Marvelous Monday - Maths Mats, Phil Denford and Sean Reeve, 10.11.14

This week all staff will achieve a 'Maths Mat' to attach to their desk. The purpose of the Maths Mat is to go through key ideas, tips and techniques to build in subject specific links to numeracy across the curriculum. The mats also highlight the subject 'Maths Champions' so all staff know who to look to for further ideas.

Review of CPD course; How to assess Spanish Speaking CA tasks (Edexcel) - Natalia Palmero

The focus of this course was linked to understanding and applying the marking criteria. To practise it, we listened to recordings and marked scripts at a range of grade levels, both individually and with other colleagues. We also checked our marks against those awarded by the moderators which was reassuring and showed consistency in our marking.

Moreover, we tried out different methods of marking. All suitable and recognised by Edexcel, to find the one we feel more comfortable with. In my case is using the ‘Assessment Criteria sheets’ in Unit 2, Edexcel GCSE in Spanish.

Finally, we evaluated controlled assessment tasks and focused on the importance of the quality and quantity of its wording (to help students to remember all the relevant information) and to write them in English. In reference to this, we were reminded to use the word ’may’ instead of ‘must’ in the sentence: You ‘may’ want to include the following points(…) to avoid our students being penalised if they do not answer all of them.

There were several other key points that were more general but just as thought provoking which came out of the day. These included;

·         We have to encourage spontaneity in our Speaking CA. Consequently, pauses are natural and they expect to hear them. Also, some utterances expressing doubt like, ‘let see…’ or ‘a moment, please…’ in Spanish are perfectly acceptable.

·         Examiners are very fond of a single sentence containing two or even three tenses.

·         Standardization within the department is crucial.

·         We should share ‘Assessment Criteria sheets’ with the students so they know how they are going to be assessed and act accordingly.

Author Visit - Sam Tearle

Author visit’s this half term.

Our first visitor, Michelle Paver, regaled us with tales of ice wolves and historic journeys of her characters. She shared her experience of writing, and most specifically drafting pieces of work over and over and over again; until she felt it was perfect.

Her most recent chapter is finally perfect after the 37th draft. Paver – most kindly- shared a page with her annotations and editing scrawled all over so that we can share this with our young people. This will be so powerful in proving editing takes place and that great writers are rarely satisfied before they have edited, drafted, and then often edited and drafted once more. What a great message for Mayfield students who maybe think editing is pointless: after all “we’ve finished!”

Our second visitor, the author Jeff Norton, shared his tales of a zombie character- a misfit with OCD – and how creating him was like making a new best friend. He truly cared about this ‘boy’ and wanted to hear how his OCD made being a flesh eating monster interesting. Vegetarian zombies…unlikely, but true!

Jeff Norton shared a powerful message with our young people: he struggled to read at school. As a reluctant reader, he switched off and disengaged in his learning, until one day his librarian shared a ‘Quest Book’ with him. He was instantly hooked- reading until late. Mum: turned off the light, eventually confiscating his torch when he snuck under the covers; never realising that he kept a back-up.

Norton vowed that he wanted to write THAT book. The book that we are so engrossed in; enjoying so much, that we won’t put it down: even when mum says. He shared with our Year 7s that he wanted everybody to keep picking up books- until they found the one that made them want to read. Not just glance at a cover when forced to – but actually read for enjoyment and pleasure. I thank Mr Norton as he has inspired me to ask teachers what was that book for them… hopefully we can use discussion about our favourite book to truly inspire reading via Resilience and AR sessions.

Thank you to both our visitors- they have made such an impact on our young people this half term, and I believe will have a lasting legacy on teaching and learning for the future!

Marvelous Monday 5.11.14 - Sam Tearle

Marvellous Monday: 5.11.14

On Monday 3^rd November, I asked if I could share with the staff body about having conversations with students about their favourite book. This followed a course – run by ACSL – where they shared a rather shocking statistic with me. I discovered that 60% of students do not have conversations with adults in any given week. Initially, I wanted to disagree, but when you strip directed questioning, I am not convinced this is untrue. This was exasperated with Jeff Norton – an author who recently visited us- sharing his journey from reluctant reader to very successful writer only occurred once he discovered ‘that’ book!

Therefore, I have challenged myself to share a bit about my reading with students during Resilience time. I shared my love of Enid Blyton books, and the students joined in. Some have vowed to actually read some. A brilliant success. To launch this further throughout the staff body, I have produced a spreadsheet to share you ‘favourite’ book (ideally from childhood) and I am going to create a literacy display which trials throughout the school.

 (Found at: T:\Teaching And Learning\Literacy)

I am so pleased with the way staff are responding: exciting times for literacy at Mayfield.

