tag:blogger.com,1999:blog-67673749348788778022024-03-12T20:00:17.075-07:00This Teacher reads (and writes)Unknownnoreply@blogger.comBlogger137125tag:blogger.com,1999:blog-6767374934878877802.post-44781052635437377552022-04-10T09:32:00.001-07:002022-04-10T09:32:07.201-07:00Nine Perfect Strangers, Liane Moriaty<p><span style="font-family: inherit; font-size: medium;"> I am a HUGE fan of Liane Moriaty's books since first listening to Big Little Lies. In fact I am such a fan that I have told pretty much everyone that I know this fact and recommended her books to all my friends and family ( most of whom also love her stories)</span></p><p><span style="font-family: inherit; font-size: medium;">So, when this book came out in 2019 I was eager to read- it made Waterstones book of the month- I could hardly wait to get started. This is what the Waterstones website says:</span></p><p><i>** <span style="background-color: white; font-family: "Source Sans Pro", Arial, sans-serif; font-size: 17px; letter-spacing: inherit;">One house. Nine strangers. Ten days that will change everything...</span></i></p><div id="scope_book_description" itemprop="description" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; font-family: "Source Sans Pro", Arial, sans-serif; font-size: 17px; letter-spacing: 0.48px;"><p style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit; line-height: 25px; margin: 12px 0px;"><i>The eagerly-anticipated new novel from the worldwide Number One bestselling author behind Emmy- and Golden Globe-winning HBO series <a href="https://www.waterstones.com/book/big-little-lies/liane-moriarty/9781405916363" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background: transparent; box-sizing: border-box; letter-spacing: inherit; outline: none !important;"><span style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit;">Big Little Lies</span></a> and smash-hit novel <a href="https://www.waterstones.com/book/the-husbands-secret/liane-moriarty/9781405911665" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background: transparent; box-sizing: border-box; letter-spacing: inherit; outline: none !important;"><span style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit;">The Husband's Secret</span></a>.</i></p><p style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit; line-height: 25px; margin: 12px 0px;"><i>The retreat at health-and-wellness resort Tranquillum House promises total transformation. Nine stressed city dwellers are keen to drop their literal and mental baggage, and absorb the meditative ambience while enjoying their hot stone massages.</i></p><p style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit; line-height: 25px; margin: 12px 0px;"><i>Miles from anywhere, without cars or phones, they have no way to reach the outside world. Just time to think about themselves, and get to know each other.</i></p><p style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit; line-height: 25px; margin: 12px 0px;"><i>Watching over them is the resort's director, a woman on a mission. But quite a different one from any the guests might have imagined. For behind the retreat's glamorous facade lies a dark agenda.</i></p><p style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); box-sizing: border-box; letter-spacing: inherit; line-height: 25px; margin: 12px 0px;"><i>These nine perfect strangers have no idea what's about to hit them...</i></p></div><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><i style="font-family: "Source Sans Pro", Arial, sans-serif; font-size: 17px; letter-spacing: 0.48px;">** ( taken from </i><span style="background-color: transparent; font-size: 17px; letter-spacing: 0.48px;"><span style="font-family: Source Sans Pro, Arial, sans-serif;"><i>https://www.waterstones.com/book/nine-perfect-strangers/liane-moriarty/9781405919463) </i></span></span></p><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="letter-spacing: 0.48px;"><span style="font-family: inherit; font-size: medium;">Whew- sounds pretty incredible. I was excited to find out what the dark agenda at Tranquillum house was, who this strange director was- yes, I was well and truly drawn in by the hype and couldnt wait to read the book.</span></span></p><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="letter-spacing: 0.48px;"><span style="font-family: inherit; font-size: medium;">What can I say other than, 'Oh dear me!' From the start it just did not do it for me in the slightest. The nine perfect strangers , with their varying hang-ups and issues just did not ring true and as for Masha- she was so far fetched that I often had to re-read sections to check that I had actually read it correctly. I read right to to end as I kept hoping that it would grab me like every other of her stories, but instead it became more and more ridiculous. Had it been sold as a comedy ( a pretty black one at that ) it may have worked better but to be taken seriously in any shape or form seemed an impossibilty. Each time I thought - well that couldn't possibly be about to happen - it did. </span></span></p><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="font-size: medium;"><span style="letter-spacing: 0.48px;">I know it's been made into an incredibly popular drama with the rather wonderful Nicole Kidman but I'm not planning to watch it. I am still a fan of Ms Moriaty and will read her next books with interest. Perhaps she was writing with her tongue firmly in her cheek and the whole thing was just two fingers to the high priced ( and perhaps not necessarily scientifically approved) centres that promise much and charge more. I suspect Covid put paid to many of those. </span></span></p><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="font-size: medium;"><span style="letter-spacing: 0.48px;">So, if you are looking for utter nonsense with cliched characters, bizarre treatments and a cartoon-esque villain ( think Cruella, Maleficent- that's the type of character Masha is !) then you may well enjoy it. But if you like credible storylines with characters that you can empathise with and a plot that intrigues, this may not be the best choice.</span></span></p><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="font-size: medium;"><span style="letter-spacing: 0.48px;">One word to sum up- </span></span></p><div style="background-color: white; color: #202124; font-family: arial, sans-serif;"><div class="kVF6d" style="display: table; word-break: break-word;"><div class="MiCl6d" style="line-height: normal; margin-bottom: 0px; min-height: 36px;"><div class="c8d6zd xWMiCc REww7c" style="font-family: "Google Sans", arial, sans-serif; font-size: 28px; line-height: 36px; margin-top: -6px; vertical-align: top;"><span data-dobid="hdw">incredible</span></div></div><div class="qexShd" style="padding-top: 8px;"><span class="LTKOO" style="font-size: 14px; line-height: 22px;">/ɪnˈkrɛdɪb(ə)l/</span></div><div aria-hidden="true" class="K6GhFd" data-is-bilingual="false" jsaction="BtuVOb:V46pce" jscontroller="jhGntf" style="max-height: 0px; opacity: 0; pointer-events: none; transition: max-height 0.3s ease 0s, opacity 0.3s ease 0s;"><div class="b8aKlc" style="padding: 8px 0px 6px;"><a href="https://www.google.com/search?rlz=1C1CHBF_en-GBGB961GB962&sxsrf=APq-WBt7gU6Txo7Qe9oPt04rkrf6W73fVA:1649608289022&q=how+to+pronounce+incredible&stick=H4sIAAAAAAAAAOMIfcRowy3w8sc9YSnjSWtOXmPU5eINKMrPK81LzkwsyczPExLjYglJLcoV4pPi4eLKzEsuSk3JTMpJtWJRYkrN41nEKp2RX65Qkq9QANSVD9SWqoBQBAAogfX6XwAAAA&pron_lang=en&pron_country=gb&sa=X&ved=2ahUKEwiDv9fg9Yn3AhXVnVwKHVO5Cv0Q3eEDegQIAxAK" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0.1); color: #1a0dab; outline: 0px; text-decoration-line: none;" tabindex="-1"><div class="S5TwIf" style="border-radius: 6px; box-shadow: rgb(218, 220, 224) 0px 0px 0px 1px inset; display: inline-block; overflow: hidden; padding-right: 12px; vertical-align: top;"><g-img class="FamOtd" style="display: inline-block; height: 32px; vertical-align: middle;"><img alt="" class="YQ4gaf zr758c wA1Bge" data-atf="1" data-frt="0" height="32" id="dimg_1" src="data:image/svg+xml;base64,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" style="border: 0px; display: block; position: relative;" width="32" /></g-img><span class="fe69if" style="margin-left: 10px; vertical-align: middle;">Learn to pronounce</span></div></a></div></div></div></div><div class="ABgcGb vmod" jsname="p0q1Sd" style="background-color: white; color: #202124; font-family: arial, sans-serif;"></div><div class="vmod" style="background-color: white; color: #202124; font-family: arial, sans-serif;"><div class="vmod" data-topic="" jsname="r5Nvmf"><div class="lW8rQd" style="align-items: center; display: flex;"><div class="pgRvse YrbPuc vdBwhd" style="color: #70757a; font-size: 14px; line-height: 22px; min-height: 20px; padding-top: 4px;"><i>adjective</i></div><div aria-hidden="true" class="xpdxpnd" data-mh="-1" jsname="jUIvqc" style="max-height: 0px; overflow: hidden; transition: max-height 0.3s ease 0s;"><span class="kqEaA" style="color: #70757a; font-size: 14px; line-height: 22px;"></span><span class="kqEaA z8gr9e" style="color: #3c4043; font-size: 14px; line-height: 22px;"><b></b></span></div></div><ol class="eQJLDd" style="display: flex; flex-direction: column; margin: 0px; padding: 0px 0px 0px 20px;"><li jsname="gskXhf" style="list-style: none; margin: 0px; padding: 0px;"><div class="vmod"><div class="thODed" style="padding-top: 8px;"><div class="LTKOO sY7ric" data-topic="" jsname="cJAsRb" style="font-size: 14px; line-height: 16px;"><div style="float: left;">1.