It's Ghana be alright project - from Success criteria to rubric

Book layout

Below Standard	Working Toward Project	At Standard	Above Standard
Random cover No chapter page No Introduction No Glossary	Front cover has title, and who has written the book Back cover exists A chapter page is written but has no page numbers The introuction is too brief and miss important ideas, sentiments and a welcome. Chapters randomly organised. Glossary included but does not explain clearly the key terms	A front cover to summarise the north east A back cover with “blurb” summarising the book. A Chapter page with page numbers. An introduction- purpose of book, written by, written for, an introduction/ welcome to the North east. Section on ABOUT THE NE- History, Geography, landmarks Section on CULTURE OF NE all others A map of the north east is included. A glossary of technical terms
Page Layout
a random selection of backgrounds Title position and size changes from page to page	odd page has random background or title and page number varies. Page contains no image Page contains too many images Additional facts are in the same style as the text.	consistent backgound/ colour scheme Consistent font size for titles, subheadings  and text Position of page title should be consistent Position of page number should be consistent. Minimum of one picture per page. Additional facts in fact boxes.
Pictures/ images	All pictures are the same size. Pictures are too small. Contains too many large pictures. Pictures  are purloined from internet Pictures are blurred, need cropping. Pictures have unclear caption	Most pictures will be around half a page. The smallest pictures will be a third of a page. The most important pictures may take a full page. (only a few per book) Pictures must be yours or copyright free. Pictures are HQ and clear Pictures require an describing or explaining caption
Writing
One person does the bulk of the writing	One person does not contribute to the writing. The odd lapse into familiar or 1st person writing. odd lapse to present tense. Incomplete sentences. Punctuation good, but does not add to the clarity of the writing. Keyterms used, but no explanation. or Too many Key terms. Subheadings do not make it clear what the paragraph is about. the topic sentence confuses the subject and object the second sentence has the same subject. A few connectives have been used.	Every person writes at least one paragraph Written in a formal 3rd person style to inform. Written in the past tense. Full sentences Punctuation and grammar need to be 100% accurate and useful in making the information clear. Key terms/ technical/ specialist language in bold ( these word would appear in the glossary. each section has a clear useful subheading. each paragraph starts with a topic sentence. SVO or SVN The second sentence uses the Object or Noun of the topic sentences as its subject. A wide variety of connectives are used to add information, emphasise information, explain or sequence information.

Emerging Success Criteria from "What's inside a computer?" Project

Nascent Success criteria- co-construction

The Students in the Fantasy Book Writing Project followed on their "Book club" discussion about the qualities of their favourites book with a concrete negotiation with their teacher to establish a list of "must haves" in their book.  This is the very start point of establishing an assessment rubric. It's strength lies in the understanding of what the students are now expecting to do, it is "their" criteria and will help them produce writing of quality. 

Using a High Quality Product from a previous project to establish success criteria

The World War One on a bike project are using the super product from last years Pathfinders project to establish a minimum quality, pick out the content and quality of the expected work and set a direction for this years students to follow. Using models or exemplars  is a clear and concrete way of doing this so that everyone understands what the project is about and what is expected.

Last years project can be found at http://hccsn.weebly.com/

What have you done to build a sense of community or team ethos?

Here's a selection of ideas from around project fortnight :

1.       Names with stickers on, reflection diary with a focus on shared responsibility and being a team player.

We have begun to build a team atmosphere by playing ‘get to know you’ games including: two truths one lie and name rhymes. Pupils have now been put into their groups and have presented their research to each other. We have discussed empathy and what we need to be as learners, teachers and friends.

Overall, a fabulous start J

They’re assigned into World Cup Teams and points are awarded for each activity. Good sportsmanship and organisation is also rewarded whilst poor behaviour/concentration can also see teams lose points.

A strong feature from our Group Agreement was the adoption of regular critique. We had our first round today, with some good feedback from the group. It was made very clear that the presenting group needed to take accurate notes during the process so that they then could use them as action points. The other important routine established was  drafting , with the acceptance that work completed today would be radically improved by June 27^th. Not earth shattering I know, but important nonetheless.

Stiudents giving critique P3 as to what makes a great team (look, feel, sound). Groups allowed to fail, review as to what went wrong and next steps forward. Result? Damian and Kieran self-regulating their behaviour by leaving their respective groups temporarily, designing and modelling an awesome clock, whilst still maintaining responsibility within their original group.

Students  mentioned in today's review that they like that it is a "real audience and product"


We just did a getting to know you game (find the lie) and came up with a class agreement, will be more SoP and feedback agreement on Wednesday after trip tomorrow.

To build up team we have a rewards board. We award stamps for team work, problem solving, new knowledge, developing a skill, and giving specific and helpful feedback. The team the with the most points everyday wins a prize. 

    The students have just ‘got on with it’

·         No fuss or issues – students very cooperative with each other

·         We’ve used Quality Audience, counting back from 5, played a team game on Monday morning

Fantasy Book Project - Co-construction of success criteria

In this project the students have all brought in their favourite fantasy genre book, they are sharing excepts and discussing why they like them, and  through skilful facilitation by the teacher are beginning to break down some of the writing structures and plot structures. They will then use this as a start point to negotiate success criteria for their work, an anthology of fantasy genre stories.