What is flipped learning?
EFlipped learning is where pupils undertake home studyfocussed on learning a new concept or finding out information. This means the lesson is used to test whether the concept has been understood and to identify misconceptions straight away. This develops the pupils’ ability to apply their understanding to different exam questions and therefore to alternative and abstract concepts which is a greater focus of the new 1-9 GCSE qualifications. More of the teacher’s time can be used to provide even more regular formative feedback and give more personalised support to pupils. It also gives pupils more control over their own learning, leading to the development of better independent learners becoming masters of each concept.
Why we are completing flipped learning:
1. Develop pupils’ ability to be independent learners ensuring that when they get to GCSE, they are significantly better at revising because they understand how to research information.
2. More lesson time to spend working with pupils as they apply what they know, so that misconceptions can be identified and dispelled. No Wasted Time!
3. Pupils develop mastery of the content being covered
4. Pupils make outstanding progress
Who is doing flipped learning?
All Ebacc subjects (English, Maths, Science, MFL, History and Geography) will be completing flipped learning. The minimum expectation is that pupils in sets 1-3 in all years will follow this teaching model but many subjects have pledged to provide flipped learning, to all pupils accessing their curriculum, which is appropriately differentiated.
What to expect from each Ebacc subject:
• English – Use the model to get pupils to pre read before lessons and therefore there is significantly more time in lessons to focus on developing pupil skills.
• Maths – At the beginning of a sequence of work pupils are set the task of being introduced to the topic e.g. adding and subtracting fractions and then in the first lesson they will practice this skill to ensure mastery and then the following lessons build on these fundamental skills.
• Science – Pupils research fundamental scientific principles. Lesson time is then spent applying this research to different exam questions and different concepts.
• Languages – Pupils are set the task of learning the spellings, definitions and pronunciations of the words that will be used in the coming lessons.
• Geography – Pupils research e.g. statistics or the way countries have developed and then these applied in lessons when learning different concepts and then to exam style questions.
• History – Pupils research, summarise in the next lesson and then extend upon the concept as a way of checking understanding followed by applying this to different questions normally in an essay style.