STANDARD 3 – Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
Reflection and Evidence
Learning needs to be differentiated in the classroom to challenge across the full range of student ability (1.5). This will keep students engaged and on task and help manage challenging behavior as students are not bored with too easy or too difficult content and tasks.
A teacher needs to discern student’s prior knowledge, where students are in their learning and constantly monitor progress and set explicit, challenging and achievable learning goals for individuals.
This standard is the link between using the key ideas or content strands in the curriculum (Australian Curriculum, IBMYP, SACE subject outline or school based curriculum) to set explicit, challenging and achievable student learning outcomes and goals.
I put great effort into planning lessons from the corresponding curriculum for my classes and selecting relevant and current content and learning activities to support the goals set in the unit.
At the start of each unit are the intended student learning outcomes which I constantly refer students to, to take some responsibility to track their learning and progress through the course. During the course of the lessons and activities, if I notice students struggling to meet these goals and outcomes, I modify and add additional teaching strategies to support them
(3.3, 3.6).
Reflection and Evidence
Learning needs to be differentiated in the classroom to challenge across the full range of student ability (1.5). This will keep students engaged and on task and help manage challenging behavior as students are not bored with too easy or too difficult content and tasks.
A teacher needs to discern student’s prior knowledge, where students are in their learning and constantly monitor progress and set explicit, challenging and achievable learning goals for individuals.
This standard is the link between using the key ideas or content strands in the curriculum (Australian Curriculum, IBMYP, SACE subject outline or school based curriculum) to set explicit, challenging and achievable student learning outcomes and goals.
I put great effort into planning lessons from the corresponding curriculum for my classes and selecting relevant and current content and learning activities to support the goals set in the unit.
At the start of each unit are the intended student learning outcomes which I constantly refer students to, to take some responsibility to track their learning and progress through the course. During the course of the lessons and activities, if I notice students struggling to meet these goals and outcomes, I modify and add additional teaching strategies to support them
(3.3, 3.6).
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stage_2_chemistry_topic_3_unit_plan.doc |
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stage_1_biology_genetic_engineering_unit___lesson_plan_cak.docx |
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stage_1_biology_-_cellular_biology_unit_plan.doc |
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stage_1_chemistry_metal_and_metal_extraction_unit___lesson_plan_cak.docx |
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year_10_astronomy_unit___lesson_plan_christine_kusznir.docx |
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science_ibmyp_year_8_chemical_change_unit_plan.doc |
ICT elaboration
Assessing prior knowledge will help uncover misconceptions, gaps in knowledge and what level to pitch content at.
A way to assess prior knowledge of a topic or concept could be to have students create concept maps individually or in groups. These include a focus question which students brainstorm organise and link to other relevant concepts and specific examples. During the topic the maps could be revisited and expanded to gauge student understanding and progress and provide immediate feedback to the students and teachers of areas to be expanded. For example, in a chemistry class the focus question could be about the periodic table such as “What can the periodic table be used for” and concepts linked could include atomic and mass numbers, atomic configurations, reactivity and become more detailed with specific examples as the topic progressed.
Concept maps can be created using ICT on free websites such as Lucidchart www.lucidchart.com/
Assessing prior knowledge will help uncover misconceptions, gaps in knowledge and what level to pitch content at.
A way to assess prior knowledge of a topic or concept could be to have students create concept maps individually or in groups. These include a focus question which students brainstorm organise and link to other relevant concepts and specific examples. During the topic the maps could be revisited and expanded to gauge student understanding and progress and provide immediate feedback to the students and teachers of areas to be expanded. For example, in a chemistry class the focus question could be about the periodic table such as “What can the periodic table be used for” and concepts linked could include atomic and mass numbers, atomic configurations, reactivity and become more detailed with specific examples as the topic progressed.
Concept maps can be created using ICT on free websites such as Lucidchart www.lucidchart.com/
3.2 Plan, structure and sequence learning programs
Reflection and Evidence
Teachers need to plan and implement well-structured learning and teaching programs or lesson sequences to engage students and promote learning. If students know what they need to learn and why, they will be more engaged in class, especially if the lessons follow a logical and well planned sequence.