</div><div style="margin-left: 20px;"><div class="LTKOO sY7ric" style="line-height: 16px;"><div data-dobid="dfn" style="display: inline;">impossible to believe.</div></div></div></div></div></div></li></ol></div></div><p class="spec" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; line-height: 25px; margin: 12px 0px;"><span style="font-size: medium;"><span style="letter-spacing: 0.48px;"> </span></span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-72907990428692798142022-03-27T10:18:00.001-07:002022-03-30T05:04:42.768-07:00The Invisible Life of Addie LaRue VE Shwab<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEijzIgBgUGJ_nax3gt5U72T9985xvfVaavIkedZUvqdsJ630SJeaaVVedxGB4sPdCmhw7LY9EnQBM-96FiRZJmeTl5TXMJPTNTSul-_jH4zmkFW4337ClSBU0Cn3v9svaBCgSSDsYzQtjEuH-kWmE47MIVUNZC5q9q-LiNPSk55KqhX4Tf5MOOGdMne" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="266" data-original-width="175" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEijzIgBgUGJ_nax3gt5U72T9985xvfVaavIkedZUvqdsJ630SJeaaVVedxGB4sPdCmhw7LY9EnQBM-96FiRZJmeTl5TXMJPTNTSul-_jH4zmkFW4337ClSBU0Cn3v9svaBCgSSDsYzQtjEuH-kWmE47MIVUNZC5q9q-LiNPSk55KqhX4Tf5MOOGdMne" width="158" /></a></div><p>READ THIS BOOK!</p><p></p><p>This fantasy novel tells the life of Addie LaRue . Addie lives with her family and is due to marry a man she does not love. But in the 18th century a young woman does not have a voice, or a choice. She has to follow the path chosen by her parents. In desperation she makes a pact with the devil.</p><p> A free life is her wish- and it is granted but of course there is a price to pay. Addie LaRue becomes immortal but no one can remember her, no one can say her name. She cannot say who she is, or leave a mark. And so, the story begins.</p><p> This book (another that I listened to) takes the reader/listener on an intricate journey through over 300 years of artists, wars, love, loss, ecstasy and despair. </p><p>It definitely makes my list of favourite reads. The story twists and turns as Addie learns to live in a world where no one can say her name and no one can remember her. Time and time again she is given the opportunity to surrender her soul and have peace, but she refuses to give in and strives to find ways to outwit the devil. Addie finds that although she can not be remembered, ideas can and this gives her the strength to continue century after century. Everything is thrown into confusion though when Henry DOES remember her. How could this happen after so many years? </p><p> I was gripped from the start. If you enjoyed Matt Haig's Time , this book would appeal to you. Strong characters and beautifully described settings. Perhaps it will be made into a film... </p><p><br /></p><p>Having read some scathing reviews of this book which critised the lack of diversity / missed historical opportunities, I'd just like to add that I read to be entertained. As a full time teacher , my free time is precious and for me , reading is my relaxation, my chilling time. I do like to read a variety of genres, but particularly with this book it met my need to have a story to be immersed in. For me this book is one to revisit,to tell people about because it's a fantastic story told authentically. </p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-82921915635364529852022-03-07T05:32:00.003-08:002022-04-10T09:32:39.553-07:00Billy Summers . Stephen King<p> <span style="background-color: white; color: #4d5156; font-family: arial, sans-serif; font-size: 14px;">Billy Summers is a crime novel written by American author Stephen King, published by Scribner on August 3, 2021.</span><span style="background-color: white; color: #4d5156; font-family: arial, sans-serif; font-size: 14px;"> <a class="ruhjFe NJLBac fl" data-ved="2ahUKEwioqbq2hrT2AhWNQUEAHQ3PBXgQmhN6BAghEAI" href="https://en.wikipedia.org/wiki/Billy_Summers" ping="/url?sa=t&source=web&rct=j&url=https://en.wikipedia.org/wiki/Billy_Summers&ved=2ahUKEwioqbq2hrT2AhWNQUEAHQ3PBXgQmhN6BAghEAI" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0.1); color: #1a0dab; outline: 0px; text-decoration-line: none; white-space: nowrap;">Wikipedia</a></span></p><p><br /></p><p>I am a HUGE fan of Stephen King, Having scared myself reading Pan Horror stories as a 12 year old I was hooked into the horror genre and read James Herbert and Stephen King books as fast as I could get a copy from the local library.</p><p>Fortunately Stephen King does a lot more than horror and as I have grown from a pre-teen to present day his writing style has evolved in to a broad range of styles and genres. I would not like to go so far as to say I am his number one fan as I would not like to be compared to Annie Wilkes from Misery. Indeed there are books of his that I have not read and some that I have not enjoyed. But I digress- let's get on with doing what this blog is meant to be about which is reviewing the book.</p><p>**NOTE No spoilers will be given in any reviews as I'm not a reader who flicks to the back of the book to see where it ends. I appreciate that many people do this, but for those who don't want spoilers please rest assured that you will not find any here**</p><p>Billy Summers is an assassin. An assassin with a conscience.</p><p>Now that sounds like an oxymoron. It is an oxymoron. I am the sort of reader who has to feel something for the characters in a book otherwise what's the point of the time invested. So an assassin, with a conscience. How will that work? Is it even possible? </p><p>Billy Summers is a fast paced story that keeps you guessing right until the closing sentences. Stephen King's characters are multi dimensional and totally credible. At times Mr King can wax lyrical for pages ( even chapters ...The Stand, Under the Dome could have been A LOT shorter) but in the case of Billy Summers each word, each sentence, each chapter work together to tell a story. The genre given is crime but that's over simplified the complexities of this work. It is a lot more than a crime story.</p><p>I have seen reviews where the author has been accused of misogynistic opinions but I felt these were uunfounded. Some of the characters certainly had unsavoury opinions but that makes for a more realistic portrayal of a 21st century world. Some of the characters are likeable, some are not. Some are contensious, Some not. </p><p>What was great about this work- the characters, their interactions, the journey you are taken on alongside Billy Summers. The author makes his political views known throughout the story so if you're not in agreement this book will definitely annoy you ! But I didn't mind the not-so-subtle pokes at the president of the time.</p><p>What was not great- I read this book earlier this year and there is not one thing that I could criticise There are some VERY hard parts to read where violence of a sexual nature is detailed, but it is integral to the story.</p><p>I laughed out loud, I shouted , I felt rage ( As mentioned in my previous post I mostly listen to audio books at the moment on my daily commute) I shed tears, I even dreamt about the characters. This book worked its way under my skin . For me it would sit alongside The Green Mile, Misery, The Institute as being one of his greatest works. I'm hopeful that it would be made into a film or even a series ( as long as the story isn't changed beyond all recognition like the TV series Under the Dome) . Billy Summers tells his story through his cover story of being an author whilst he waits to be called to take action. Who better than to write about an author than a master of the craft. </p><p>As I said at the start, I am a fan , but if you've never read a Stephen King book before make this your first one. Well written and gripping- I sat in the car on many occasions unable to switch off and listened whilst at home and out and about as I needed to know what was coming next. Don't be put off if you're not a horror story fan- he's moved on a long way from that. If you like a book that tells a story with lots of character interaction then I'd say you would enjoy this. </p><p>I did. It's a 10 from me.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-7767765769920009592022-03-07T04:08:00.001-08:002022-03-07T04:08:07.371-08:00Hello again<p> Goodness it has been a LONG time since the last post - and several jobs have been and gone. </p><p>I may, or may not write about those at some point.</p><p>In the meantime, along with my teaching I love to read and with a daily commute of 90 minutes have embraced audio books. So , this blog space will now be used to review some of the books that I have read. </p><p>I'd love to write one of my own one day ( well I have one in my google drive that I'm really not happy with so I will rephrase that as I would love to write a decent book of my own one day). </p><p>The esteemed author, Stephen King, in his autobiographical book 'On Writing' repeatedly referred to his love of reading, and the copious amount that he has and still does as one of his biggest influences that I dream that my love of reading may perhaps help me to become a better writer.</p><p>In the meantime thus begins my reviews. Thanks for reading!</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-62405804688502957722017-08-09T08:04:00.000-07:002017-08-09T08:07:51.691-07:00Holiday Science FunAm planning to try this out with my niece and nephews. ( 5,7,9)<br />
