Gopher science labs

Gopher : small , burrowing rodent .
Gopher

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.

Further details Here

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.

Hey presto, grant received. Thank you again Royal Society.

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.

See some pictures Here

I will shortly be leading a staff meeting to share the experience and hopefully encourage others to apply for this wonderful opportunity.

Students teaching students.
Cross phase links.
Transition opportunity.
Fun science.

I'm still not sure what it all has to do with gophers, but it was certainly a great experience.

Why don't you go for it this year?  😉

Applications close end of this month.

Great 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.
' Why you'll never catch smallpox'

My Year six class were captivated from the moment we started.
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.

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.

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)

https://m.youtube.com/watch?v=yToii3-p-NI

We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .

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.

The children threw themselves into their characters and we're trying to guess who would 'get the pox'

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.

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)

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.

The teacher PowerPoint was brilliant at keeping discussions on track.

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.

The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox

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.

Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.

Final day of Space Camp

Day five
Dan talked about camp opportunities for visually impaired students. Lots of wider full opportunities for disadvantaged students.

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.

Evaluations and post event questionnaire were next.

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.
We had a range of materials... Foil, mesh ( steel and copper) filler , card, cork, pasta sheets.

Here's our team's

Ablative shield


This was followed by graduation rehearsal!

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!'

https://goo.gl/photos/UzMxZtvqjmq3rNpPA


Graduation followed with awards for teams who had won missions and engineering challenges.

The evening closed with a meal and live band. I can count myself among the few who have danced under Saturn 5!

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.


Here are some other videos
Using the 1/6 chair Moon walk

Launching rockets Rocket

Mission simulator Capcom

Space Camp day four

Day four

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 .
Our shuttle is called Atlantis which we will launch and dock with the ISS.
We have a training session in the morning and full mission in the afternoon. 👍
Rocket launch outside. Number 8
Following that , we did the 1/6 chair which gives an idea of what it is like to be in a low gravity environment.

We completed the mission. Our team were successful in docking and undocking the shuttle, but unfortunately crashed on landing. Oops! Houston, we have a problem

We listened to Honeywell ambassadors and completed activities on nano science.

Space Camp day three

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

After that we went on the space ride...scary!

Next rover and lander mission
 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.

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.
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.

Return to the centre and hear from Honeywell ambassadors. These are teachers who have previously attended space camp and share some of their activities.

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.

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.

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.

Space Camp day two

Day two

 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.
Team building
Team building 2
Team building 3

Followed by talk about ARISS communication wth the ISS via radio. Gives opportunities to talk to astronauts. Plus video from Tim Peake.

Rocket making. With high speed instructions! Will be lanced on fourth day. Good reminder of what it is like to be a learner.

G force spinner. Strapped in and spun to 4G . Very strange and not very pleasant feeling at all. But I did it!

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 .

Now space mission...

I am CAPCOM. This means that I communicate between places to tell the right team people what to do
We are doing a simulation set in the future where we have to swap over astronauts who have been on Mars with replacements.
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.

Then feedback to each other on how to use activities in our classrooms.


Science on orbit.
How the ISS operates. Life size scale replica of the ISS. Fascinating insight into life onboard.
On board the ISS
Robotics workshop

Using Lego to make robotics. See some pics. Two wheels and 'make it easier to turn.
Now programming. Using a Lego programme which has drag and drop icons to make a programme that will move the robot.

Space Camp USA

Day one

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.

It's somewhat surreal seeing the huge rockets reaching to the sky, but incredible to see the enormity of it all close up.

This is where I am staying :
Accommodation

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!

Here's her presentation https://www.facebook.com/HoneywellEducators/

ASTs - another great idea bites the dust.

So, yesterday I went on an outreach day. Since having attained AST status in 2001 I have been to dozens of schools and worked with many different teachers from trainees, returning teachers, teaching assistants, classroom teachers, middle and senior leaders, advisors, tutors- oh yes, and children; lots and lots of them!

It was with great sadness that I drove away from the school I worked with  as this was the last outreach I shall do as an LA AST.

Why?

One word- funding.

Funding for ASTs ceased three years ago, the end of the year marks the end of my role. My LA safeguarded until the end of the year and I have continued to support schools across the area during this time.

