my career have simply warranted this kind of industrialized and robust cognitive pattern of thinking -. and simply without it, from my experience, you wouldn’t find yourself in a viable position with students, management or indeed parents.

Unequivocally, the experiences I refer to represent the typical scenarios that any middle leader within an educational institute gets subjected to on a regular basis – namely assessment of student work; report writing; curriculum planning; appraisal deadlines and meeting budget deadlines to name but a few. Ultimately, these examples, and there are many others within education, present very different requirements of skill and qualities in order to complete them within deadlines set by management. As a result, I think that it is fair to state that as a middle leader, being able to meet the completion of these diverse and intricate tasks within set deadlines facilitates excellent reflection of the skills and qualities that a middle leader obtains – namely pragmatism, pro-activeness, organization and problem solving to name but a few, which will all facilitate to to reflect what kind of a leader a person is in my opinion.

There is no doubt, working in a private institute brings high expectations from both management and parents – which considering the finances involved sits fine with my own expectations of myself and my staff members. In my opinion, striving for continued progression on an annual basis is a fair expectation and goal for any school or organization. This said, and this is where I believe my opinion has evolved somewhat over the years due to my experiences – although I have clearly stated that I believe “getting the job done” is the best indicator of a middle leaders qualities, there are indeed ways and means of how jobs should be completed, both on a social and professional level.

Indeed, after a decade of teaching experience, with four of those years being in middle management, I have significantly come to realize that there is an ethics involved into the achieving goals and targets that also contribute to reflecting what kind of leader and practitioner you are and thus play an equally integral role in defining your qualities as a leader; especially when working with humans inside the complex environment that we have growing around us both institutionally and socially. These ways and means I speak of may include the person’s ability to interpersonally interact with colleagues; personal resilience; the level of humbleness when incorrect about important decisions; and the ability to make colleagues feel appreciated, inclusive and apart of the process. These days now from my own evolving opinion, all these elements should always be considered when attempting to “get the job done”.

As a concluding point, I refer to the literature suggested by Fullan (pg. 9,2001) “The more complex society gets, the more sophisticated leadership and personal interaction must become”. Moreover, Mumford et al. (2008) take these notions one step further, postulating that whether a leader be transactional, charismatic or servant in style, they must not solely focus on the end goal without taking into account the human processes, such as interaction, leading up to the end result. Indeed, in doing this, as Mumford et al. suggest, this would lead to a less sophisticated result in the end and thus, hinder professional development.

Both these proposals, from my perspective, help to erode the Blandford statement to a certain extent, focusing heavily on the crucial factor of a person’s ability to interpersonally interact with people being just as important as the end result. Certainly, and as I believe I have illustrated within my response, these ideas from the literature are a fair reflection of my own personal view on Blandford’s original statement, that yes getting the job done is a good way to identifying leadership qualities, but its not the only way.

 

References:

Fullan. Michael, (2001), Leading in a Culture of Change, Jossey-Bass, 989 Market Street, San Francisco.

Mumford. Michael D., Antes. Alison L., Caughron. Jay J., & Freidrich. Tamara L., (2008), Charismatic, ideological, and Pragmatic Leadership: Multi-Level influences on emergence and performance, Department of Psychology, The University of Oklahoma, Published by Elsevier Inc. 2008.

 

 

 

Refelections…

Refelections…

Reflection week 1: Oct 8th – 12th

During my first week back after the first face-to-face session in Rome I felt it was integral to carryout several actions in the first couple of weeks to help start off my leadership challenge. Firstly, I decided to arrange which one of my colleagues could be be my Leadership Challenge mentor. Thankfully, a colleague of mine from the Primary Department of the school, who has experience of this course itself and who has worked with COBIS on school inspections in the past agreed to be my mentor. This was great and it gave me a sense of comfortability with the programme as I knew I now had experienced support and guidance that I could call upon if ever needed. It will be the task of next week to come up with my leadership challenge project – making sure I choose a project that not only is worth developing on a teaching and learning basis but also looks at developing my leadership style and qualities.

Reflection week 2: Oct 15th – 19th

The second key area that I then had to decide would be my Leadership Challenge its self which, in conversation with my mentor, we decided that student academic data and its level of accessibility and usage within the Humanities Faculty would be a good area of focus to help develop my

 

Reflection week 3: Oct 22nd – 26th

Reflection week 4: Nov 5th – 9th

Reflection week 5: Nov 12th – 16th

Away on Belgium/France Battlefield Tour trip commemorating 100 years since the end of WW1.

Reflection week 6: Nov 19th – 23rd

Reflection week 7: Nov 26th – 30th

Reflection week 8: Dec 3rd – Dec 7th

Away on Berlin International School Partnership Tour.

