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August 17, 2023 at 5:47 pm in reply to: Module 5 – Developing 21st century skills #206839
James Tobin
Participant
This document sets us thinking on the way traditional teaching may not best suit the 21st century learner. It points to guided enquiry, collaborative learning and mentoring as being a more appropriate model for building in our children the skills and dispositions they need to prosper in the 21st century world of work.

The traditional form of assessment at national level not just needs to be reconsidered but urgent action needs to be taken. Pupils of all levels and abilities are not best served in the one size fits all assessment technique that is our current junior and leaving cert.

We are encouraged to consider a different focus on what we do in schools. The author looks at the jobs of the 21st century. While occupations are changing rapidly, if pupils are prepared with the skills of collaboration, investigation, self-evaluation, effective communication and how to find, analyse and critically evaluate information they will be better fit for the 21st century world.

I am drawn by the author’s assertion that pupils need to become smarter on ‘information’. We live in a world where pupils are inundated with information and data. What we should be spending more time on is developing the skills of managing, analysing and forming opinions based on critically analysed information and data.

The author takes a nice quotation worth reflecting on by Mishra and Kereluik 2011 “ Need to shift to a more conceptualising model of schooling which emphasises higher order cognitive processes such as critical thinking, creative problem solving, curiosity and adaptability.

The author advocates moving from an industrial 20th century model of assessment to a 21st century enquiry model.

The tables of evidence gathered in relation to the Korean model instituted in recent years can be argued with. Change is needed in our model.

The author sets out what a 21st century enquiry model of teaching and learning can look like. As I read this I am drawn to the importance of the ‘relationship’ in teaching and learning and that so much of modern learning is dependent on the relationship between pupil and teacher. Words such as ‘engagement, connection and collaboration appear regularly in this article.

The author sets out a few examples of work underway in looking to a new paradigm of teaching and learning. The Empowering Minds project is one such example. The Microsoft project is also convincing of the opportunities in teaching and learning going forward to provide opportunities that the pupils of the 21st century need.

In conclusion the author hopes that research in ITL will bring new insights at micro and macro level, empowering, governments, education agencies and school communities to collaborate and work towards a more imaginative and creative model of teaching and learning in schools going forward.
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August 17, 2023 at 5:04 pm in reply to: Module 4 – Digital Learning and School Self Evaluation #206835
James Tobin
Participant
How can I enhance pupil learning?

Having completed the course so far, I see the structure of teams and SharePoint as being an obvious starting point in terms of class organisation.

In terms of assigning homework, I think a lot of the ‘labour intensive’ taking down homework could be avoided by assigning a class team and posting homework on teams.

I think it would be important to share the skills of preparing documents and PowerPoints with the class and not just have the Microsoft suite of learning tools as being for presentation purposes and teaching only. Pupils would be able to present their own power points and interactive lessons. I like the idea of the flipped lesson and can see how pupils can prepare assignments based on their own individual level of competence and expertise.

I could use forms more frequently to assess learning and create short simple tests at the end of modules of work to check what has been learned.

Amongst teachers, I see huge opportunities for colleagues to share resources and create a platform for preparing and sharing resources that can be used in other classrooms.

While not covered in this lesson, I believe time should be spent teaching the skills of preparing and editing a piece of genre writing for example, using the Microsoft tools.

The School Self Evaluation guidelines provide a structure for schools to identify how an area of teaching and learning is progressing. If I look at the process outlined.

I suggest teachers could use SharePoint as a platform to share thoughts on progress and look at areas that could be further developed. Obviously, data is very important in identifying areas for progress. Gathering the evidence using forms could be used for pupil questionnaires, parent questionnaires and staff input.

Once the evidence has been gathered, the data can be streamlined and small areas for development can be identified in terms of targets.

The targets can be shared on SharePoint and by setting up a channel for SSE amongst all staff.

Staff can be invited to share relevant lessons, learning areas in order to stay focused on the see targets.