<br />
I bought these tiny rainbow beads online - (you can also use the silica beads that come with trainers ) a couple of pounds for thousands of them.<br />
<br />
All you need to do is pop them into a container of water<br />
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These have been in for a couple of hours.<br />
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Simple activities can include counting , how many different colours, holding the container up to the light.<br />
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Pop a hand in:<br />
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How many am I holding? Two?</div>
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Fabulous! The clear beads are so difficult to see when in the water. Lots of fun to try to guess how many there are and then take out one by one.<br />
<br />
Further activities can include timing how long they take to grow, if different colours take more or less time. Can also see how long they take to return to normal size.<br />
<br />
How about trying a salt solution? Or pop some food colouring in.<br />
<br />
Lots of potential for measuring , weighing and if you have a torch handy see how the light is refracted by the spheres. See what happens if you hold one above some writing.<br />
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If you've tried this, let me know how it goes.<br />
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**Important** don't throw these down the drain when finished with..they can be dried and reused over and over . If they must be thrown away they'll need to go in the general household waste.<br />
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Have fun!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-36297110076779115812017-06-05T08:25:00.000-07:002017-06-05T08:25:52.465-07:00Things can only get betterHaving recently been to a meeting of the Teacher Reference group at the DfE, I was heartened by the clear intent to actually listen to the profession.<br />
<br />
Assessment in KS2 has been widely criticised since the hasty implementation of the 2014 curriculum. Last year's results were, let's say, mixed.<br />
<br />
Being in Year 6 I have been right in the middle of the changes- raising standards- good. Having high expectations- obviously good.<br />
<br />
BUT the present system was rushed in and is clearly not fit for purpose.<br />
<br />
The consultation (due to close 22 June) is gatheing opinion right now- fill it in if you haven't already.<br />
<br />
Quite what will happen remains to be seen, but I came away from the meeting with a lightness in my step as it really does seem that those involved in assessment at the DfE have recognised the flaws and are committed to working WITH the profession to have a system which will be fit for purpose.<br />
<br />
Let's hope they carry through and that the present crisis in retention and recruitment will turn the corner.<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-56036548145752739442017-01-23T04:09:00.002-08:002017-01-23T04:47:45.465-08:00KINDNESSHaving read various blogs on the subject, I thought it was pertinent to share this link to a FREE Platinum subscription to @twinklresources Twinkl<br />
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http://bit.ly/2j4OgKh </div>
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I run a class blog and we all sign up to our blog rules each September- they are<br />
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Keep safe – don’t reveal any personal information.</div>
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Write in good English – including grammar and punctuation.</div>
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Be polite – Don’t post anything that could hurt anyone.</div>
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Always show respect – be positive if you are going to comment.</div>
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Remember that a blog is public- anybody can read it- so be sure to make sure you always do your very best .</div>
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All posts and comments are checked before they are published.</div>
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<br />
I often talk to my class about the importance of being kind to each other- as Year 6s they are super confident being the oldest in the school, but before long they will be the little ones again in the secondary school where the friendships made at primary school are so important for those first few days in particular. <br />
<br />
There are so many things we have to teach to our children, but in my opinion kindness is one of the most important. What a wonderful world we would live in if everyone was kind :)<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-81430145383423553222017-01-01T04:20:00.000-08:002017-01-01T04:20:03.172-08:00Happy New Year. 2017. To blog or not to blog? To Tweet or not to Tweet?<div class="MsoNormal">
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As I scroll through my timeline I see a wealth of teachers
pledging to blog more regularly, weekly or otherwise. I feel slightly in awe of
them and wonder how they manage to find the time to write so regularly and look
over at my own blog and berate myself for my lack of posts.</div>
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It’s easy to feel disheartened when there are so many great
blogs out there (see <a href="http://blog.feedspot.com/teacher_blogs/">http://blog.feedspot.com/teacher_blogs/</a>
for a list of top education blogs around the world) and <a href="http://www.teachertoolkit.me/2016/04/03/101educators/">http://www.teachertoolkit.me/2016/04/03/101educators/</a>
( Teacher Toolkit’s list- the most followed education blog in the <st1:country-region w:st="on">UK</st1:country-region>) </div>
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BUT , and this is the important thing, IT DOESN’T MATTER if
you blog weekly, monthly, randomly (or not at all!) What matters is that you do
what works for you. I have a blog to reflect upon things that I have done and
it is so interesting reading past posts and looking at how I have made changes
or improvements to my teaching. Unless I
have something to say that hasn’’t already been said, I don’t tend to blog. So
I don’t make lists of educators to follow or influential blogs but like to
think that some of what I write will strike a chord with others and perhaps give
them food for thought. </div>
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When I take part in forums on twitter (my favourites are
#PrimaryRocks on Mondays 8-9pm, #ASEchat Mondays 8-9 pm #uikedchat on Thursdays
8-9pm and #SLTchat on Sundays 8-8.30pm ) It’s easy to think that this is where
it is all happening- and a lot does happen in them for certain. I have met some
amazing people as a result of twitter and had opportunities that I may not have
come across otherwise. And lots of those
people aren’t on any lists but have so much to share and I am delighted to have
the privilege to have met many of them as well as to interact online with them.</div>
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However, it is worth keeping in mind that the vast majority
of teachers aren’t even on twitter; and that many of those who are don’t use it
regularly. I have run several workshops about the benefits of using twitter which
have resulted in teachers joining, but most of the teachers I work with don’t use
it at all. </div>
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Here’s my list of why you should use twitter- I’d love to
know yours. </div>
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<!--[if !supportLists]-->1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Fabulous
networking tool (especially if you teach in a small school)</div>
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<!--[if !supportLists]-->2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Great
way to share ideas and resources</div>
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<!--[if !supportLists]-->3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->A