At Blackwood High School, year levels undertake a rotation of units which are developed collaboratively between all staff in the curriculum area and are updated regularly. This ensures all classes have common tests and equipment availability is rotated. I used the common unit plans and assessment tasks to structure my lessons to comply with their protocols.
As a science teacher, sequencing and planning learning programs is crucial to ensure the availability and preparation of practical investigations. I regularly consult with the laboratory manager to discuss practical preparation and plan availability of equipment which is booked through Risk Asses. Performing practical activities is a vital link to support content and concepts and as a strategy for variety in lesson activities (1.2, 2.1, 3.3). I incorporate practical activities into my lessons as often as possible for these reasons.
(Practical investigations adapted from school resources)
Reflection and Evidence
Teachers need to plan and implement well-structured learning and teaching programs or lesson sequences to engage students and promote learning. If students know what they need to learn and why, they will be more engaged in class, especially if the lessons follow a logical and well planned sequence.
At Blackwood High School, year levels undertake a rotation of units which are developed collaboratively between all staff in the curriculum area and are updated regularly. This ensures all classes have common tests and equipment availability is rotated. I used the common unit plans and assessment tasks to structure my lessons to comply with their protocols.
As a science teacher, sequencing and planning learning programs is crucial to ensure the availability and preparation of practical investigations. I regularly consult with the laboratory manager to discuss practical preparation and plan availability of equipment which is booked through Risk Asses. Performing practical activities is a vital link to support content and concepts and as a strategy for variety in lesson activities (1.2, 2.1, 3.3). I incorporate practical activities into my lessons as often as possible for these reasons.
(Practical investigations adapted from school resources)
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science_ibmyp_year_8_chemical_change_unit_plan.doc |
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cak_precipitation_reactions_practical_student_worksheet.docx |
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cak_reduction_of_a_metal_oxide_practical_student_worksheet.docx |
“Extensive planning was also evident in the preparation of practical experiments. Christine actively sought advice from the Laboratory Manager and followed through with the appropriate Risk Assessments, employing the software program- Risk Assess.”
Sacred Heart College Senior Mentor Feedback, 2015
Stage 2 Chemistry Holiday workshop
In both term 2 and 3 holidays I ran holiday seminars for the year 12 including content revision, investigation writing workshops, practice exams and exam strategies to help students learn the content and be successful in stage 2 chemistry.
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oct_term_3_holiday_stage_2_chemistry_workshop_agenda.pdf |
ICT elaboration
The structure and sequence of learning programs particularly crucial in Stage 2 where students are conscious of final exams and want to know they have been taught everything to achieve high marks. The SACE website gives the subject outline, key ideas and intended student learning which teachers and students can refer to and track their progress.
https://www.sace.sa.edu.au
Unit and lesson plans can be created using ICT such as Microsoft Word or Excel. Then they may be easily modified or shared upon reflection of the lessons.
Teachers may create a mind map to organize and connect topics with ‘must know/do’ content, ‘would like students to know/do’ and extension topics and ideas ranked in order of priority which gives the teacher a quick structure before planning a unit and a reference if they get through the required content quickly or what to plan next. Mind maps can be created on free software such as Mind Jet www.mindjet.com/
For example in a year 9 Science class:
Content description: The theory of plate tectonics explains global patterns of geological activity and continental movement
Elaboration: recognising the major plates on a world map
A mind map could include ways to teach this, resources, extra content and related activities which then go into the unit plan and help the teacher a plan a logical sequence of lessons with extra ideas to create into lessons if the students progress quickly or need extension work.
The structure and sequence of learning programs particularly crucial in Stage 2 where students are conscious of final exams and want to know they have been taught everything to achieve high marks. The SACE website gives the subject outline, key ideas and intended student learning which teachers and students can refer to and track their progress.
https://www.sace.sa.edu.au
Unit and lesson plans can be created using ICT such as Microsoft Word or Excel. Then they may be easily modified or shared upon reflection of the lessons.