Above all, Microsoft teams allows a school keep and share all important documents relating to school self-evaluation, and helps the school stay focused.
August 17, 2023 at 5:02 pm in reply to: Module 1 – Introduction to Microsoft 365 #206834
James Tobin
Participant
As we have had access to Microsoft teams in school for the past few years, I am delighted to take this opportunity to learn a little more about the opportunities it provides in a whole range of areas of school and classroom life.

I terms of presenting a story, I took the theme of a ‘Day in the Life of An Artist’. This is an opening lesson to give pupils the opportunity to see the life and routine of a live artist. Sway has allowed me to present the story in an interesting manner with text and photos/ pictures. I believe that using sway as a story-telling tool for pupils presents the material in a far more interesting manner. It could be extended throughout the school to allow pupils the opportunity top present their writing genres and see as they go from year to year the progress they can make. The features of sway encourage pupils to present their work in an interesting and appealing way, in which I would hope they would take great pride and joy in interacting with the features to present their work. The good thing about sway is that it allows pupils to self-correct their work as spell checker is part of the feature. In our school it is already used for posting monthly newsletters and the feedback from parents is fantastic. It also allows pupils to contribute articles for the newsletter that they create themselves on sway and powerpoint.

The use of forms as an assessment tool can be adapted very simply to all scenarios. While all pupils may not have access to a lap-top or personal device, the work can be presented on the teacher device and pupils can work collaboratively in discussing possible answers.

I set out a quiz on solids, liquid and gases. It is something that would be used at the beginning of a theme in the middle years to establish prior knowledge of the pupils.

Forms also allows me consider doing pupil feedback forms relating to their own learning.
August 16, 2023 at 3:32 pm in reply to: Module 3 – Using OneNote for Literacy #206191
James Tobin
Participant
One Note learning tools can be a very useful suite of tools to further develop learning opportunities for pupils. From an organisation point of view, it allows for collaboration amongst staff to set out resources that best suit the learning intentions of teaching a topic. For example in my simple lesson about Neil Armstrong, learning intentions are clear and focused and ensure both teachers and pupils keep focused on the intentions. Sometimes I think this focus is lost when we scamper into google to find text and content to help teach our lessons. So the focus ensures a deeper understanding and the additional links on the one-note slide can be very focused on the learning intentions.
I think pupils need to be taught the skills of using one note. Pupils would therefore be able to not just prepare a presentation but keep their presentations in their own personal file. This will aid revision and assessment.
Summer 23
August 16, 2023 at 3:09 pm in reply to: Module 5 – Developing 21st century skills #206172
James Tobin
Participant
This document sets us thinking on the way traditional teaching may not best suit the 21st century learner. It points to guided enquiry, collaborative learning and mentoring as being a more appropriate model for building in our children the skills and dispositions they need to prosper in the 21st century world of work.
The traditional form of assessment at national level not just needs to be reconsidered but urgent action needs to be taken. Pupils of all levels and abilities are not best served in the one size fits all assessment technique that is our current junior and leaving cert.
We are encouraged to consider a different focus on what we do in schools. The author looks at the jobs of the 21st century. While occupations are changing rapidly, if pupils are prepared with the skills of collaboration, investigation, self-evaluation, effective communication and how to find, analyse and critically evaluate information they will be better fit for the 21st century world.
I am drawn by the author’s assertion that pupils need to become smarter on ‘information’. We live in a world where pupils are inundated with information and data. What we should be spending more time on is developing the skills of managing, analysing and forming opinions based on critically analysed information and data.
The author takes a nice quotation worth reflecting on by Mishra and Kereluik 2011 “ Need to shift to a more conceptualising model of schooling which emphasises higher order cognitive processes such as critical thinking, creative problem solving, curiosity and adaptability.
The author advocates moving from an industrial 20th century model of assessment to a 21st century enquiry model.
The tables of evidence gathered in relation to the Korean model instituted in recent years can be argued with. Change is needed in our model.
The author sets out what a 21st century enquiry model of teaching and learning can look like. As I read this I am drawn to the importance of the ‘relationship’ in teaching and learning and that so much of modern learning is dependent on the relationship between pupil and teacher. Words such as ‘engagement, connection and collaboration appear regularly in this article.
The author sets out a few examples of work underway in looking to a new paradigm of teaching and learning. The Empowering Minds project is one such example. The Microsoft project is also convincing of the opportunities in teaching and learning going forward to provide opportunities that the pupils of the 21st century need.
In conclusion the author hopes that research in ITL will bring new insights at micro and macro level, empowering, governments, education agencies and school communities to collaborate and work towards a more imaginative and creative model of teaching and learning in schools going forward.