sounding board where you know people will give their opinions</div>
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<!--[if !supportLists]-->4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Fast
way to hear about policy changes (saves trawling through the
almost-impossible-to-navigate gov.uk website)</div>
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<!--[if !supportLists]-->5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Ability
to communicate with educators across the country and beyond</div>
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<!--[if !supportLists]-->6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]--> Quick access to some excellent blogs about
education</div>
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<!--[if !supportLists]-->7)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Great
way to keep positive through the changes</div>
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Why do I think teachers don’t use twitter?</div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]-->1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->privacy
issues- accounts can be made private, but this is an understandable issue for
many</div>
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<!--[if !supportLists]-->2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->spam
spam spam- I don’t find this too much of a problem- I just block and report</div>
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<!--[if !supportLists]-->3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->time-
always an issue. Twitter is so different to facebook insofar as you can’t
possibly ‘catch up’ on what has happened since you last logged on- hashtags are
a fab tool to search for interests and it’s a case of going with what is
happening at the time. </div>
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<!--[if !supportLists]-->4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Negativity/arguments It can be all to easy to limit one’s
followers and following to those who always agree with you/have the same
outlooks . it can also be easy to get drawn into some , shall we say, scratchy
discussions. For me, I follow a range of tweeters and don’t generally get
involved in scratchy discussions- but it is always interesting to see a range
of ideas and points of view. If someone doesn’t want to follow me, or I don’t want
to follow someone then so be it- I don’t waste time worrying about it. I stick
to positive tweets and sharing good practice which has worked well for me so
far .</div>
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HAPPY NEW YEAR . I’m planning
to keep trying to persuade colleagues to give twitter a try- that’s my first NY
resolution. Bring a friend to twitter. </div>
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Who else it up for this?</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-24852602995094370382016-09-11T13:03:00.001-07:002016-09-11T13:03:48.622-07:00Gopher science labsGopher : small , burrowing rodent .<br />
<a href="https://www.google.co.uk/search?q=picture+of+a+gopher&rlz=1C9BKJA_enGB691GB691&oq=picture+of+a+googer&aqs=chrome.1.69i57j0l3.5764j0j9&hl=en-GB&sourceid=chrome-mobile&ie=UTF-8#imgrc=b5mOl3EB-DNpPM%3A">Gopher</a><br />
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So, what's that got to do with science? Well, the Royal society of Biology offers small grants to support transition between secondary and primary.<br />
<br />
Further details <a href="https://www.rsb.org.uk/education/teaching-resources/secondary-schools/gopher-science-labs">Here</a><br />
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Now, generally secondary teachers apply for this, but I wasn't letting that stop me. I drummed up support from my local schools and applied.<br />
<br />
Hey presto, grant received. Thank you again Royal Society.<br />
<br />
After lots of emails we managed to fix a date and our local secondary school trained up some year 9 students to deliver a series of fun activities to year six pupils from the feeder primaries.<br />
<br />
See some pictures <a href="http://www.standrewsyetminster.org.uk/classes/activities/7-1595.htm">Here</a><br />
<br />
I will shortly be leading a staff meeting to share the experience and hopefully encourage others to apply for this wonderful opportunity.<br />
<br />
Students teaching students.<br />
Cross phase links.<br />
Transition opportunity.<br />
Fun science.<br />
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I'm still not sure what it all has to do with gophers, but it was certainly a great experience.<br />
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Why don't you go for it this year? 😉<br />
<br />
Applications close end of this month.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-56445014187929300612016-09-07T13:07:00.000-07:002016-09-07T13:07:03.709-07:00Great way to start the year I felt compelled to write this as soon as I came home; I have spent one of the most enjoyable days with my class today thanks to the BRILLIANT resources from the ASE.<br />
' Why you'll never catch smallpox'<br />
<br />
My Year six class were captivated from the moment we started.<br />
It certainly helped that the village our school is in is where Benjamin Jesty lived (see http://www.dorsetcountymuseum.org/benjamin-jesty) . Another session or two could follow up as to why he isn't as famous as Jenner.<br />
<br />
There are enough activities to fill a week or a half term, but I had chosen just the 'Speckled monster' resources . At the summer PSTT conference ( see www.pstt.org ) the resources had been introduced and the suggestion made that this would work well as a stand alone exercise.<br />
<br />
We began with a chat about microbes and watched a cartoon about how germs from a sneeze travel ( 'That's so gross, I'm always going to keep my hands clean!' exclaimed one of my class)<br />
<br />
https://m.youtube.com/watch?v=yToii3-p-NI<br />
<br />
We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .<br />
<br />
We used the concept cartoon to channel ideas and then embarked on the role play. I have fewer than 30 in my class so they had brought various toys in to make up numbers. Much hilarity as these were allocated as grandmothers, sons, butlers and others.<br />
<br />
The children threw themselves into their characters and we're trying to guess who would 'get the pox'<br />
<br />
We have recently introduced various signals across the school for behaviour management and these were indispensable as I could leave them to immerse themselves and quickly get their attention for the next part of the scenario.<br />
<br />
Small pieces of wool were tied around little fingers of sufferers ( again much hilarity when this was a toy!) The 'graveyard' was used to map the village and observe proceedings. Children were discussing where they thought the next victim would be, who would survive and so on. They were sceptical about the wood lice charm and agreed that they were pleased that such superstitions don't still exist. ( (Although , later in the day some of the children told me about various superstitions they had heard)<br />
<br />
When we came to the end of the scenario there were cheers for the survivors ( funnily one of the tiniest toys that had been brought in!) and lots of talk about why that could have been.<br />
<br />
The teacher PowerPoint was brilliant at keeping discussions on track.<br />
<br />
We spent the whole morning on this , drew line graphs , looked at genuine case studies from Jenner's diaries and discussed how the language was different. We will spend a little time tomorrow to finish machine up the case studies.<br />
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The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox<br />
<br />
A fabulous way to start the year off and great for team building. The resources are so accessible and totally age appropriate for my year six class. Curriculum constraints are such that time won't allow for a lot more , but the activities could easily be stretched out for longer . We have no internet in school at the moment , else I would have gone straight onto biography work. However, I shall return to this later in the term. I would definitely use this to start the year off again . Personally I like the fact this can be used as a stand alone and feel inclined to use it in the same way as it made such an impact . I can then revisit aspects as appropriate.<br />
<br />
Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-2655364331475543432016-06-26T09:04:00.001-07:002016-06-29T13:13:34.110-07:00Final day of Space CampDay five<br />
Dan talked about camp opportunities for visually impaired students. Lots of wider full opportunities for disadvantaged students.<br />
<br />
We then watched a film in the IMAX about future plans for Mars exploration ( narrated by the lovely Patrick Stewart) . After that time for gift shop.<br />
<br />
Evaluations and post event questionnaire were next.<br />