Teachers may create a mind map to organize and connect topics with ‘must know/do’ content, ‘would like students to know/do’ and extension topics and ideas ranked in order of priority which gives the teacher a quick structure before planning a unit and a reference if they get through the required content quickly or what to plan next. Mind maps can be created on free software such as Mind Jet www.mindjet.com/
For example in a year 9 Science class:
Content description: The theory of plate tectonics explains global patterns of geological activity and continental movement
Elaboration: recognising the major plates on a world map
A mind map could include ways to teach this, resources, extra content and related activities which then go into the unit plan and help the teacher a plan a logical sequence of lessons with extra ideas to create into lessons if the students progress quickly or need extension work.
3.3 Use teaching strategies
Reflection and Evidence
Teaching strategies can be used for a variety of reasons: teaching Aboriginal and Torres Strait Islander students (1.4), support full participation of students (1.5), support students with disabilities (1.6) and for teachers to know the content and how to teach it (standard 2). They also help manage challenging behavior (4.3).
One of my biggest teaching strategies is to simply be myself. Personally, I am positive, approachable and enthusiastic and genuinely care for students and enjoy being around young people. I often use humor and students respond to my teaching style. After taking several student surveys, many responses include the fact that I am positive, fun and will go out of my way to help. I feel this is the most powerful teaching strategy I have
Reflection and Evidence
Teaching strategies can be used for a variety of reasons: teaching Aboriginal and Torres Strait Islander students (1.4), support full participation of students (1.5), support students with disabilities (1.6) and for teachers to know the content and how to teach it (standard 2). They also help manage challenging behavior (4.3).
One of my biggest teaching strategies is to simply be myself. Personally, I am positive, approachable and enthusiastic and genuinely care for students and enjoy being around young people. I often use humor and students respond to my teaching style. After taking several student surveys, many responses include the fact that I am positive, fun and will go out of my way to help. I feel this is the most powerful teaching strategy I have
I have created a handbook titled ‘Promoting a Positive Learning Environment’ which outlines general teaching strategies relating to preventative, supporting and corrective actions and links to theory to support each.
ICT elaboration
Teachers can use ICT to develop new teaching strategies and in particular, the internet to research strategies particular to students in their class. There are many, many websites detailing strategies and can be searched for using Google to specify particular ones and cases.
For example, to cover the literacy component in a science class, the teacher could Google ‘Teaching strategies for literacy’ and find links to a DECD website with a PDF titles An Introduction to Quality Literacy Teaching which even contains a section: ‘Using technology for quality literacy learning and teaching’. The search could be narrowed even further to ‘Teaching strategies for literacy in high school science’ to find specific activities which I would use in the classroom to ensure I met that requirement of the Australian Curriculum.
Teachers can use ICT to develop new teaching strategies and in particular, the internet to research strategies particular to students in their class. There are many, many websites detailing strategies and can be searched for using Google to specify particular ones and cases.
For example, to cover the literacy component in a science class, the teacher could Google ‘Teaching strategies for literacy’ and find links to a DECD website with a PDF titles An Introduction to Quality Literacy Teaching which even contains a section: ‘Using technology for quality literacy learning and teaching’. The search could be narrowed even further to ‘Teaching strategies for literacy in high school science’ to find specific activities which I would use in the classroom to ensure I met that requirement of the Australian Curriculum.
3.4 Select and use resources
Reflection and Evidence
Resources can be very effective teaching strategies and aids but need to be current, relevant and engaging which makes them time consuming to find and modify to suit. They can be used instead of real life demonstrations such as a video clip of an experiment in science which may be too dangerous or impractical in a school laboratory.
I often search for resources online and modify or adapt to suit my class or desired outcomes.
Some resources I have selected, modified and used effectively are:
(Power point presentations and practical activities have been adapted from school resources.)
Reflection and Evidence
Resources can be very effective teaching strategies and aids but need to be current, relevant and engaging which makes them time consuming to find and modify to suit. They can be used instead of real life demonstrations such as a video clip of an experiment in science which may be too dangerous or impractical in a school laboratory.