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August 16, 2023 at 2:44 pm in reply to: Module 5 – Developing 21st century skills #206091
James Tobin
Participant
<table class=”visualLinkTable” style=”color: #000000; font-family: ‘Times New Roman’; font-size: medium; text-align: center; border: 1px solid #d2d2d2; margin: auto; width: 600px;” role=”group” border=”0″ cellspacing=”0″ cellpadding=”0″ aria-label=”Learning for the 21st Century”>
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This document sets us thinking on the way traditional teaching may not best suit the 21st century learner. It points to guided enquiry, collaborative learning and mentoring as being a more appropriate model for building in our children the skills and dispositions they need to prosper in the 21st century world of work.
The traditional form of assessment at national level not just needs to be reconsidered but urgent action needs to be taken. Pupils of all levels and abilities are not best served in the one size fits all assessment technique that is our current junior and leaving cert.
We are encouraged to consider a different focus on what we do in schools. The author looks at the jobs of the 21st century. While occupations are changing rapidly, if pupils are prepared with the skills of collaboration, investigation, self-evaluation, effective communication and how to find, analyse and critically evaluate information they will be better fit for the 21st century world.
I am drawn by the author’s assertion that pupils need to become smarter on ‘information’. We live in a world where pupils are inundated with information and data. What we should be spending more time on is developing the skills of managing, analysing and forming opinions based on critically analysed information and data.
The author takes a nice quotation worth reflecting on by Mishra and Kereluik 2011 “ Need to shift to a more conceptualising model of schooling which emphasises higher order cognitive processes such as critical thinking, creative problem solving, curiosity and adaptability.
The author advocates moving from an industrial 20th century model of assessment to a 21st century enquiry model.
The tables of evidence gathered in relation to the Korean model instituted in recent years can be argued with. Change is needed in our model.
The author sets out what a 21st century enquiry model of teaching and learning can look like. As I read this I am drawn to the importance of the ‘relationship’ in teaching and learning and that so much of modern learning is dependent on the relationship between pupil and teacher. Words such as ‘engagement, connection and collaboration appear regularly in this article.
The author sets out a few examples of work underway in looking to a new paradigm of teaching and learning. The Empowering Minds project is one such example. The Microsoft project is also convincing of the opportunities in teaching and learning going forward to provide opportunities that the pupils of the 21st century need.
In conclusion the author hopes that research in ITL will bring new insights at micro and macro level, empowering, governments, education agencies and school communities to collaborate and work towards a more imaginative and creative model of teaching and learning in schools going forward.