Reflection week 9: Dec 10th – 14th

 

 

Form 7: Coasts:

Form 7: Coasts:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1and2:

Title: Waves and Tides

L.O: To know what Waves and Tides are

 

 

Pgs.50and51 Starter: Students participate in chapter Starter from GeoSchooley

 

 

Main: What causes Waves and what happens to them when they hit The coast? Students  watch multimedia clip and participate in subsequent question tasks

students then asked to annotate and complete task photos from GeoSchooley

 

Plenary: question 7 from pg.51

By The end of this lesson students will know what Waves and tides are, what happens when they hit The coastline and The key features to them

HMK: finish question 7, your diary entry for HMK

Waves

Tides

Fetch

swash

backwash

uprush

Low tide

High tide

tidal range

Skill Dev:

Identification

reasoning

photo analysis

 

 

Lessons 3and4:

Title: The Waves at Work

L.O: To know how Waves shape The coastline through coastal processes

Pgs.52and53 Starter:recap on what Waves and tides are

Main: Complete table/diagram  matrix’s of The key processes exercise from GeoSchooley

Plenary: short quiz to check learning of lesson

By The end of this lesson students will

 

HMK: questions 1-6 from pg.53

Erosion

transportation

deposition

hydraulic action

attrition

corrosion

corrasion

longshore drift

groynes

Skill Dev:

identification

reasoning

reserach skills

 

Lessons 5and6

Title: Landforms created By Waves

L.O: To know The landforms created By coastal erosion and deposition

Pgs.54and55 Starter: recap on coastal processes through kahoot

Main: Answer questions 1-4 from GeoSchooley

Plenary: Get The person sitting next to you to peer assess your work from this lesson

By The end of this lesson students will know a variety of key landforms that coastal processes create

HMk: revise all landforms for plenary quiz next lesson

Headland

sea cave

arch

stack

stump

wavecut platform

bay

wavecut notch

beach

salt marsh

spit

Skill Dev:a

identification

reasoning

making links

 

 

Lessons 7and8:

Title:The Coasts and Us

L.O: To know how we interact with The coastline

Pgs.56and57 Starter: Picture Starter of The way we use The coast – students to name The variety of ways

Main: Students watch documentary case study about a coastal area and answer progressive questions from GeoSchooley

Plenary: Landform quiz connected to previous HMK

By The end of this lesson students will

HMK: organize admin of book

Tourism

industry

settlement

resources

agriculture

Skill Dev:

extracting evidence from video case study

identification

reasoning

 

Lessons 9,10and11

Title: A Case Study coastal town – Newquay UK

L.O: To conduct a case study investigation about Newquay whilst Using an OS map

Pgs.58and59 Starter: Students to locate newquay and describe its Location on their case study maps from GeoSchooley

Main: Answer questions 1-8 from pg.59

Plenary: How does Newquay compare to Porto? What similarities and differences can you identify?

By The end of this lesson students will know about a case study coastal Town that enables Students to recognise and understand The processes and interactions that take place in a coastal settlement

HMK: complete class questions

Tourism

landscape

primary resources for tourism

OS map

Skill Dev:

case study construction

identification

reasoning

making links

Lessons 12and13:

Title: Under Threat From the Sea

L.O: To know how The sea can pose a Threat to our land

Pgs.60and61 Starter: Read storm surge article from GeoSchooley

Main: create reason flow chart of why The storm surge happened and then in 100 words (no more) describe what The storm surge did to The east coast of The UK

Plenary: Answer plenary questions from GeoSchooley

By The end of this lesson students will know The threat The sea can pose to The land through an article example analysis

HMK: question 5 from pg.61

Floods

air pressure

high tide

strong winds

storm surge

Skill Dev:

identification

reasoning

PEEL

Conscise writing

 

 

 

Lessons 14and15:

Title: A coastal erosion case study – Happisburgh, UK

L.O: To conduct a case study investigation of a town being affected By coastal erosion

Pgs.62and63 students investige Happiburgh erosion case study Using tools from GeoSchooley

students peer assess each others case studies through level descriptors

 

 

By The end of this lesson students will have produced a erosional case study investigation for their notes, now knowing an area that is being affected By coastal erosion

HMK: Begin to revise for end of unit assessment starting with all The key terms

Erosion

soft rock

rock armour

revetments

storms

strong winds

groynes

SEEP impacts

Skill Dev:

case study construction

 

Lessons 16and17:

Title: How can we project ourselves against the sea

L.O: To know a variety of coastal protection methods that can help protect our Towns

Pgs.63and64 Starter: Picture Starter from GeoSchooley of a range of coastal defences and answer acompanying photo questions