Maths CPD Course - Faye Axelson

I have been on a subject knowledge and enhancement course- for teaching maths.

The course was held at the Bognor site for Chichester University. There are lots of candidates from the primary sector and only a handful from the secondary sector, which is fab as we got to have a very in depth session as secondary teachers and to address specific issues, also the course is being tailored to fit our needs.

The course is taught in phases, but we carry out some activities together as a cohort in order to see the progression of a concept and development of teaching ideas.

Today we looked the impact of the curriculum changes and began discussing how to address them.

We spent time looking at how we teach specific topics and how this can be adapted to fit with the new requirements.

I know I was concerned to see how literacy heavy and complex the new style exam will be, especially as this will be in effect for our current year 9.

One of the 1st questions on the foundation paper was …

“The sum of two consecutive integers is 48, what could the integers be ?”

This really made me think about the language I use- as I wouldn’t naturally throw the word consecutive at bottom set pupils, yet this is on the start of a sample foundation paper!

We looked at assigning values to base 10 as a numerical system, and looked at how this can be taught by looking at unrelated systems, and I learned why we have 60 second in a minute, and 60 seconds in an hour ( and that this system has been around for 3500 years)!

Amongst other things , we looked at how to teach multiplication and the new approved “single” methods which are expected as the preferred exam method, and how this will affect the year 7s coming up to us.

I have come back full of ideas, concerned about how best to prep my classes for what is a very different examination system, and with a head so full of stuff it feels about to explode (probably because we had to have a go at some mathematics tasks too!).

Next session we are looking at specific topics and practical applications for use in class and in assessment. I am really looking forwards to it, even the algebra!

Perhaps the best bit of the day  was,  I have learned that ducks can count.. to 4!

Faye

Monday's Marvelous Idea - 20.10.14 - Jo Webb

Pass the Question - differentiation to music.

This is an effective and enjoyable starter that revises key skills.  It is based on the popular childhood game of pass the parcel with students answering questions when the music stops.  By cheating and stopping the music at a targeted student you can then ensure you are getting a student who is pupil premium or SEN etc. to respond.  Thus testing their memory and ensuring that differentiation is being achieved.

 Choose a piece of music that reflects your chosen topic - at the end of the starter you can challenge students to consider why you have chosen that particular piece. For instance naming the bones of the body while showing the Thriller animation video on You Tube which has dancing skeletons! https://www.youtube.com/watch?v=ZhflzGDiDIM​

There are then several ways of organizing the game:

• ​have a box with a series of questions in it that is passed around the class or
• have a card with a question mark on it that is passed around. either have the questions appear on board or have a question that there are multiple answers that can be given e.g. name all the capital cities of Europe / what does each letter of AFOREST represent etc.
• you can either seat class in a circle or keep them in their seats for the box or question mark card to be passed around
• alternatively if you have the class sat in smaller group you can have multiple cards / boxes being passed around and select a student randomly from one of the different groups to answer the question

Monday's Marvelous Idea 6.10.14 - Emma Pickering

I have found that sometimes pupils can feel as though an extension is penalising them just because they have finished their work quicker than others!  So when I was creating an extension for a year 8 class I decided to make it into a fun activity.  In an old box I cut a number of questions up relating to the lesson and made it a lucky dip for them to answer and found that the majority of pupils wanted to get on to the extension and answer all questions. 

Monday's Marvelous Idea 13.10.14 - Differentiation by Task - Fi Harrison

Here is an example of little help sheets that pupils could help themselves to in my lesson today.  They were cut up for pupils to take as required. 

This worked amazingly with my year 9 class although some took all three slips of paper!

Also this week I came across this link which may be of use to all staff!
www.outstanding-resources.co.uk​ 

Science Development Day

Team science is currently adapting to two entirely new curriculums both for KS3 and for BTEC. The prime focus of the day was to create schemes of work for both so that we may make the transition to the new curriculums as straight forward as humanly possible. The new curriculum introduces vast arrays of previous KS4 content into KS3 making the way we deliver complex vocabulary, models and concepts to all ability ranges a prime focus.

With differentiation we have looked at ways of creating an online ‘file-share’ using the new dynamic learning resource we have started to compile each other “best bits” so to speak. This will hopefully mean that learners can have access to the optimal resources and also make the way we plan as a department smarter.

Furthermore, the planning day has given us a fraction of time to evaluate what had worked well with last academic year’s curriculum and delivery to enable us to carry forward or develop our successful management from last year with the intention of making an even more ‘streamlined’ delivery scheme.

With new, more stringent, protocols in place for the BTEC curriculums we have had to create a very rigid framework in order to meet deadlines and maximise pass-rates. Again, a new scheme of work has had to be created that will give all learners access to Pass, Merit and Distinction content. We hope that with the times spent planning the first units; the new BTECs continue to provide learners with an enjoyable and project based means of learning.