Learning for the 21st Century</td>
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<td style=”border-collapse: collapse; background-color: #008272; word-break: break-word; overflow-wrap: break-word; padding: 3px 20px;” align=”center”>Go to this Sway</td>
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August 16, 2023 at 12:49 pm in reply to: Module 4 – Digital Learning and School Self Evaluation #206053
James Tobin
Participant
How can I enhance pupil learning?
Having completed the course so far, I see the structure of teams and SharePoint as being an obvious starting point in terms of class organisation.
In terms of assigning homework, I think a lot of the ‘labour intensive’ taking down homework could be avoided by assigning a class team and posting homework on teams.
I think it would be important to share the skills of preparing documents and PowerPoints with the class and not just have the Microsoft suite of learning tools as being for presentation purposes and teaching only. Pupils would be able to present their own power points and interactive lessons. I like the idea of the flipped lesson and can see how pupils can prepare assignments based on their own individual level of competence and expertise.
I could use forms more frequently to assess learning and create short simple tests at the end of modules of work to check what has been learned.
Amongst teachers, I see huge opportunities for colleagues to share resources and create a platform for preparing and sharing resources that can be used in other classrooms.
While not covered in this lesson, I believe time should be spent teaching the skills of preparing and editing a piece of genre writing for example, using the Microsoft tools.
The School Self Evaluation guidelines provide a structure for schools to identify how an area of teaching and learning is progressing. If I look at the process outlined.
I suggest teachers could use SharePoint as a platform to share thoughts on progress and look at areas that could be further developed. Obviously, data is very important in identifying areas for progress. Gathering the evidence using forms could be used for pupil questionnaires, parent questionnaires and staff input.
Once the evidence has been gathered, the data can be streamlined and small areas for development can be identified in terms of targets.
The targets can be shared on SharePoint and by setting up a channel for SSE amongst all staff.
Staff can be invited to share relevant lessons, learning areas in order to stay focused on the see targets.
Above all, Microsoft teams allows a school keep and share all important documents relating to school self-evaluation, and helps the school stay focused.
I think all school development depends on just a few to try out something, see what works. I would be confident I have a little more skill in sharing what I have learned with other staff, and as they see the progress I make, they would be encouraged to try out as well. The biggest advantage I would see is that schools could now have a one-stop shop for preparing, setting out and managing all teaching and learning materials. In a school of our size, I see the advantages in creating the platform for staff to collaborate more and share expertise.

August 16, 2023 at 12:49 pm in reply to: Module 4 – Digital Learning and School Self Evaluation #206052
James Tobin
Participant
How can I enhance pupil learning?
Having completed the course so far, I see the structure of teams and SharePoint as being an obvious starting point in terms of class organisation.
In terms of assigning homework, I think a lot of the ‘labour intensive’ taking down homework could be avoided by assigning a class team and posting homework on teams.
I think it would be important to share the skills of preparing documents and PowerPoints with the class and not just have the Microsoft suite of learning tools as being for presentation purposes and teaching only. Pupils would be able to present their own power points and interactive lessons. I like the idea of the flipped lesson and can see how pupils can prepare assignments based on their own individual level of competence and expertise.
I could use forms more frequently to assess learning and create short simple tests at the end of modules of work to check what has been learned.
Amongst teachers, I see huge opportunities for colleagues to share resources and create a platform for preparing and sharing resources that can be used in other classrooms.
While not covered in this lesson, I believe time should be spent teaching the skills of preparing and editing a piece of genre writing for example, using the Microsoft tools.
The School Self Evaluation guidelines provide a structure for schools to identify how an area of teaching and learning is progressing. If I look at the process outlined.
I suggest teachers could use SharePoint as a platform to share thoughts on progress and look at areas that could be further developed. Obviously, data is very important in identifying areas for progress. Gathering the evidence using forms could be used for pupil questionnaires, parent questionnaires and staff input.
Once the evidence has been gathered, the data can be streamlined and small areas for development can be identified in terms of targets.
The targets can be shared on SharePoint and by setting up a channel for SSE amongst all staff.
Staff can be invited to share relevant lessons, learning areas in order to stay focused on the see targets.
Above all, Microsoft teams allows a school keep and share all important documents relating to school self-evaluation, and helps the school stay focused.

I think all school development depends on just a few to try out something, see what works. I would be confident I have a little more skill in sharing what I have learned with other staff, and as they see the progress I make, they would be encouraged to try out as well. The biggest advantage I would see is that schools could now have a one-stop shop for preparing, setting out and managing all teaching and learning materials. In a school of our size, I see the advantages in creating the platform for staff to collaborate more and share expertise.

