Desperate to get my head around what I want from a good KS3 scheme of work

Key Elements (Secondary): Curriculum and Lesson Planning - NCETM

The above link has become my starting point. I'm hugely interested in the 'Curriculum vs Syllabus' debate and am acutely aware that what I have produced so far is most definitely just a syllabus.

How do I create a curriculum? What needs to be included? What gives the greatest support for teachers in the department at all stages of their career? Apart from actually finding things to include, how do I stop myself from going the other way and including too much?

I read a quote on Twitter from @TonyParkin last night, which has awakened my interest:

Where people equate curriculum with syllabus they limit planning to consideration of content or body of knowledge to be transmitted #ncr11

which I then entered in to an small exchange which resulted in Tony sending me the following link: curriculum theory and practice. I shall read with interest.

Another consideration is the format of my schemes. What do staff actually need to plan and deliver lessons effectively? Minimum? Maximum?

I've bookmarked lots of web pages to refer back to, but as ever, I'll probably forget I stored them, so I'll share them here : my bookmarks on curriculum change.

What I'm going to do now is make a start. I'm often guilty of looking into and around things so much that I don't make a start. So, here goes.....

Managing Change in Education: Individual and Organizational Perspectives Published in association with The Open University: Amazon.co.uk: Dr Nigel D Bennett, Dr Megan Crawford, Mr Colin R Riches: Books

Managing Change in Education: Individual and Organizational Perspectives Published in association with The Open University: Amazon.co.uk: Dr Nigel D Bennett, Dr Megan Crawford, Mr Colin R Riches: Books

The year of the blog

Great Maths Teaching Ideas

In 2010 'everybody' started doing it.

They were doing it for themselves, they were doing it for others, They did it anonymously, they did it by declaring themselves to the world. They did it for information sharing, they did it for profit. They did it to educate, they did it to sell something. Many even got their classes doing it.

BLOGGING!

I've read so many blogs over the past few months, and it think it's set to be huge in 2011.

Hell, even I on here doing it! Every thought, every purchase, every event I attend, I'm blogging it. (Regarding my MA and a little about school of course!)

At the moment, I know no-one's reading because I've not told anyone about it. But one day, when I'm good at blogging, and have something worthwhile to say I might pass on the link. I might even post it to my twitter, but there's some serious blogging individuals out there, the likes of which I am no match for!

The point of this post is to declare one blog that I do enjoy. It's informative, which I like. It does sometimes try to sell you something but I ignore those posts. It gives me good ideas for classroom resources for mathematics. And the name says it all. "Great Maths Teaching Ideas".

Before the first seminar

Tomorrow is the first day of our new module: Leading and Managing the Mathematics Curriculum. We've been set the task of encapsulating the vision for the maths department.

I've just filled out a page of how I see the department at the moment - and it makes for quite sad reading.

More new books

I ordered a few more books this week, and here's what I got:

This one, I bought as it seems to be related to our next MA module: Leading and Managing the Mathematics Curriculum. However, Having a flick through (no, I've not got to reading it yet!), it seems to be more about leading people.

This next one I reall should have bought for the last module, but it's still going to be an enlightening read, rather than just relevant extracts:

And finally, nothing enlightening, but a practical book for lesson starter ideas (I'm not an ideas person, you know):

Meeting about Schemes of Work

I had a meeting today about improving my KS3 Schemes of Work with our LA advisor.

I read a wonderful passage in my new book 'Managing Mathematics' about the distinction between SYLLABUS and CURRICULUM.

It explains syllabus the be the list of content to be covered, whilst curriculum is the whole mathematical experience of the child.

I need to adopt this approach. I need to consider the experience of the child when adding to, and developing further, my KS3 Schemes of Work. They need to support all members of staff in their planning, no matter what stage of their career they are at.

Our department has the whole breadth of experience, from those about to start a PGCE, to those nearing retirement. I need to consider this in my development.

I have already written the 'syllabus'. The list of content is there, with some tentative teaching hours allocated (the dept. consider the hours absolute, but in reality, I just put in how long I thought they should take, with little consideration for the number of teaching hours in a year). There's also a tiny amount of suggested material, but nothing 'good', in the OfSTED sense of the word.

But in order to create the 'experience', I need so much more. I need rich activity, suggested teaching models, useful links, hooks, probing questions, assessment opportunities, etc.

I've planned to put aside some of my weekend to work on them - little and often may be the way to go for me - otherwise little will get done. On that note, I'm reminded of a quote I read today about never starting with an empty page. The implication is, leave a task unfinished when you are on a roll, so you have something to go back to next time, rather than complete the part of the task you are working on, then have to start the next part of the task from the beginning.