Exciting times, challenges and opportunities lay ahead for all over at Science HQ. Special mention to the construction workers on the day. Their fantastic use of hydraulic machinery really resonated with us!​

Damien, Terry and Karen

22.9.14 Marvelous Monday

Marvelous Monday - Tom Cranfield

Jenga Learning 

The idea is simple.  As a flipped learning homework you ask students to come up with four questions on the unit of work that you are studying.  The first 2 can be comprehension or recall questions such as Where do the Birling family live in An Inspector Calls?  1 question should be a SMSC based question which has wider implications e.g. What does An Inspector Calls teach us about life and morals?  Finally you ask for an exam style question e.g. Explore how Priestley uses the character of the Inspector within the play to present his views. 

The students are being challenged to think about a range of questions which involve different thinking skills and their incentive is that when they come in next lesson their starter is to put them on different sides of a jenga block and peer assess them with their neighbour.    

At the end of the unit or as a revision activity they can then play a game of Jenga which involves answering differentiated questions before placing their block on top of the stack.  I did this as one activity in a carousel of KS4 independent revision tasks and it went down well!   

Maths Department Planning Day

MATHEMATICS DEPARTMENT PLANNING DAY

The department had it first planning day on the 23/9/14. The focus was to look at the four rules of number and plan out a progression of skills which the department would all teach to. This would allow us to have a consistent approach int terms of order of skills taught as well as a consistent approach to methods allowing for pupils to have a consistent experience across the five years.

It was an amazing opportunity to be given an entire day of lessons covered to talk as a maths team about our teaching and how children learn. We discussed opportunities to review and develop methods within the department to improve the understanding of our students. To ensure that methods of application and understanding are embedded in all of our students. The most exciting development was our new approach to teaching directed number across the school to all pupils. We believe that with this approach we will minimalise the misconceptions and difficulties in this topic.

We were also lucky enough to have a maths specialist from our local Junior School. Mrs Longhurst was very helpful in helping us develop strategies for our low attainers.
As a department this was an exciting and useful day, sharing ideas and collaborating as a team. Looking at how we can improve and develop within the department, developing ideas and executing these into our classes.

Not forgetting to thank our wonderful Master Baker, Mrs Williams, for the wonderful cakes - a different cake extravaganza for each lesson of the day.

Marvelous Monday 29.9.14

Marvelous Monday

Today Mr Woodham shared a compilation of strategies and ideas regarding differentiation within lesson. This is available in the shared area in the Teaching and learning folder.

Marvelous Monday 15.9.14

Marvelous Monday 15.9.14 - Wanda Barnes.

This afternoon we will hear about the importance of lesson maps for mapping progress across the lesson, but also for managing levels of engagement. Please see the example below; 

 

Whole School Booklook! - Mrs Tearle

Whole School Booklook

On the first day back this year, the whole staff spent time looking across a range of books. As a teaching member of staff I found this session very enlightening. It became clear to me that students are actively choosing to perform in certain subjects – often due to passions and interests, but equally because they feel they can get away with it.

The impact this has had on my classroom practice is to encourage me to raise the bar. To expect more.

The feedback from staff has been fascinating. I have attached the anecdotal ‘post-it’ note comments, and as you can see: we all want the same things. We want to see staff actively challenging and expecting more from presentation; we want to see supportive measures put into place to support spelling across the curriculum and we want to continue to develop a more collaborative approach to teaching and learning to make our students achieve better, whilst making our professional lives less challenging.

For me, the most interesting feedback from the session was differentiation. Firstly, we all identified a need to differentiate more actively for the less able. However, we also acknowledge that there seemed to be an over scaffolding for our able students. We decided to challenge ourselves with this in the coming term. Combining this session with the differentiation cards we received in the subsequent session, I feel that this is going to have a good impact on the experience of students in my class this term. 

I would like to thank staff for your contributions – I will keep you updated on how we move forward in the coming weeks! Good luck; keep raising the standards and our young people will come with us!

Mondays Marvelous idea

Mondays Marvelous idea  8.9.14

Why is reading important? Show students that reading is a lifelong hobby by sharing with them what you read!

1) Click onto this link

http://whatimreading.org/

2)Enter your name e.g. 'Mrs Tearle' and what you are reading e.g. 'The Hobbit'. Some example book covers will appear. Click on the one that looks best.

3) A poster will appear. Click on 'Get poster' and save it to the shared area. 

4)These will be printed and ready for you to display in your classroom or resilience room next week!

A must-watch for the start of term!

Whilst scrolling through ice bucket challenges on Facebook last week I came across this video that a teacher friend had shared. A powerful reminder that whilst we should always be aiming for the highest standards in our planning, preparation and assessment we should never forget the difference that making pupils believe in themselves can make.