<br />
Opportunities that space camp has offered came next, then ablative shielding. We had to make a shield to protect an egg from five minutes of welding torch. Our team was successful.<br />
We had a range of materials... Foil, mesh ( steel and copper) filler , card, cork, pasta sheets.<br />
<br />
Here's our team's<br />
<br />
<a href="https://youtu.be/mgYjI_5UDE4">Ablative shield</a><br />
<br />
<br />
This was followed by graduation rehearsal!<br />
<br />
We then listened to ....who wrote 'Rocket Boys' ( later a film based on the book, October Sky, was released) . Another example of what can be achieved if you 'Dream big!'<br />
<br />
https://goo.gl/photos/UzMxZtvqjmq3rNpPA<br />
<br />
<br />
Graduation followed with awards for teams who had won missions and engineering challenges. <br />
<br />
The evening closed with a meal and live band. I can count myself among the few who have danced under Saturn 5!<br />
<br />
Have made great links with international teachers. United in our desire to make learning experiences relevant, stimulating, character building and fun, we will share how we take this collaboration forward.<br />
<br />
<br />
Here are some other videos<br />
Using the 1/6 chair <a href="https://youtu.be/77EFgsmHqgU">Moon walk</a><br />
<br />
Launching rockets <a href="https://youtu.be/lV15g0KqQlw">Rocket</a><br />
<br />
Mission simulator <a href="https://youtu.be/6DXb27vBDsw">Capcom</a>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6767374934878877802.post-80038395274112291032016-06-20T06:33:00.001-07:002016-06-26T09:07:33.971-07:00Space Camp day fourDay four<br />
<br />
Day begins with a simulation for a mission based in the past . Shuttle launch. We are representing Kennedy Space centre ( largest single storey building in the world , if no air con it would have its own climate with clouds!) . Also represent Houston and the Marshall operations centre. Their job was to monitor the astronauts and take once from Houston if their was a problem .<br />
Our shuttle is called Atlantis which we will launch and dock with the ISS.<br />
We have a training session in the morning and full mission in the afternoon. 👍<br />
Rocket launch outside. Number 8<br />
Following that , we did the 1/6 chair which gives an idea of what it is like to be in a low gravity environment.<br />
<br />
We completed the mission. Our team were successful in docking and undocking the shuttle, but unfortunately crashed on landing. Oops! <a href="https://youtu.be/HUoZh-rTrNM">Houston, we have a problem</a><br />
<br />
We listened to Honeywell ambassadors and completed activities on nano science.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-2814757151509985062016-06-18T18:52:00.000-07:002016-06-26T09:08:05.780-07:00Space Camp day three<br />
Started with the mission. We were successful in our mission to swap a team on a lunar mission. Teams swapped and safely returned to Earth after experiments<br />
<br />
After that we went on the space ride...scary!<br />
<br />
Next rover and lander mission<br />
Have to protect an egg using materials provided. We have a budget and limited resources. Lander has to be dropped , rover transports the capsule. It will be dropped from the second floor of the building! All resources will be on the google drive.<br />
<br />
After that we had lunch and then a trip in the cactus to the lake. There we took part in a range of activities .first was the zip wire. This was to simulate a crash landing in water. You climb a tower ( after being strapped in) and are then strapped to the zip wire. When clear to go you whizz down backwards into the lake which is a refreshing tonic to the heat. Once you have been un clipped you swim to the side where you clamber out.<br />
The next activity was a simulated helicopter crash. Six in the dome which is plunged into the water and fills with water. The team leave via the door , one by one, and swim to a designated area. The whole team then swim to the landing area where one by one you climb into a landing net, are raised up and climb out.<br />
<br />
Return to the centre and hear from Honeywell ambassadors. These are teachers who have previously attended space camp and share some of their activities.<br />
<br />
First, Nadia from Romania. (11-18 physics teacher ) . She talked about activities she has carried out with her class. Also links with other schools in Europe . She has produced some resources to teach nano science. She also talked about ways that she has developed methodology in teaching to make mathematics more accessible.<br />
<br />
Second ambassador talked about how he has used team work as his focus. Introduced a game called kahoot that can be used for multiple choice games. Discussed a range of team building games that he has used with children.<br />
<br />
One of the main things that I have found from this experience is how similar our experiences are- assessment , funding, parental support, status of the profession. These were all shared. Interestingly there were no teachers from Finland, but this is a country recognised as having high standards and a well respected teaching profession. I would have loved to have had a conversation about this. However, I have been privileged to speak to teachers from U.S.A. , Croatia, Brazil, South Africa, South Korea, Kenya, Turkey, Portugal, New Zealand, China, Romania, Germany, Canada. There are 25 countries represented in the group this week, but we are in smaller teams so I have not been able to talk to everyone! The team work, collaboration and shared passion to raise standards, to make teaching accessible and creative are something that the policy makers for the education systems in our countries could benefit from seeing.<br />
<div>
<br /></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-91355106422190167742016-06-18T03:56:00.001-07:002016-06-26T09:08:30.101-07:00Space Camp day twoDay two<br />
<br />
Team building activities at area five. Moving toxic waste without touching the bucket, balance board and confusion maze where we had to get across using three planks.<br />
<a href="https://youtu.be/rx5jUxIdEzo">Team building</a><br />
<a href="https://youtu.be/7RnJL3djQz4">Team building 2</a><br />
<a href="https://youtu.be/R3OmOr4Y3_E">Team building 3</a><br />
<br />
Followed by talk about ARISS communication wth the ISS via radio. Gives opportunities to talk to astronauts. Plus video from Tim Peake.<br />
<br />
Rocket making. With high speed instructions! Will be lanced on fourth day. Good reminder of what it is like to be a learner.<br />
<br />
G force spinner. Strapped in and spun to 4G . Very strange and not very pleasant feeling at all. But I did it!<br />
<br />
Mission patch activity . Team activity to make a logo to represent the team. We have to create a patch that defines us as a team. Chosen a hexagonal outline which will include the six countries represented by our team .<br />
<br />
Now space mission...<br />
<br />
I am CAPCOM. This means that I communicate between places to tell the right team people what to do<br />
We are doing a simulation set in the future where we have to swap over astronauts who have been on Mars with replacements.<br />
We have a script to follow, but anomalies can occur. I am the only one on base control who can communicate with the module. Did a practice run...hard to follow all the instructions and keep to time. Have to switch between channels and listen to what's happening in each section. Really interesting. Look forward to the full activity tomorrow.<br />
<br />
Then feedback to each other on how to use activities in our classrooms.<br />
<br />
<br />
Science on orbit.<br />
How the ISS operates. Life size scale replica of the ISS. Fascinating insight into life onboard.<br />
<a href="https://youtu.be/982D2Lzrs38">On board the ISS</a><br />
Robotics workshop<br />
<br />
Using Lego to make robotics. See some pics. Two wheels and 'make it easier to turn.<br />
Now programming. Using a Lego programme which has drag and drop icons to make a programme that will move the robot.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-87553390236682246582016-06-17T04:28:00.001-07:002016-06-26T09:08:59.613-07:00Space Camp USA Day one<br />
<br />
I hadn't realised how significant Hunstsville was in the whole space programme. This is the place that the engines were developed and built for the first missions to space...those which flew unmanned, and those with chimps. Probably the most famous of all , the Apollo missions, all as a result of the work carried out in this once small , cotton trading town. President James Kennedy visited Hunstville and gave his pledge to support the Amercan mission to send a man to the moon.<br />
<br />
It's somewhat surreal seeing the huge rockets reaching to the sky, but incredible to see the enormity of it all close up.<br />
<br />
This is where I am staying :<br />
<a href="https://youtu.be/HkTX0gC5jQo">Accommodation</a><br />
<br />