August 16, 2023 at 11:46 am in reply to: Module 2 – Office 365 Tools to help support Collaboration #205994
James Tobin
Participant
Fonaic a.pptx

I played around with powerpoint and created a short phonics lesson
August 9, 2023 at 4:18 pm in reply to: Module 2 – Office 365 Tools to help support Collaboration #203806
James Tobin
Participant
The entire Microsoft package has so much to offer in terms of teaching and learning. As stated at the outset, we are all familiar with the basics of word, excel, powerpoint, there is so much more to support classroom work. In particular powerpoint is a presentation application that creates a slideshow of important information, charts, and images to display during your class. My more advanced understanding of the features of PowerPoint will hopefully enable me create more interesting presentations including enhanced interactive features.
In any classroom context, you always want to me presentations more appealing and interesting. Design ideas to make your presentation more visually appealing. With many on-line activities available on scoilnet and the likes, you can easily edit and adapt previously collated material to fit in with your classroom context and learning intentions. The ability to embed links, and videos to ensure multimedia presentations are top-notch can make top quality powerpoints. I would see this as a replacement for ‘ seesaw’ which is in use in many classrooms. I would envisage using the online version to allow collaboration/group work for pupils. While I found the record feature difficult at the start, I think with additional practice I will be able to master the art. I would also see opportunities.

I have seen other colleagues dabble with the teams feature on microsoft teams. In one particular case the teacher has created a class team that allows communication between teachers and students. This facilitates the management of homework and project work in a more manageable manner.
I think it would be important not just for the teacher to be able to manage teams, but for pupils to be taught the skills of using some of the apps to present work etc. I think specific apps could be taught progressively throughout the school as the pupils get older.

The feedback feature in terms of teams and being able to provide exercise feedback is certainly a feature I would be interested in developing in school. During Covid times we used teams as a mode of scheduling meetings and video calls with classes and amongst staff groups.
- This reply was modified 3 years, 2 months ago by Eoghan O'Neill.
August 8, 2023 at 10:00 pm in reply to: Module 1 – Introduction to Microsoft 365 #203506
James Tobin
Participant
<div class=”OutlineElement Ltr SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr; color: #000000; font-family: ‘Segoe UI’, ‘Segoe UI Web’, Arial, Verdana, sans-serif; font-size: 12px;”>
<p class=”Paragraph SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; white-space-collapse: preserve; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext;”><span class=”TextRun SCXW244588521 BCX8″ lang=”EN-US” style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-variant-ligatures: none !important; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” xml:lang=”EN-US” data-contrast=”auto”>As we have had access to Microsoft teams in school for the past few years, I am delighted to take this opportunity to learn a little more about the opportunities it provides in a whole range of areas of school and classroom life.<span class=”EOP SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” data-ccp-props=”{"201341983":0,"335559739":160,"335559740":259}”> 

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<div class=”OutlineElement Ltr SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr; color: #000000; font-family: ‘Segoe UI’, ‘Segoe UI Web’, Arial, Verdana, sans-serif; font-size: 12px;”>
<p class=”Paragraph SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; white-space-collapse: preserve; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext;”><span class=”TextRun SCXW244588521 BCX8″ lang=”EN-US” style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-variant-ligatures: none !important; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” xml:lang=”EN-US” data-contrast=”auto”>I terms of presenting a story, I took the theme of a ‘Day in the Life of An Artist’. This is an opening lesson to give pupils the opportunity to see the life and routine of a live artist. Sway has allowed me to present the story in an interesting manner with text and photos/ pictures. I believe that using sway as a story-telling tool for pupils presents the material in a far more interesting manner. It could be extended throughout the school to allow pupils the opportunity <span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlContextualSpellingAndGrammarErrorV2, ); border-bottom: 1px solid transparent;”>top present their writing genres and see as they go from year to year the progress they can make. The features of sway encourage pupils to present their work in an interesting and appealing way, in which I would hope they would take great pride and joy in interacting with the features to present their work. The good thing about sway is that it allows pupils to self-correct their work as spell checker is part of the feature. In our school it is already used for posting monthly newsletters and the feedback <span class=”NormalTextRun SpellingErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlSpellingErrorV2, ); border-bottom: 1px solid transparent;”>from parents is fantastic. It also allows pupils to contribute articles for the newsletter that they create themselves on sway and <span class=”NormalTextRun SpellingErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlSpellingErrorV2, ); border-bottom: 1px solid transparent;”>powerpoint.<span class=”EOP SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” data-ccp-props=”{"201341983":0,"335559739":160,"335559740":259}”> 