I'm not sure if I agree - I like to complete one task, so I can start afresh on the next.

(I've just found it - it was a tweet by @timharford, quoting others linking to a website quoting Roald Dahl quoting Hemingway!)

Twitter blocked at school

I recieved an email last weekend from Learning without Frontiers, with the best piece of email advice I've ever read!

It was regarding not being able to open the document to print tickets for the event, and said "Contact your IT Network person and ask them to allow you access to the 21st Century!"

I feel like this about twitter. I can't access it at work, yet twitter is probably the greatest piece of CPD anyone could ever find! You learn so much, share ideas, find out about amazing events to name just a few.

I'm wondering how I can get around this (without forking out for an iphone contract). I've not got any ideas at the moment but may well look into it further.

Thinking about our school VLE

I am actually quite passionate about the benefits of a VLE - so why have I done so little to my own, or indeed the departments? Time, as ever, is the usual battle-cry, but to be honest, even WITH time, I've barely thought about it? What should I include? What is useful for students? Should I create one great 'course' then copy it over to all of the other years? Or just let each one build organically?

What about all of the fun stuff I always wanted to include on a VLE. I started my own website when we didn't have a VLE, so I'm thinking I want to add to that for the interesting side of maths.

Some time ago, I produced a document of what I thought should be included on a VLE (for a preliminary discussion about getting one, way back when...) and it's pretty full! I'll reproduce it below:



Definitely going to be thinking about my class VLE and my website over the weekend. May well have more to report.

The first book for the new MA module arrived today

Managing Mathematics: Amazon.co.uk: Mathematical Association: Books

I've already read through and highlighted lots from the chapter titled: Implementing the Curriculum.

Now, bearing in mind this was written over twenty years ago, I still find (as with the earlier reading material for the MA) that it is so relevant today!

I have a meeting tomorrow with our LA Advisor regarding changes to the Key Stage 3 schemes of work, and I'm going to bring in the book to discuss various suggestions made in it compared with what I'm striving for in my own schemes.

A few pics from Teachmeet Learning Without Frontiers

Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics: Amazon.co.uk: Sue Johnstone-Wilder, Clare S. Lee: Books

Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics: Amazon.co.uk: Sue Johnstone-Wilder, Clare S. Lee: Books

Just ordered this in preparation for our second module of the MA. Sue Johnstone-Wilder was one of my lecturers at King's on my PGCE 16 years ago. I'm hoping it's relevant, but it looks suitable. It's quite recent too, I believe.

Sugata Mitra: The child-driven education | Video on TED.com

Sugata Mitra: The child-driven education | Video on TED.com

Hearing a lot about Sugata Mitra at the moment. Have been looking up a few links, his blog, his wiki, etc. Need to read a little into it to find out more about his work.

The next module to study

I've just found that the next module we'll be studying for our Master's Degree is "Leadership and Management". I'm not sure what the module will entail. Possibly guidance on being a leader? Possibly researching the difference a good leader can make to the learning in schools?

I'll need to read up on the documentation to find out a little more. Maybe I should begin on the reading list, buy some new books on Amazon.

I'm off to read the guidance and criteria - and will return to explain what I understand it to be.

cooltoolsforschools - Mathematics Resources

cooltoolsforschools - Mathematics Resources

Just come across this website, with lots of maths links on it. I'll have a sift through the links to see if there are any gems on there for our teachers.

Mathematics learning objectives

Mathematics learning objectives

I've bookmarked this as something I should be referring to on a regular basis. I should link my schemes to it. I should be checking out the probing questions for each objective, the resources and suggestions available.

In all honesty - I think the Standards Site, whilst being an amazing body of reference, has TOO much on it! You could spend hours following hyperlinks, all on the topic chosen.

I will do something with this, I'm just not sure what yet!

We Are the People We've Been Waiting For (2009) - IMDb

We Are the People We've Been Waiting For (2009) - IMDb

Checking out Twitter after I returned from the Teachmeet, I found that this film was to be shown at the Conference the next day. I'd never heard of it, so I looked it up, and found you can download it (presumably legally).

I set about downloading, and will try to set some time aside in due course to watch it. I read mixed reviews - some saying it's an inspirational real-life documentary about the state of UK education today, others say it's a party political broadcast.

I shall watch with interest!

Learning Without Frontiers teachmeet #tmlwf11

I attended my first real life teachmeet today.