First day included seminars from Ed Buckbee, part of the team who trained the astronauts on the NASA space program and Astronaut Dorothy Metcalf-Lindenburger. She was on the I.S.S in 2012 and had taken part in space camp here in Huntsville as a child!<br />
<br />
Here's her presentation <a href="https://www.facebook.com/HoneywellEducators/">https://www.facebook.com/HoneywellEducators/</a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-70142815590698732482016-06-15T19:06:00.000-07:002016-06-15T19:06:21.230-07:00Space campI'm waiting for the final transfer of my adventure to the Honeywell Educator's Space Academy. (HESA) I will be joining 100 other teachers from around the world for five days of cpd based around STEM subject teaching through space education.<br />
I will be making a video diary and am hopeful that the ideas gleaned will heavily influence my teaching next year... I have been drawn onto the maths and English wheel ( hard to ignore, even more so in year 6) . Perhaps next year there will be fewer changes (!) and I can be more creative in my approach. That's my aim...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-40791584743352669622016-06-07T09:46:00.001-07:002016-06-07T09:46:30.876-07:00Teacher reference group. Are you listening?Earlier this year the DFE invited teachers to apply for the new teacher reference group.<br />
<br />
My initial reaction was "Fantastic, a real chance to have our voices heard."<br />
<br />
I duly filled in the application form and waited ( and waited) to see what would happen.<br />
<br />
Well, I was interviewed and joined the 20 other new members at a meeting last month.<br />
<br />
A fabulous group of teachers all keen to share what is and isn't working in schools at the moment. Ms Morgan made a (brief) appearance , Nick Gibb stayed a lot longer and genuinely seemed to be interested in what we had to say .<br />
<br />
Now what?!<br />
<br />
The answer seems somewhat elusive .<br />
<br />
I think the idea behind the TRG is excellent...for far too long education ministers and civil servants with a range of backgrounds ( few from education ) come up with ideas that have enormous impact on the teachers in our country . And the teachers have little or no say . Could this be a step in the right direction? I really hope so.<br />
<br />
Here are some ideas that I think will help move things in the right direction. I am a primary school teacher and fully appreciate that there are issues regarding curriculum and assessment changes for GCSE and A levels and apologise for not including these, but they are of course enormously important and must be addressed.<br />
<br />
1) The DFE should take time to respond fully to the NAHT letter regarding this year's KS2 SATs. http://www.naht.org.uk/welcome/news-and-media/key-topics/assessment/naht-writes-open-letter-to-nicky-morgan-on-assessment/<br />
2) The DFE should respond fully to the questions raised about the proposed resits for Y7 children.<br />
3) A promise to gve schools far more notice about changes. More importantly, adequate time to implement.<br />
<br />
I have just been invited to a meeting with the headteacher reference group to discuss KS2 assessments. I tweeted about this to invite opinions that I could take along. Crikey, hundreds of responses flooded my timeline. Such enormous strength of feeling must be fed back to the DFE and I will do my best to do so.<br />
<br />
Will they listen? Will it make a difference?<br />
<br />
I hope so.<br />
<br />
Watch this space.<br />
<br />
Meeting on June 27th...<br />
<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-63402170578644322352016-03-21T10:31:00.003-07:002016-03-21T14:44:53.591-07:00Assessment without levels- what do the children think?<div class="MsoNormal">
So much talk about the impact of the new ‘assessment beyond
levels’ . So much confusion over the new
expectations and interim assessment guidelines.</div>
<div class="MsoNormal">
It is becoming increasingly difficult to keep up with the
constant stream of news updates/myths/scaremongering. </div>
<div class="MsoNormal">
What about the children? </div>
<div class="MsoNormal">
In particular, the ones who are going to be taking the SATs
in a few short weeks? How do they feel about all of this? </div>
<div class="MsoNormal">
I decided that to
directly ask my class would not be the most useful way to go about this- and it
is my job to protect them from all the changes and concentrate on the job in
hand- teaching them! Helping them to improve and be the best they can be. </div>
<div class="MsoNormal">
Instead I have talked to some Year 6 children about what
they enjoy about being in Year 6, how they feel about the tests and the changes
from levels to the new system. </div>
<div class="MsoNormal">
This is a summary of their main points. </div>
<div align="center" class="MsoNormal" style="text-align: center;">
***</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
NOTE: CHILDREN SPOKEN TO WERE HAPPY TO HAVE THEIR VIEWS
SHARED AS ARE THEIR PARENTS. THEY ARE FROM A VARIETY OF SCHOOLS AROUND ENGLAND. THIS IS PURELY TO SHARE A DIFFERENT PERSPECTIVE ON THE CURRENT SITUATION IN SCHOOLS. NONE OF THESE CHILDREN ARE AT THE SCHOOL I TEACH IN .</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i>What is good about being in Year 6?<o:p></o:p></i></b></div>
<div class="MsoNormal">
Trips</div>
<div class="MsoNormal">
Being the oldest</div>
<div class="MsoNormal">
Having more responsibilities</div>
<div class="MsoNormal">
The tests</div>
<div class="MsoNormal">
Getting to spend time at the secondary school to find out
what it is like</div>
<div class="MsoNormal">
Reading</div>
<div class="MsoNormal">
Maths</div>
<div class="MsoNormal">
Lessons</div>
<div class="MsoNormal">
The teachers</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i>What isn’t so good about Year 6?<o:p></o:p></i></b></div>
<div class="MsoNormal">
More homework</div>
<div class="MsoNormal">
Worried about secondary school</div>
<div class="MsoNormal">
Having lots of jobs to do</div>
<div class="MsoNormal">
Last year at my school</div>
<div class="MsoNormal">
Harder work</div>
<div class="MsoNormal">
The tests</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><i>How do you feel about the changes?<o:p></o:p></i></b></div>
<div class="MsoNormal">
I like the work being harder</div>
<div class="MsoNormal">
I was in a year 5/6 class last year and we are doing more
than last year 6 did</div>
<div class="MsoNormal">
Too many spellings</div>
<div class="MsoNormal">
I don’t like all the SPaG work</div>
<div class="MsoNormal">
I used to know what level I was and what I needed to do to
get the next one. I had a list of the things I had to work on. Now there aren’t
levels (but some of the teachers still use them) I don’t really know how well I
am doing. I know how many marks I get, and I try to get more next time, but I
don’t know if that will be enough.</div>
<div class="MsoNormal">
It’s annoying because the teachers don’t really know if we
are doing well or not.</div>
<div class="MsoNormal">
Well last year my friends knew what level they were and what
level they were going to try to get to. This year none of us know what level we
are. I know what I can and can’t do well. I’ve got a list of things to do to
help me improve, but I don’t know how well I’m doing compared to my friends who
have gone up to secondary school.</div>
<div align="center" class="MsoNormal" style="text-align: center;">
***</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So, what has this told me? That levels were used to let
children know how they were doing and where they needed to go next, that the
children actually quite liked them. </div>
<div class="MsoNormal">
Has it told me anything I wasn’t expecting? Not really, but
it has further highlighted the enormous impact that constant interference from
ministers has on our education system. As a teacher, it is my job to teach my
class to make progress, to build and develop existing skills, to learn new
ones, to become independent thinkers, to question, to be curious, to have a
thirst for knowledge and learning, to have the tools they need in order to be
ready and resilient when taking on challenges.
(There are of course lots more , but these are the ones that spring most readily to
mind). Not forgetting time to have a bit of fun in between all that too <span style="font-family: wingdings;">!</span></div>
<div class="MsoNormal">
<span style="font-family: "wingdings"; mso-ascii-font-family: Calibri; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-symbol-font-family: Wingdings;"><br /></span></div>
<div class="MsoNormal">
And that it is unsettling for the children who , despite the
very best intentions of their teachers, are anxious about how well they are
doing. I’m doing all I can to reassure my class about their progress, where
they are , what they can /can’t do, what they need to do to make progress- all
the things that teachers have always and will always do. But, it’s tough on
this first group of Y6 children in particular.