Main: next complete information table on range and of defences and complete tasks from GeoSchooley

Plenary: Explantion from teacher on end of unit assessment

By The end of this lesson students will know a range of coastal defences That are used to protect settlements against coastal processes Sea walls

rock armour

revetments

groynes

beach nourisment

reefs

decision makers

Skill Dev:

 

End of unit summative assessment As all stated above Students to participate in end of unit summative assessment that is worth 40marks on The content skills focused on above By The end of this lesson students will demonstrate subject knowledge and skill development from areas focused on in The above lessons As stated above

Form 7: Our Warming Planet:

Form 7: Our Warming Planet:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons:1and2

 

Title: Earth’s tempearture through The ages

L.O: To know how The Earth’s temperature has changed over time

Pgs.90and91 Starter: students to participate in chapter Starter from GeoSchooley

Main: Answer questions 1and2 from Geoschooley – discuss amongst class

Plenary: video plenary from GeoSchooley on global warming in preparation for next lesson

By The end of this lesson students will know about how The Earth’s temperature has changed over time

HMK: Read The article about global warming on GeoSchooley

and answer accomoanying questions

Formation

atmosphere

warm up

cool down

snowball Earth

evolution

ice age

Skill Dev:

identification

reasoning

PEEL

 

 

 

 

Lessons:3and4

Title:Global Warming

L.O: To know what global warming is and how it caused

Pgs.92and93 Starter: key definition starter Card sort from GeoSchooley

Main: Living graph and task exercise from GeoSchooley

Plenary: Global Warming Kahoot

By The end of this lesson students will know what global warming is and how it is caused but human and physical processes

HMK: Create a global warming quiz for your peers to work through next homework with questions that you know The answers to. Instrutions on GeoSchooley

Global Warming

greenhouse gases

Earth’s tilt

path around The sun

sun energy

trapping of heat

Skil Dev:

Identification

reasoning

PEEL

Living Graph work

 

 

 

Lessons:5and6

Title: Climate Change

L.O: To know what Climat Change is and The consequences of it

Pgs.94and95 Starter: Recap on what Global Warming is and what causes it

Main: Answer questions 1-4 on pg.95

Plenary: Key question: Define The differences between global warming and climate change

By The end of this lesson students will know what Climate Change is, its consequences and how its different to global warming

HMK: Students complete quiz that students had created for each othe from previous hmk

Climate Change

climates

increased temperatures

Wetter summers

extreme events

 

 

 

 

Lessons: 7and8

Title: Its happening already!

L.O: To know how Climate Change is affecting us already through several example case studies

Pgs.96and97 Starter: recap on Climate change

Main: Students to reserach and Answer questions on several case study articles on GeoSchooley

Plenary: Can we discuss any local evidence of Climate Change taking place in Portugal

By The end of this lesson students will know of several case study examples of how Climate Change is taking place and The impacts of them

HMK: complete table activity from GeoSchooley on Climate change effects

s and c: How might The global goals be at The heart of helping to decrease The effects of Climate change? How might they be implemented locally in Portugal

Tundra

permafrost

wildfires

drought

hurricanes

Skill Dev:

identification

reasoning

PEEL

making links

using evidence

 

Lessons:

Title: Who will suffer the most?

L.O: To know who will be affected most from Climate Change

Pgs.98and99 Starter: Pass The Globe starter qanda

Main: watch case study documentary on nos LIC that is being affected By Climate change – students complete task Sheet with documentary

Plenary: class discussion about documentary from ponteiros questions from GeoSchooley

By The end of this lesson students will know about which countries will be most affected By Climate Change

HMK: Organise admin of books

 

Coal, oil, gas

Petrol/diesel

firewood

development

Location in The world

LICs

local actions/global effects

 

Lessons:

Title: So what can we do?

L.O: To know what can be done to help solve The impacts of Climate change

Pg.100 Starter: watch short clip from GeoSchooley and complete starter task

Main: follow progressive tasks from GeoSchooley on possible solutions

Plenary: discuss overall opinions of global warming and Climate change – what can we do as a School?

