iLowerSecondary Pearson Edexcel
iLowerSecondary is grades 7 to 9.
How do we create an iLowerSecondary Active Learning Classroom environment?
Broadly, a positive classroom environment will involve the teacher leading what can be called ‘active
Learning strategies’. Active learning can sometimes mean that students are literally more physically active, but it always means that all students are required to think about what they are doing. As an iLowerSecondary school our teachers will ensure students engage in learning activity. They will view learning as an interactive process and help students to take some responsibility for their own learning. There are three key areas:
1. Students interact – or engage – with the teacher
2. Students interact – or engage – with resources and new content
3. Students Interact – or engage – with each other
Our iLowerSecondary enables an independent learning environment
Engaging students so that they know the ‘big picture’ purpose of the lesson, the main activities and why they have been chosen encourages students to take more responsibility for their part in the learning process. Independent learning is further supported by:
1. Arriving at a clear, shared understanding of what success looks like (i.e. the ‘success criteria’)
2. Understanding the steps needed to achieve this success.
Having clear success criteria and steps to success will develop students’ confidence to ‘have a go’. This
Understanding also helps students work with each other more effectively and makes them less reliant on the teacher.
What are our seating arrangements are like?
The iLowerSecondary summative assessment programme
The iLowerSecondary programme consists of progress tests and end-of-year tests, which are linked to
The iLowerSecondary curriculum objectives. The iLowerSecondary curriculum has been written to ensure students are prepared for external tests at the end of Lower Secondary, and have a solid foundation to begin their International GCSE learning from Year 10.
⦁ iLowerSecondary progress tests are useful ongoing tests that allow both students and teachers to measure progress against the assessment criteria.
⦁ iLowerSecondary end-of-year tests
The iLowerSecondary end-of-year tests are longer than the progress tests and will take longer to complete. They cover a range of objectives from across that year’s teaching. Guidance on timings and advice can be found in that year’s marking guidance. Like in the progress tests, there will be a range of question types. This is to prepare students for the broad range of question types they may experience in externally marked examinations.