Ryan Gibson

 

https://www.youtube.com/watch?v=ZTAcZl088m0

Student Book look!

INSET 2/9/14. - Session One

Sharing our experiences of student progress by comparing student work across curriculum areas. Main findings to be published soon!

AfL - Charlotte Humm

AFL work

Over the last year I have been working on several ways to further embed AFL into my lessons.  I have been predominantly focusing on year 7, but I have found that these techniques do work with other year groups too. Many of these techniques have been taken from ‘Perfect Assessment for Learning’ by Claire Gadsby.

The first technique I have used is called ‘Red Herring’. This is where I have added extra success criteria onto the list of success criteria, this then results in the students having to discuss which one has not been covered. I found that this helped the students track their learning and become more reflective of what they needed to concentrate on next. Furthermore, this can be used as a mini plenary and students can discuss what they need to do meet the extra success criteria.

Another technique that I used was called ‘Random Success Criteria’. This is where the success criteria are jumbled and students have to decide upon the levels/grades for each success criteria. I found that this helped the students as they were able to reflect upon the language used in the success criteria (e.g. describe, evaluate) and decide upon a level/grade. I also found this technique good for differentiation as students could use their current and target grades to help them highlight the correct level/grade onto the success criteria. I also ensured that the students were encouraged to explain why they have chosen the particular level/grade.

I use the role of ‘experts’ in my lessons on a regular basis especially with KS3. This is where one or two students are in charge of explaining certain parts of the lesson to other students. This allows the students to have ownership of their learning and enable them to discuss the learning with other pupils. One class has evaluated the use of experts and many have said that being an expert in the lesson has helped them to improve their own learning.

Finally, I have used ‘Question Cue Cards’. This is where students have to write one or two questions about the topic that they must bring up during the lesson. I have found that this has helped students to become more reflective in their learning.

Charlotte Humm

Marvellous Monday 30.6.14

I attended a conference on Teaching and Learning on Friday 27th June which looked at changes to curriculum and assessment. The middle session of the day however was simply about fun and engaging teaching techniques which help youngsters 'get it' and become 'hooked'! Some of these were familiar and it was good to be reminded of them and some were brand new. It was brilliant to share these and I hope they can be of use in your subject area;

1) Freeze frame. Get students into groups and give them five minutes to form a freeze frame showing either a part of a story, a stage in an experiment etc. To assess their progress pick on each individual and get them to explain what they are feeling/what they are doing and more importantly - why!
2) Verbal Boxing - Ban all normal hands up/hands down rules and select the two most opinionated students to have a discussion at the start of the lesson. Hopefully they will inspire the rest of the class.
3) Hot seat. Prepare an information sheet on a key character or two. At the start of lesson (or as HW) give a student (or two) these role sheets to read. Meanwhile have a planned starter for the rest of the class. Invite the students back into the lesson and get the class to question them. Hats and props really help. The teacher can take on the character role if that is more appropriate.
4) Use PPT or your interactive whiteboard to set up a picture reveal. Expose parts of the picture at staged times asking students what they think it is and why?
5) Mystery object. This can be an object in a sealed box with just a hole to put a hand in or even an object under a piece of material. Can the youngsters guess what it is and how it links to the lesson?
6) Picture on the wall. Have a picture on the wall outside the classroom. In teams students must re-create it. However only one student is allowed out of the room at a time to look. They must develop team work and observation skills. Great if analysing images is important in your exam.
7) PE idea! Give every student a green sash. As they become more confident in the skills they are learning they should go to the side and swap it for an amber and then a red to show they are 'hot' at this topic/skill. They can then become the student leaders. Great for showing progress.
8) Music at the start of a lesson. Can students link it to the topic being studied?
9) Props!! For example placing glitter in a water bottle and swishing it is a great way to demonstrate a tornado or use lego to show population pyramids.
10) Mini whiteboards - all students then reflect on the learning.

I shall be trying 6 and 10 in my lesson this week. I hope some of these are of use to you too!

Marvellous Monday - 23.6.13

I am going to be completing Class Charters with each of my classes at the beginning of this academic year.  The Class Charter consists of the rules, that the pupils have come up with themselves, about behaviour and conduct in the lesson.  They have real ownership of these rules.   I begin the lesson with the pupils, in the back of their books, writing in rough some ideas for class rules in silence.  Then they get into small groups to discuss their ideas.  Following on from this, they create a list of 2 or 3 rules that their group has decided are the most important.  Finally, we come back together as a class and join all the ideas together and write a class charter of their rules.  The pupils write these in the first page of their new books and sign it.

Any questions please ask - Miss Manning.