  I think of the schools I have worked with; would they have paid independent consultants ? Probably not with their ever diminishing budgets.

So, there must be something new to replace ASTs? Yes, of course- excellent teachers. Oh, no, they aren't funded for outreach work.

What about leading practitioners?
No funding for those.

Ah, SLEs, that looked promising; but they are to support school leaders. what is an SLE?

So, who is out there to support  classroom teachers now? The LA? Hmmm, perhaps not...

Of course, we are all supporting each other now in our clusters/federations/academy chains.

Or are we?

I became an AST as a career choice; I love being a teacher and don't want to lose sight of that.  Becoming an AST has given me the opportunity to develop my skills as subject leader, as teacher, coach and mentor.  Each outreach role I have undertaken has been successful.  I am sure that my experiences are replicated across the country by many other ASTs. And now, with a new curriculum and assessment without levels, no one out there to offer support. Publishers clamouring to sell their wares. The strength of ASTs was in their classroom role. Teachers doing the job with the understanding to offer support realistically.  To say that ending this role is to miss a trick is a massive understatement.

So where next? Well, I am looking into seeing if I can continue to offer support to schools I have built links with; not as a consultant, but as a class teacher, doing the job, but keen to work with others as well.

I'd live to hear from teachers (ASTs or others) who have managed to continue their role creatively. I'm fortunate that in working part time I have some flexibility to not affect my class time ...

Watch this space!

Job sharing in Primary- Making it work.

I have been working as part of a job share now for two and a half years. I’m still finding my feet with it but am writing this in the hope to help others who are thinking about it or starting. At the end of my first full year job sharing I blogged about how it had gone http://mrshalford.blogspot.co.uk/2012/07/challenges-of-job.html

I have really enjoyed this year- no irony in that statement at all. Even with a large class (35 at times) with the huge pile of marking, extra parent sessions, reports… There is so much in the press about teachers leaving the profession http://www.theguardian.com/teacher-network/2013/aug/01/why-are-teachers-leaving-education  Working part time for me has been the most positive step I have taken in my teaching career for some time. 

So, what works well in our class? Key has to be the communication. I have read about some teachers who are lucky to have some time each week when they are both in the class. Budgetary constraints don’t allow that at my school, but we do talk.

And talk.

And some more!

 We keep a book (filled two this year) in which we leave copious notes for each other. We talk on the phone at least twice a week. Oh yes, emails too! And the odd text.  Without that level of communication I can’t see how it could work effectively.  All the children and their parents know how regularly we talk about the class and this has helped us to build strong and positive relationships.  In an ideal world we would have one TA in the class who could be a consistent presence, but there are two of them as well! One works Monday and Friday, the other the middle part of the week.

We are very different in our personalities, in our teaching styles, in our interests. But what we share is our passion for teaching, for helping children to achieve their potential, to build their confidence and self esteem, to enable them to believe in themselves and to be proud of themselves, our class, our school.  We work in a school with a really well put together behaviour policy, that helps too.

When it comes to how we plan and deliver the curriculum that has been a constantly evolving process. Some subjects are split between us which works well. Maths and English (I know the terms are Literacy and Numeracy but I have a pet hate for those and insist on calling them maths and English !) Anyway, for the English this year I taught the majority of the genre work while my partner concentrated on the SPaG. This was commented on favourably by the subject leader during the course of the year through lesson observations and book moderation. We made good use of AFL so that areas that came up in my teaching needing reinforcement could be covered discretely and I would have a “zero tolerance” approach for the focus area each week. With the increased emphasis on SPaG we will definitely be carrying on with this next year. Of course there are also lots of opportunities for writing across the curriculum and we follow the Pie Corbett approach to non fiction writing and include all 6 areas each year so these are split between us.  http://www.talk4writing.com/index.html

Maths has been much more of a challenge. In the first year of job sharing we started by splitting the curriculum so that I did all the number work and my partner did all the shape,space, measure, data. This worked fairly well but my partner felt that she didn’t have enough knowledge of their ability in number.  We then tried to work as one teacher with one of us leaving plans for the other. It was a nice idea but planning for each other was very time consuming. This year we used the unit plans from the strategy and split the five units between us each term so that over the course of the yer we had both taught everything. This worked fairly well but is not the most consistent way for the children who would be doing one area Mon/Tues and another on Weds-Fri.