It was part of the Learning Without Frontiers Conference, London 2011. It was held in 'The Brewery' in EC1, not far from the Barbican. It was a beautiful building with something going on in every room. There were lots of other things going on throughout the day, but I didn't have time to get to much. I arrived there at about 3.30pm and the 'Sunday Service' had been going on since 11am. We (I went with sister-in-law) went to the 'Experience Room' first, and probably spent a bit too long in there. The trouble was - we got hijacked by GCSEPOD, an app developer who wanted to sell us their wares. Neither of us have the say-so of our schools to make any sort of purchase, let alone such a large one (thousands per year!) so their time was somewhat wasted, but at least we got to hear about something new at its launch.

I definitely wanted to attend at least some of the Pecha Kucha event, but it was so packed we couldn't get in the door - and there didn't seem to be actually any sort of Pecha Kucha presentation going on - just someone talking at the front.

So we wandered in to the MirandaMod 'unconference'. It was quite empty with a few people discussing the role of ICT in education. I wasn't sure if I wanted to be there, but it would have seemed rude to walk straight back out again, so we stayed awhile. Then, in walked the creator of Learning Without Frontiers: Graham Brown-Martin! He was asked a question and had lots to say in reply! I found him wonderful to listen to - the sort of person you could hear speak for hours and never tire of him. He had an energy about him. Sadly the unconference had come to the end, but we were given a card, with a suggestion to visit MirandaNet and the wiki and sign up.

And then on to the teachmeet.

It was everything I expected it to be (having viewed many on-line). I watched many of the educators that I follow on twiiter, and spoke to Andy Kemp - someone I have interacted with many times, as a fellow maths teacher. I also listened to another maths teacher: Daniel Stucke, who I am now following.

There are some seriously innovative educators out there - but the majority come from the Primary Sector.

Why is that?

I do think that secondary teachers can be very insular - our classrooms become our world, and little exists outside of it. We are also VERY dominated by a full and rigid curriculum. We have so much to get through, that we do it any way we can.

However, a Secondary Mathematics teacher can be inspirational, if only they have the creativity to go with it. I've always said I'm not the most creative of people. I'm too logical. Too linear.

But I have ideas. My ideas just don't come to fruition all that often. I put it down to a lack of time - or is it really a lack of time management.

I so want to be inspirational, just like the people I heard speak today, but I'm not sure I know how to be?

So what's a Teachmeet?

TeachMeet - Wikipedia, the free encyclopedia

Read the link above to get an idea of what a teachmeet is all about, but basically, it's CPD FOR teachers BY teachers. It's about teachers 'doing it for themselves'. It's an opportunity to showcase fantastic things you are doing in your classroom or get inspiration from others who are doing great things in the 21st Century.

This is just a small selection of the teachmeets
that have occured since the first, back in 2006
(along with the logo from Brain-Pop,
regular sponsors of teachmeets.)

No-one owns a teachmeet, or the teachmeet brand, but some educators put themselves out to facilitate the organising of one, and I am certainly grateful to those individuals, who are generally 'just' teachers like me.

It's definitely not hijacked by those with something to sell, but education brands tend to sponsor teeachmeets and offer prizes for teachers to take home with them.

Those that are brave enough to present offer either a two-minute micro- or a seven-minute nano-presentation on something that has worked for them in improving the teaching and learning.

They are often streamed online (with chat capability) so people can choose to participate no matter where they are in the country, or indeed the world!

Ex-pupil on Dancing On Ice

Laura Hamilton | Photos | Dancing on Ice 2011 - ITV.com

Was rather amused to find out an ex-pupil is to be a 'celeb' on ITV's Dancing On Ice (see link above). I believe she's had some success as a children's TV presenter and at school always took the lead in the Christmas School Productions.

However, I'm also led to believe that she never admits she went to the school she did, and lists her 6th form school as her place of education. Never be ashamed to admit where you're from Laura!

My first REAL LIFE Teachmeet

I've viewed the streaming, I've participated online, but I've never actually been to a Teachmeet in person. I'm really excited to be attending Teachmeet Learning Without Frontiers 2011 (#tmlwf). It's part of the Learning Without Frontiers Conference taking place in London over the next week.

I FB'd my sister in law and said "Clear your diary - we're going to a geekoid event on Sunday!"

Once I'd explained what it was, she was more than happy to come. We only need to get the overground to London Bridge, the tube to Moorgate, then walk a little way to The Brewery in EC1. (After, there's a social in The Elbow Room, Shoreditch, but I'm not sure about that bit yet.......)