By The end of this lesson students will know possible solutions to help solve The impacts of Climate change

HMK: revise for end of unit assessment

Solutions

SEEP impacts

Global Goals

local

global

governments

 

End of unit summative assessment As stated all above Students will participate in a 40mark end of unit summative assessment working on demonstrating subject knowledge and skill development By The end of this lesson students will demonstrate subject knowledge and skill development focused on in areas above As stated in all above lessons

Form 7: Urbanisation:

Form 7: Urbanisation:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1,2and3:

Title: How our Towns and Cities grew

L.O: To know how Towns and Cities originally grew

Pgs.32and33 Starter: Students to use chapter starter from GeoSchooley and pg.31 of course book to help define urbanisation

Main: Students to answer 500word essay Style question with The Title being ” How did our Towns and Cities Grow?”. All instrutions for essay are on GeoSchooley

By The end of this lesson students will have produced a 500word essay on how our Towns and Cities originally grew – showing knowledge and understanding of urbanisation

HMK: to work on essay report

Urbanisation

towns

cities

urban

Rural

migration

slums

urban sprawl

congestion

crime

Skill Dev:

Short Essay writing skills

reasoning

opinion writing

using evidence

Lessons 4,5and6:

Title: A case study of urbanisation – Machester, UK

L.O: To produced a case study of urbanisation about Manchester,UK

Pgs.34-37 Students to use resources from GeoSchooley to produce a detatiled 5w Enquiry case study on The urbanisation of Manchester

 

Students will have some exam Style questions to answer By The end of The final lesson about The case study of Manchester

By the end of this lesson students will have conducted a detailed 5w Enquiry of The Manchester case study and will have produced reponses to some practice exam Style questions

HMK: To complete case study on Manchester

Case study

Manchester

Urbanisation

Urban Sprawl

5w Enquiry

SEEP reasoning

SEEP impacts

Skill Dev:

Case study construction

5w Enquiry

identification

reasoning

evaluation

Lessons 7and8:

Title: Urbanisation Around The World

 

L.O: To know about Urbanisation around The world and The reasons for it

Pgs.38and39 Starter: Urbanisation Kahoot

Main: Students to next work through progressive tasks on GeoSchooley

Plenary: Students lead the plenary with qanda session between them asking each other key questions

By the end of this lesson students will know about urbanisation levels around The world and The reasons for The variance in urbanisation

HMK: Is an Urbanisation a Good thing? Evaluate in your Own opinions

s and c: How might urbanisation help to increase poverty?

Urbanisation

Global

reasons

patterns

variance

trends

Skill Dev:

map analysis

identification

reasoning

PEEL

evaluation

 

 

Lessons 9and10:

Title: Why do people move to urban areas?

L.O: To know why people move to urban areas

 

Pgs.40and41 Starter: Pass The Globe Starter on key words learnt so far in The unit – students have to define

Main: Students to read various stories from GeoSchooley from people who have moves to The city and extract The reasons and place into table provided

Plenary: Key exam Style question: Explain The different reasons why people move into urban areas (5marks)

 

By the end of this lesson students will know different reasons why people move into urban areas in different Parts of The world

HMK: organise admin of books

Urban

internal migration

pull factors

push factors

Skill Dev:

Identification

Reasoning

Using evidence

 

Lessons 11and12:

Title: The benefits and problems to Living in Urban areas

L.O: To know The benefits and problems to Living in urban areas

Pgs.42and43 Starter: Answer questions 1and2 on pg.43

Main: Define sustainability within The class. Discuss sustainability. Where do The Global Goals fit in? Next – work through tasks on GeoSchooley on how we can make our Towns and Cities more sustainable

Plenary: Answer question 6 on pg.43

By then end of this lesson students will know The benefits and problems of Living in urban areas, and how we can make them more sustainable

HMK: Research to what extent your home Town of Porto is becoming sustainable. What strategies are they Using? Are they focusing on The Global Goals

Benefits

Problems

Sustainable

Strategies

Global Goals

Skill Dev:

Evaluation

identification

reasoning

research skills

Lessons 13and14:

Title: Life in The slums

L.O: To know what life is like for people in LIC slums

 

 

Pgs.44and45 Starter: Students define what a slum is and distinguish between a slum, a shanty town and a favela

 

Main: students to watch documentary on kibera slums in Nairobi, Kenya and make notes Using note taking frame from GeoSchooley

Plenary: Discuss within the class life in The slums and Answer question 6 on pg.45

By The end of this lesson students will know what life is like in The slums in a case study example

HMK: Students to research 10 facts about Masdar City in Abu Dhabi for next lesson

 

Lessons 15and16:

Title: A city of The future – Masdar City

Title: To know about a modern day sustainable city

 

Pgs.46and47 Students to work through progressive tasks on GeoSchooley and use course book to suport completing tasks By The end of this lesson students will know about a case study example of a modern day sustainable city and will know about The strategies it is Using to Try and be sustainable

HMK: Revise for end of unit assessment

UAE

Sustainable city

renewable energy

no fossil fules

car free city

desalinating

Skill Dev:

idntification

reasoning

evaluation

synthesis of Own ideas

 

End of unit summative assessment As stated all above Students to complete 40mark end of unit summative booklet assessment By The end of this assessment students will be able to demonstrate subject knowledge and skill development as focused on in The areas above As stated above