How are we going to organise it for this year? Not totally sure at the moment. Progress in maths was less than it was for reading and writing which would indicate that we need to look at how we are planning and teaching the subject. There have been some interesting ideas on twitter about planning the maths (http://www.broadbentmaths.com/)   Having asked the twittersphere’s opinions it seems that the number/everything else split is the most popular…

Why am I blogging about this? Partly to share what has worked well, partly to find out how others are making their job shares work well. It’s a constantly evolving process. Being able to communicate well, trust each other, share similar values are all key points. Most classes have at least one teacher with PPA cover so job sharing is more common than one might initially think. Having someone who knows the children as well as you is a real bonus.  

Challenge for next year is to get on top of the maths and be as effective as we possibly  can. Anyone who has any tips to share please do so. 

New term ahead...

 Holidays are fab- certainly one of the perks of the profession. (I don't believe any teacher who doesn't agree with that sentiment). However, as the new year looms, panic sets it...how on earth am I going to fit the teaching in with everything else that needs to be done? Of course it will all get done (mostly anyway) once term starts the pace of life cranks up a gear or three and before you know it, multitasking your way through a never ending to do list.
I am lucky to be going back on  a part time basis. Labelling books and trays is so much easier when there are two of you to do it. Next week am in all week as INSET which I don't want to miss; after next week though, three days a week.
I have great plans to get the work balance thing sorted. Decorations planned for house, more regular catch ups with friends and family; and a more energised me in the classroom. Will it make me a better teacher? I hope so...I know the days I am in will be manic but will the fact that I am there less than not make a difference? Time will tell. I know that I will miss out on some things that happen on the days that I am not there; but my aim is to give my all on the days that I AM there. Something all teachers try to do, and something I was finding increasingly difficult to do everyday along with all the paperwork/redtape etc that the job has been so engulfed by. I am very lucky to have a job share partner who I have known for years and worked alongside. We are both really excited about the forthcoming term; we have very different interests and strengths which is fab as we have been able to split the teaching in a way we are both really happy about. The maths is a bit of a worry at the mo as we don't have a scheme or even agreed approach at school having spent ages and ages working on improving the writing and reading. INSET on tues is all about maths so I am hoping that some answers will come from that.
So, back for two INSET days then children on Wednesday. I am looking forward to this next phase in teaching tremendously and am committed to making it a success. Will reflect in due course.

Trainee teachers

I have been writing the end of year report for the trainee teacher who has been based at my school since September. As part of a SCITT scheme, we have trainees for their Autumn/Summer placements or the Spring one.
I have been involved with this particular SCITT since 2002 and love it. To any teacher who has never worked alongside trainees, I can't recommend it highly enough.
I really admire those entering the profession via a PGCE as it seems an impossible amount to pack into a year. I did a four year B.Ed (back in the late 80's!!) and at the end of it felt that there was still so much to learn. Several of my colleagues came into teaching after other careers and found the PGCE route the most suitable for them.
Anyway, I digress, back to the trainee teachers...
Yes, there is a heck of a lot of work involved; I would be lying if I said otherwise,but it is well worth it. This year my trainee (I know there has been much animated discussion over the term trainee on twitter; it's the agreed term on the SCITT I work with having replaced student teacher!)  has really blossomed and it has been an absolute delight seeing the change over the year. She is only with me for three more weeks after half term and will be missed by all.
Having a trainee in your classroom really helps you to think about your practice deeply and having the opportunity for professional discussions about lessons is priceless. As a newbie to teaching there is a fair amount of support which dwindles as the career progresses. I feel lucky to be in a school where we all work very closely and peer mentoring is something we want to develop further, but the day to day discussions of classroom practice have certainly enabled me to constantly look at how I teach.
I am in the middle of writing a (very long) report and loving the fact that I can comment on all the progress that has been made. The next few weeks give a chance to consolidate and build on progress made and give me time to observe my class at work which tells me so much about them that I sometimes miss.