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So, what is the answer? Say that everyone has met A.R.E
(whatever that ends up looking like?)</div>
<div class="MsoNormal">
Saying that no one has? </div>
<div class="MsoNormal">
Thinking of a number and saying that a random % has? </div>
<div class="MsoNormal">
Exactly- none of these are satisfactory solutions.</div>
<div class="MsoNormal">
Chucking the whole
lot in the bin?</div>
<div class="MsoNormal">
No!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Honesty and consistency is what is needed. The new A.R.E is<b><u> NOT</u></b> (despite what some have
said) ‘roughly equivalent to a 4B’. They are more like a level 5. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One clear message needs to be given to ALL schools to
clarify this. Teacher assessments are fairly/completely (select preferred
option) meaningless with no idea of thresholds and are a guess at best. </div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
I would like to think that things will get better. In the
meantime, like every other year 6 teacher I shall carry on helping my class to
be the best that they can be and keeping it real. There is so much more to life than SATs. <span style="font-family: wingdings;">:-)</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-73120992126573891972016-02-27T07:37:00.000-08:002016-02-27T07:37:02.999-08:00Drama and ScienceSince moving into Year 6 I have been determined to give the children plenty of opportunities for creativity. This has always been high on the agenda, but with new curriculum and assessments it has become even more important.<br />
<br />
These are some of the most successful activities I have carried out so far this year.<br />
Please try them out and feedback. I will endeavour to take photos next time so that I can include them. We were too carried away with what we were doing to remember to take photos! <br />
<br />
<b><span style="font-size: large;">1) The circulatory system.</span></b><br />
<br />
I did this with my whole class as I am lucky to have a very small group of 20. With a larger class I would split it as follows:<br />
<br />
2 children- lungs. Holding a container with red counters (or similar)<br />
<br />
2 children heart- could make a 'bridge'<br />
<br />
2 children- body. Holding a container with blue counters (or similar)<br />
<br />
<br />
Rest of group- blood cells, start off at body with blue counters.<br />
<br />
Children process round the body, through the heart, to the lungs where the counter is swapped to show the exchange of gases, back to the heart, round the body where the blood becomes de- oxygenated, back to the heart and so on.<br />
<br />
Could have a couple of children beating out a rhythm on drums, or play a suitable tune to keep in time too (I especially like Mr Parr's heart song which you can find <a href="https://www.youtube.com/watch?v=p-wilmN80XE">here</a> or for lots of others click <a href="http://www.buzzle.com/articles/songs-with-the-word-heart-in-their-title.html">here</a> )<br />
<br />
<span style="font-size: large;"><b>2) Pollination </b></span><br />
<br />
Again this can be done with the whole class or groups. No fancy equipment needed, just some space.<br />
<br />
Some children- flowers- they need yellow counters/stickers etc. to act as pollen<br />
<br />
Fewer children- bees/butterflies (or bats if you have been looking at a range of pollinators!)<br />
<br />
Pollinators move from flower to flower, collecting and depositing the 'pollen' as they travel. This demonstrates how pollination occurs.<br />
<br />
<b><span style="font-size: large;">3) Electrical circuits</span></b><br />
<br />
All you need is a group of children and a piece of thick cord long enough for everyone to hold when it is in a loop.<br />
<br />
The loop is held gently by all (health and safety not to grip too tight to avoid burns)<br />
One (or more) act as the cell and gently pull the cord to demonstrate the flow of electrons in a circuit. The more cells, the more energy . The fewer cells, the lesser the amount of energy.<br />
The others can demonstrate resistance by holding onto the cord more tightly; this makes it harder to move the cord round the circle. If the cord is cut, the circuit is broken and the energy cannot flow all the way around.<br />
<b><span style="font-size: large;"><br /></span></b>
<b><span style="font-size: large;">4) Not so much drama as freeze framing . Light</span></b><br />
<br />
Groups of children use string/wool to show the path of light from source to eye . For example one child acts as light source, string goes to object (child two) and then to observer (child 3) . This can help to show how light travels in one continuous line that is reflected from the object to the eye.<br />
Other groups can then narrate the path of the light.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-34648749872193958472015-10-14T13:08:00.001-07:002015-10-15T13:10:45.090-07:00Teaching evolution to Year 6<div class="separator" style="clear: both; text-align: center;">
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This half term I have been teaching one of the new curriculum areas to my year 6 class.</div>
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Evolution.</div>
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Goodness, that is an area that challenges! Determined to make it accessible to the children I have used ideas from a brilliant session I attended with Stuart Naylor to give them an idea of the huge timescales.</div>
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( here's a link to the book written in collaboration with Jo Moules http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=22411 )</div>
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Last week the children , for home learning, took a moth outline home and coloured it with the remit of colouring so they could hide it in school. When we had a dry day, they hid them and we then pretended to be birds hunting moths. This really helped to understand the process of natural selection. </div>
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This afternoon we were thinking about variation within species and inheritance. I had drawn a simple pattern ( first of the photos) the children came to a screened off part of the room or at a time to copy the picture the previous child had copied.</div>
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The results are here:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh41HYAMmKh2gXPC5dr7WbaNY0KNld-_6FZWJLBz-LydH2raAx33RXVguZd9d4xrZZghg2X4tIx1uJfNA9TiE-SqChunjNPrJ0KOteERejo6WPB6hFR0fP1u49FqK9veh1GVZf4z9wLUrk/s1600/IMG_20151014_162718.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh41HYAMmKh2gXPC5dr7WbaNY0KNld-_6FZWJLBz-LydH2raAx33RXVguZd9d4xrZZghg2X4tIx1uJfNA9TiE-SqChunjNPrJ0KOteERejo6WPB6hFR0fP1u49FqK9veh1GVZf4z9wLUrk/s320/IMG_20151014_162718.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV41YRdgSn_sa-66qLlT4xSbtyrosjZXK5cwBK_TADoxxBbLspkGSkK_HU41tD_2xJWoqb0Vqy951zktTLktOp8qPgfXF9z_gqsm0i0Bnb9JPTdW1BHlEZCgwGMD407C8dV8B2nMF7Ke8/s1600/IMG_20151014_162730.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV41YRdgSn_sa-66qLlT4xSbtyrosjZXK5cwBK_TADoxxBbLspkGSkK_HU41tD_2xJWoqb0Vqy951zktTLktOp8qPgfXF9z_gqsm0i0Bnb9JPTdW1BHlEZCgwGMD407C8dV8B2nMF7Ke8/s320/IMG_20151014_162730.jpg" width="320" /></a></div>
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They were astonished to see how the pictures changed...tiny changes, over time, leading to something altered.</div>
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They have been buzzing with questions ( favourite today, "So, could humans evolve horns at some point?"</div>
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We rounded the afternoon with coming up with the offspring of Little Misses and Mr Men and had a lot of chuckles discussing characteristics that could be inherited.</div>
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I was quite apprehensive about tackling such a challenging scientific area, but it's been huge fun and the children have been so eager to ask questions. </div>
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Good grief, having fun!? Yes, it IS possible. </div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-70360105588210798252015-10-01T13:00:00.000-07:002015-10-01T13:02:23.429-07:00Learning in scienceI thought I would try something new with my class this year. Well, there are lots of new things: new room, new year, new class, new assessment... the list goes on.<br />
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Specifically, I am trying out a 'reporters' book' . The plan is that in each science lesson, one group is responsible for recording the learning that is happening. The group has a camera and the children are not expected to double up on their work, but to record what's been learnt.<br />
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Next step maybe to try in other subjects, maths would be my next move.<br />
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The point? A record, a revision tool, a discussion point, a way for me to assess understanding .<br />
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Will it be useful? Raise standards? Improve understanding? I hope so. Watch this space...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-88820451125409702832015-09-08T05:51:00.000-07:002015-09-08T05:51:01.402-07:00New term begins ...So, that is the first week back with the new class of children. Year 6 :)<br />
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I am so looking forward to the year ahead- apprehensive about the new assessment procedures but it is the same for everyone so just going to take it as it comes!<br />
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Here are my five good things about the new school year:<br />
1) Enthusiastic children<br />
2) Preparing the children to be ready for secondary school<br />
3) Having a lovely big classroom to work in<br />
4) Working with a fabulous team of people<br />
5)Having lots of new challenges<br />
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I have written this so I can come back and look at it every time something doesn't quite go to plan.<br />
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I am trying out a slightly different approach to my maths teaching which I will blog about once a few weeks have passed.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-37709115080277830372015-08-06T08:30:00.001-07:002015-08-06T08:30:32.604-07:00And relax...I was going to have a rant about negativity in the way our profession is all too often portrayed by the media but deleted partway through as that in itself was negative.<br />
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So, as the summer holiday reaches its halfway point and the list of things I need to complete to be ready for the start of term grows by the day, here's to positivity.<br />