I often search for resources online and modify or adapt to suit my class or desired outcomes.
Some resources I have selected, modified and used effectively are:
(Power point presentations and practical activities have been adapted from school resources.)
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smartie_percentages_worksheet_-_assignment_1_christine_kusznir.docx |
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cak_genetic_engineering_-_gm_plants_stage_1_biology.pptx |
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cak_genetic_engineering_-_stem_cells_stage_1_biology.pptx |
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cak_genetic_engineering_-_stem_cells_stage_1_biology.pptx |
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christine_kusznir_topic_3_metals_and_metal_extraction_part_1.pptx |
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christine_kusznir_topic_3_metals_and_metal_extraction_part_2.pptx |
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christine_kusznir_topic_3_aluminium_extraction.pptx |
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cak_precipitation_reactions_practical_student_worksheet.docx |
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cak_reduction_of_a_metal_oxide_practical_student_worksheet.docx |
ICT elaboration
To improve teacher time management, rather than personally evaluating and selecting their own resources, teachers can join a website such as TES Australia www.tesaustralia.com/ which is a teacher network for finding and sharing resources. Teachers can create an account and log in to find resources from most subject areas and filter by year level and type and see other users comments and ratings of the resource. It even rates most popular and newest resource and so will help filter and narrow the search for a particular resource. Based in Australia, the website has even greater relevance to the Australian Curriculum content.
For example in Stage 2 chemistry, topic: Using and Controlling Reactions
I could Use TES AUSTRALIA website to search for equilibrium and find an equilibrium simulations and internet resources’ document with a 4 star rating, good feedback, submitted in 2013. The document contains simulations / virtual experiments to show the concepts of equilibrium, Le Chatelier's Principle and equilibrium constant designed for senior chemistry courses.
This resource could be used as a classroom or homework activity to introduce or summarise the topic equilibrium by directing students to watch one of the suggested clips of an equilibrium experiment and discuss observations and results.
To improve teacher time management, rather than personally evaluating and selecting their own resources, teachers can join a website such as TES Australia www.tesaustralia.com/ which is a teacher network for finding and sharing resources. Teachers can create an account and log in to find resources from most subject areas and filter by year level and type and see other users comments and ratings of the resource. It even rates most popular and newest resource and so will help filter and narrow the search for a particular resource. Based in Australia, the website has even greater relevance to the Australian Curriculum content.
For example in Stage 2 chemistry, topic: Using and Controlling Reactions
I could Use TES AUSTRALIA website to search for equilibrium and find an equilibrium simulations and internet resources’ document with a 4 star rating, good feedback, submitted in 2013. The document contains simulations / virtual experiments to show the concepts of equilibrium, Le Chatelier's Principle and equilibrium constant designed for senior chemistry courses.
This resource could be used as a classroom or homework activity to introduce or summarise the topic equilibrium by directing students to watch one of the suggested clips of an equilibrium experiment and discuss observations and results.
3.5 Use effective classroom communication
Reflection and Evidence
The effective use of verbal and non-verbal communication strategies can be used to support student understanding, participation, engagement and achievement. Communication can take on many forms including written, verbal and with the introduction of ICT in the classroom is expanded to include emails, texts, videos, social media, podcasts, Skype and learning platforms.
Homework and due dates can be written into a student’s diary, loaded into the schools online learning platform and reminders written on the board during lessons.
When teaching a STAGE 1 chemistry class, I found email to be a very effective form of classroom communication.
I often emailed the students about things like:
ICT elaboration
Effective classroom communication between teacher, students and parents could include emails, blogs, learning platforms such as Edmodo and websites (engage with parents/carers 7.3). Within the classroom, teachers can use simple hand gestures and facial cues to convey classroom practices and communicate with students which are established prior in a classroom routine to manage classroom activities and challenging behavoiur 4.2, 4.3).
Recording lessons and creating videos can allow students to revisit lessons and difficult concepts in their own time if necessary and allows teaching to be differentiated across learning abilities.