It's billed as a 'fancy dress' event, but I won't be dressing up! I'm not the creative type, and have NO idea what on earth I'd go as, so I'm going to blend into the background in civvies!

Looking at the line-up of those who have signed up to present, I think it's going to be a great couple of hours. Some of the more inspirational people whose blogs I read, and have contact with on Twitter, are set to present. Should be enlightening and maybe put a rocket up me to get on and do something inspiring too!

Learning Without Frontiers: The Sunday Service

Learning Without Frontiers: Schedule for Sunday January 9 @ London, England

One evening, whilst watching the Gadget Show (or was it whilst looking through Twitter?), Jason Bradbury talked about an upcoming event called "The Sunday Service". It was to be part of the Learning Without Frontiers Conference 2011. His participation was to be the live filming of an exciting TV show called the Dot Robot Show, based on his books of the same name, and you had to sign up online to get tickets.

"I'll have a bit of that" I thought. The family love Jason Bradbury and his work, so I thought they'd enjoy it too. Might be good for a lazy Sunday after Christmas!

I read through the programme of events after signing up, and realised there's going to be a Teachmeet in London as part of the day. Sod the Dot Robot Show! I'm going to the Teachmeet! I've wanted to attend one in person for ages - as opposed to online participation - and here was an ideal opportunity.

There's a couple of other events I'd like to get to too, if I can. (Well there's loads, but I don't think I'll be getting up there too early.) I want to visit the MirandaMod 'unconference' and the Pecha Kucha style event called "There's an App for that!".

Feeling quite proud of my efforts

I keep wanting to read my first assignment. I'm sure it's not vanity, but pride that keeps making me turn the pages! In fact, I've turned them so much it doesn't look half as nice as it did when it was first printed.

(Still, I keep hoping it's good enough to get a 'pass' grade, but I won't know for ages!)

I took a pic of the front cover and posted it on my FB and twitter and got lots of comments from friends about how impressive it looks, and how clever I must be!

I'm of course grounded enough to know that a pretty looking binding does not guarantee the quality of the contents, so had to add 'let's hope it's what they are after....' to my post.

BUT. Two people in my life have read it properly (as opposed to looking at a picture of a pretty binding) and they have both been very positive about the contents.

The first is sister-in-law. She said (via email):

I really loved your essay Laura, it reminded me of one of our books you and I like to read, a perspective that allows the reader to participate on a journey...keep up the fabulous work...maybe consider a PHD!!!

I asked her if she was just being nice, but was adamant she wasn't.


The second is someone who works at the LA. She commented on my writing style and said 'engaging' is a very apt word (the word used on my presentation feedback). She said that whilst reading, you go through the ups and downs in the text and want to know what happens next.


I feel on top of the world with these really positive comments, but in reality, it's just a waiting game until I get the ACTUAL grade of the assignment.

It's in the post

I put the finishing touches to my Word document last night (the absolute 11th hour), including bibliography, title page, word count and headings for the appendices.

All that was left was to print the actual assignment, photocopy the content for the appendices, arrange it all in order, get it bound in some format, and get myself to the Post Office to send it via next day delivery so it would definitely arrive guaranteed on time for the 6th January 2011.

The repographics room at school did a wonderful job of getting it all ready for me, so I left school at lunch to pop to the Post Office.

First, I'd forgotten where the Post Office was! I work near where I live, so it's not like I don't know the area! They'd just moved the Post Office in to a local branch of W.H. Smith and I'd forgotten that!

When I got there, the queue was wrapped right around the shop! It is the first working day after New Year, so the world and his wife was in there!

Well I didn't have time to wait, so I returned to school, and later, after school, and after a Staff Meeting, I went to a different Post Office to send it.

£6.70 it cost me to send two copies of the assignment and a USB stick with an electronic version on! To be honest though, it could have cost twice as much and I still would have sent it the same way (Special Delivery) just to have the peace of mind of knowing it was going to get there on time.

It's done now - nothing more I can do.

I'm pretty much done

I didn't quite get my assignment finished by New Year's Eve, but I think I'm done!

I've written 2997 words (we had to stick to less than 3000) and I've written about what I think the assignment is about (with one eye on the marking criteria). I just hope that I have interpreted it correctly. I've added various quotes (enough I hope) and referenced correctly using APA style. I have a bibliography and header pages for my appendices.

Now I just pray that repographics will photocopy all the things I want them to, and bind my assignment in some way without the required 24 hours notice! Then I can send it off!