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As a teacher, being positive is essential , regardless of how I may be feeling that morning, the children deserve to have a teacher who is full of enthusiasm about the day ahead. (We can all recall INSET sessions/ staff meetings where the presenter has been lacking in enthusiasm and how it makes us feel!) Conversely, being like a Duracell bunny (other brands of battery are available as are other types of small furry mammal ;P) would be somewhat wearing as well. Somewhere in between is where I'd like to be (erring towards the bunny!)<br />
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Where is this post going? To act as a reminder that teaching really is a fabulous profession. I am looking forward to the challenges of the year ahead. (There will be many as I will be with Y6 - first time with the new SATs !) Sure, there will be ups and downs and times when I will want to bang my head on the wall or table, but being positive, modelling that to my class when things are hard so that they see a challenge as something to overcome, not to be afraid of. Life is full of challenges; it is how we deal with them that ultimately shapes us into the people we become.<br />
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And I will continue to beat my positivity drum loud and long; perhaps if more of this was portrayed there would be fewer teachers leaving, more joining? Teaching is not easy, but where would the challenge be in that!<br />
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<img alt="Image result for be positive images" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTW-LoQdoq8s6BMgcaRK49QeVbhcd9e15Ww0gAUyIFUl8YcXjO8Rw" /><img alt="Image result for be positive images" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQbOuvnABOdOuqEYol0O1N33WUxrP0Qs3_VKEKISvbP0mPL8V02" />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-49247319527637226122015-07-14T09:31:00.000-07:002015-07-14T09:31:00.549-07:00Secondary vs Primary... Building trustToday I had a meeting at our secondary school to discuss how we can all work together to ensure that progress made in primary schools can be effectively built on in secondary.<br />
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Having just attended the ASE Professional learning conference, my head was still spinning with the wealth of ideas and questions that it raised.<br />
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Imagine my disappointment to be told that baseline testing for science might be reintroduced as the children come up with, "... hugely inflated levels..."<br />
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AAARRRGGGHHHH :(<br />
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I totally get the accountability thing- it happens across all phases, every teacher is accountable for the progress made by the children, so accurate assessments are essential- over inflated levels are a headache for the next teacher. I'm really glad that levels have been abolished as this SHOULD get over that. (85% end of KS2 to reach expectations whatever they turn out to be might not be quite such a great thing; time will tell !)<br />
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BUT (excuse the irony) assessment is not and never will be an exact science. It is a professional judgement. Made on the basis of the experience and professionalism of the teacher.<br />
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How are we ever going to get over this? A through system from 3 to 18 perhaps?<br />
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There are some schools now with this age range; perhaps the "Y7 dip" doesn't happen in these schools? Perhaps there is better understanding between the phases, and perhaps expectations are more consistent? Perhaps...perhaps...perhaps...<br />
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I don't have a solution, but what <u>do</u> have is the determination to break down barriers and misconceptions between primary and secondary. We are all in this for the benefit of the children .<br />
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I have volunteered myself to be observed by as many of the secondary teachers as they like, not to show "model lessons" but to see exactly what goes on, our expectations, the high standards achievable. It's not "them and us" .<br />
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Bring it on. I have the bit firmly between my teeth, and like Rikki-Tikki-Tavi I am not prepared to let this one go.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6767374934878877802.post-34074166832282268352015-07-13T02:49:00.000-07:002015-07-13T02:49:13.494-07:00Teacher recruitment and retention...Where do we go from here?I was lucky to be able to attend the recent ASE Professional Learning conference at the University of Hertfordshire.<br />
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An incredible line up of speakers which included Professor Shirley Simon, Brian Cartwright HMI, Professor Jonathan Osborne and Sir Andrew Carter had been organised for the attendees and much conversation was generated as a result.<br />
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One of the recurring themes was the difficulties ITT providers are having recruiting their full allocation of trainees. One of the particular shortage areas was for chemistry graduates (Teach First and PGCE/School Direct at Reading) <br />
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A possible solution to this was suggested- to attract more graduates, why not give them greater opportunities to continue their research work ...<br />
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This made me wonder why this wasn't available to ALL teachers from ALL phases at ANY stage of their career. When I did a little reading up of this, I found that Sir Michael Wilshaw had actually suggested this ( see <a href="http://www.dailymail.co.uk/news/article-2056248/Teachers-sabbatical-avoid-burnout-return-refreshed-says-new-Ofsted-head.html">here</a> ) as far back as 2011 (!) However, I don't know any teachers who have been afforded this opportunity. Perhaps if sabbaticals were available, fewer teachers would be leaving as a reult of exhaustion / burn out. (Teacher drop out stats <a href="http://www.telegraph.co.uk/education/educationnews/11505837/Four-in-10-new-teachers-quit-within-a-year-union-warns.html">here</a> and <a href="http://schoolsweek.co.uk/nqt-retention-rate-branded-dismal-as-union-reveals-two-in-five-stay-less-than-a-year/">here</a>)<br />
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So, perhaps one way of keeping teachers in the classroom for longer would be to give opportunities for teachers to have time away from their post (no one would expect to be paid for this; that would be too much to ask, but for the job to be held for them shouldn't be too much of a problem, surely?) to carry out research, try something new...<br />
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I can see the arguments that school leaders would immediately throw this way:<br />
All our best teachers will go<br />
What if they don't come back?<br />
What if others want to go too?<br />
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BUT how about looking at it a different way... Take on newer (cheaper) teachers, teachers will come back with new skills/enthusiam/ renewed energy... Perhaps something that could be offered once teachers had been in post for (say) four years with a commitment to returning at the end or giving an extended notice period to enable schools to find a replacement?<br />
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Sir Andrew Carter (review <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/Carter_Review.pdf">here</a> ) spoke at length about ITT and made all sorts of suggestions such as all schools should be involved with ITT in order to be classed as good or better, and that the whole organisation of schools should be looked at. (A possible model suggested was a class of 60 with one teacher with QTS, a couple of TAs and a couple of trainee teachers- much intake of breath when this was muted in front of a lecture hall mostly of science teachers trying to imagine practical science with that number!)<br />
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The facts are clear; fewer graduates are entering ITT, greater numbers than ever are leaving the profession. ( <a href="http://www.theguardian.com/education/2015/apr/06/england-desperate-shortage-qualified-teachers">April 2015 Guardian</a> ) It might not yet be a crisis, but it will be if something is not done sooner than later.<br />
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Some ideas (non exhaustive!) - Comments welcomed:<br />
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1. Offer a guaranteed CPD programme that goes beyond the NQT year - put the money into school budgets which are already squeezed.<br />
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2. Ensure that ITT gives an excellent grounding in behaviour management, SEND provisions, Assessment, pedagogy and subject knowledge and plenty of opportunities for trainees to meet with practicing teachers (and for schools with mentors to be properly funded in order for them to have the time to spend with the trainees)<br />
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3. Stop media bashing of the profession<br />
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4. Bring back protection for teachers with UPS to facilitate movement (many pay policies make explicit that teachers will not be taken on beyond M6 regardless of experience which disadvantages those with UPS as they have to take a pay cut when moving)<br />
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5. Ensure teachers get at least a cost of living enhancement each year ( <a href="http://www.independent.co.uk/news/uk/politics/public-sector-pay-rises-to-be-capped-at-1-per-cent-for-another-four-years-osborne-announces-10374980.html">2015 budget</a> )<br />
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6. Get rid of Ofsted (OK, I know that wont happen. There ARE changes to the system and there is a list of myths to help schools understand the requirements ( <a href="http://www.theguardian.com/teacher-network/teacher-blog/2014/oct/17/ofsted-new-guidelines-affect-teachers-open-thread">here</a> ) but there are so many inconsistencies that this remains a HUGE concern to schools.<br />
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Bottom line, teaching IS a great job. Working with children is a tremendous privilege. Recognise the dedication , commitment and professionalism of the teaching force.<br />
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Endangered can be turned around...<br />
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<span style="font-size: large;">"What office is there which involves more responsibility, which requires more qualifications , and which ought, therefore, to be more honorable than teaching?"</span><br />
<span style="font-size: large;">Harriet Martineau.</span><br />
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<br />Unknownnoreply@blogger.com0