The app, Educreations allows you to create short video recordings that can include your own voice, text, drawings, sketches, and pictures
Create a free account on educreations.com and choose who can view your lessons and share them via email, Facebook and Twitter. I would use this in a biology class when explaining meiosis and share with students as a reference.
Reflection and Evidence
The effective use of verbal and non-verbal communication strategies can be used to support student understanding, participation, engagement and achievement. Communication can take on many forms including written, verbal and with the introduction of ICT in the classroom is expanded to include emails, texts, videos, social media, podcasts, Skype and learning platforms.
Homework and due dates can be written into a student’s diary, loaded into the schools online learning platform and reminders written on the board during lessons.
When teaching a STAGE 1 chemistry class, I found email to be a very effective form of classroom communication.
I often emailed the students about things like:
- Change of any key dates
- Lesson notes or homework
- Lesson content for absent students
- Test revision solutions
ICT elaboration
Effective classroom communication between teacher, students and parents could include emails, blogs, learning platforms such as Edmodo and websites (engage with parents/carers 7.3). Within the classroom, teachers can use simple hand gestures and facial cues to convey classroom practices and communicate with students which are established prior in a classroom routine to manage classroom activities and challenging behavoiur 4.2, 4.3).
Recording lessons and creating videos can allow students to revisit lessons and difficult concepts in their own time if necessary and allows teaching to be differentiated across learning abilities.
The app, Educreations allows you to create short video recordings that can include your own voice, text, drawings, sketches, and pictures
Create a free account on educreations.com and choose who can view your lessons and share them via email, Facebook and Twitter. I would use this in a biology class when explaining meiosis and share with students as a reference.
3.6 Evaluate and improve teaching programs
Reflection and Evidence
Teachers can continually improve their practice by evaluating personal teaching through self reflection and peer and student feedback. This ensures teaching methods are relevant, up to date and effective and students are constantly challenged and engaged.
“Feedback is the breakfast of champions!”
As a new teacher, I constantly seek feedback from mentor teachers, colleagues and students to improve my teaching practice.
During my two teaching practicum, I constantly requested mentor feedback of my individual lessons and overall performance in regular meetings, and sought to improve my teaching as a result of the feedback (6.3). They each gave me an overall report.
I also requested student feedback informally through my lessons, and formally through voluntary, anonymous surveys.
After every lesson, I endeavored to note a few points about each lesson’s content and activities - what went well and worked and how I could improve.
Reflection and Evidence
Teachers can continually improve their practice by evaluating personal teaching through self reflection and peer and student feedback. This ensures teaching methods are relevant, up to date and effective and students are constantly challenged and engaged.
“Feedback is the breakfast of champions!”
As a new teacher, I constantly seek feedback from mentor teachers, colleagues and students to improve my teaching practice.
During my two teaching practicum, I constantly requested mentor feedback of my individual lessons and overall performance in regular meetings, and sought to improve my teaching as a result of the feedback (6.3). They each gave me an overall report.
I also requested student feedback informally through my lessons, and formally through voluntary, anonymous surveys.
After every lesson, I endeavored to note a few points about each lesson’s content and activities - what went well and worked and how I could improve.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
stage_1_metal_and_metal_extraction_unit_plan_with_reflection_and_notes.docx |
ICT elaboration
Feedback can be obtained using ICT:
After a lesson or unit through online surveys such as survey monkey https://www.surveymonkey.com/
During a lesson on Poll Everywhere www.polleverywhere.com/app
Written or verbal feedback can also be collected from peers or students.
This evidence can be collected and reviewed by storing in various forms such as on a Microsoft Excel spreadsheet or Word document, as a blog to be entered into an eportfolio or online journal.
As a new teacher, I would use a free blog site to quickly record reflections often of how I thought my classes went and any feedback I received. This could be something informal just for myself to track my progress and for future reference.