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<div class=”OutlineElement Ltr SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr; color: #000000; font-family: ‘Segoe UI’, ‘Segoe UI Web’, Arial, Verdana, sans-serif; font-size: 12px;”>
<p class=”Paragraph SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; white-space-collapse: preserve; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext;”><span class=”TextRun SCXW244588521 BCX8″ lang=”EN-US” style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-variant-ligatures: none !important; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” xml:lang=”EN-US” data-contrast=”auto”>The use of forms as an assessment tool can be adapted very simply to all scenarios. While all pupils may not have access to a lap-top or personal device, the work can be presented on the <span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlContextualSpellingAndGrammarErrorV2, ); border-bottom: 1px solid transparent;”>teacher device and pupils can work collaboratively in discussing possible answers.<span class=”EOP SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” data-ccp-props=”{"201341983":0,"335559739":160,"335559740":259}”> 

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<div class=”OutlineElement Ltr SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr; color: #000000; font-family: ‘Segoe UI’, ‘Segoe UI Web’, Arial, Verdana, sans-serif; font-size: 12px;”>
<p class=”Paragraph SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; white-space-collapse: preserve; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext;”><span class=”TextRun SCXW244588521 BCX8″ lang=”EN-US” style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-variant-ligatures: none !important; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” xml:lang=”EN-US” data-contrast=”auto”>I set out a quiz on solids, liquid and gases. It is something that would be used at the beginning of a theme in the middle years to establish prior knowledge of the pupils.<span class=”EOP SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” data-ccp-props=”{"201341983":0,"335559739":160,"335559740":259}”> 

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<div class=”OutlineElement Ltr SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr; color: #000000; font-family: ‘Segoe UI’, ‘Segoe UI Web’, Arial, Verdana, sans-serif; font-size: 12px;”>
<p class=”Paragraph SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow-wrap: break-word; white-space-collapse: preserve; vertical-align: baseline; font-kerning: none; background-color: transparent; color: windowtext;”><span class=”TextRun SCXW244588521 BCX8″ lang=”EN-US” style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-variant-ligatures: none !important; font-size: 11pt; line-height: 19.425px; font-family: Calibri, Calibri_EmbeddedFont, Calibri_MSFontService, sans-serif;” xml:lang=”EN-US” data-contrast=”auto”>Forms also <span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlContextualSpellingAndGrammarErrorV2, ); border-bottom: 1px solid transparent;”>allows me <span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW244588521 BCX8″ style=”margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; background-repeat: repeat-x; background-position: left bottom; background-image: var(–urlContextualSpellingAndGrammarErrorV2, ); border-bottom: 1px solid transparent;”>consider doing pupil feedback forms relating to their own learning.

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Solids Liquids and Gases (office.com)

https://sway.office.com/cyaU8A1tGPB57MXa?ref=Link
<table class=”visualLinkTable” style=”color: #000000; font-family: ‘Times New Roman’; font-size: medium; text-align: center; border: 1px solid #d2d2d2; margin: auto; width: 600px;” role=”group” border=”0″ cellspacing=”0″ cellpadding=”0″ aria-label=”A Day in the Life of an Artist”>
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<td class=”visualLinkDescriptionCell” style=”padding: 13px 20px 0px; vertical-align: top; text-align: left;” aria-hidden=”true”>I wake up and make tea.</td>
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<td style=”border-collapse: collapse; background-color: #008272; word-break: break-word; overflow-wrap: break-word; padding: 3px 20px;” align=”center”>Go to this Sway</td>
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