Free blog using Simple Site www.simplesite.com/_Free-Blog
Feedback can be obtained using ICT:
After a lesson or unit through online surveys such as survey monkey https://www.surveymonkey.com/
During a lesson on Poll Everywhere www.polleverywhere.com/app
Written or verbal feedback can also be collected from peers or students.
This evidence can be collected and reviewed by storing in various forms such as on a Microsoft Excel spreadsheet or Word document, as a blog to be entered into an eportfolio or online journal.
As a new teacher, I would use a free blog site to quickly record reflections often of how I thought my classes went and any feedback I received. This could be something informal just for myself to track my progress and for future reference.
Free blog using Simple Site www.simplesite.com/_Free-Blog
3.7 Engage parents/carers in the educative process
Reflection and Evidence
Teachers can encourage student support at home by effectively communicating with parents and carers about the work, behavior and progress of students in their classes. This can lead to teacher support at school and facilitate a good relationship between teachers and parents to assist in dealing with issues and solving problems that may arise. If teachers know more about the student’s home life it can assist in knowing students and how they learn (standard 1).
I had the opportunity to attend parent teacher interviews and watch my mentor interact with the parents of students in her science and chemistry classes. She began by asking the parent how the student was enjoying the class and encouraging the parent to start the interview. She then gave them an overview of the content and activities that had been covered in the subjects so far and how the student marks have tracked so far, and any specific feedback about the student. Most parents seemed to just want to hear how their child was going in person and meet the teacher, rather than ask questions or express concerns. And they would find time in their lives to journey to the school and wait in line just for 7 minutes of time in person with their child’s teacher. It was a lesson to me to realize that although now we have so many forms of communication and astonishing uses of ICT, humans still crave the basic interaction of meeting face to face, shaking hands and speaking in person if possible.
"Christine diligently attended the College’s after-hours Parent Teacher Interviews and was keen to meet with parents of students she taught. Christine was consistently positive, constructive and her genuine integrity evident."
Sacred Heart College Senior Mentor Feedback, 2015
ICT elaboration
Communication can be through many forms such as personal and group emails, text, phone calls, Skype and Facebook.
Parents may be interested in what students are learning and doing in class so an idea for any subject area, in particular a year 8 science class could be to set up a class blog where posts are delegated to students to write after every lesson/week to be shared with all and any interested parents and also as a writing exercise and lesson review for students.
A free blog site to use could be: www.simplesite.com/_Free-Blog
Reflection and Evidence
Teachers can encourage student support at home by effectively communicating with parents and carers about the work, behavior and progress of students in their classes. This can lead to teacher support at school and facilitate a good relationship between teachers and parents to assist in dealing with issues and solving problems that may arise. If teachers know more about the student’s home life it can assist in knowing students and how they learn (standard 1).
I had the opportunity to attend parent teacher interviews and watch my mentor interact with the parents of students in her science and chemistry classes. She began by asking the parent how the student was enjoying the class and encouraging the parent to start the interview. She then gave them an overview of the content and activities that had been covered in the subjects so far and how the student marks have tracked so far, and any specific feedback about the student. Most parents seemed to just want to hear how their child was going in person and meet the teacher, rather than ask questions or express concerns. And they would find time in their lives to journey to the school and wait in line just for 7 minutes of time in person with their child’s teacher. It was a lesson to me to realize that although now we have so many forms of communication and astonishing uses of ICT, humans still crave the basic interaction of meeting face to face, shaking hands and speaking in person if possible.
"Christine diligently attended the College’s after-hours Parent Teacher Interviews and was keen to meet with parents of students she taught. Christine was consistently positive, constructive and her genuine integrity evident."
Sacred Heart College Senior Mentor Feedback, 2015
ICT elaboration
Communication can be through many forms such as personal and group emails, text, phone calls, Skype and Facebook.
Parents may be interested in what students are learning and doing in class so an idea for any subject area, in particular a year 8 science class could be to set up a class blog where posts are delegated to students to write after every lesson/week to be shared with all and any interested parents and also as a writing exercise and lesson review for students.
A free blog site to use could be: www.simplesite.com/_Free-Blog