Year Six Teacher

Year Six Teacher is dead... Long live Year Three Teacher!!

2010-08-31T15:52:00.000+01:00

It is a sad day for me (not just because it's the last day of the summer holidays) because as from today I will no longer be Year Six Teacher. From tomorrow I will be teaching Year Three!

This change is an exciting one, but one that also fills me with nerves!

I am moving from Year Six for one reason only - to gain more experience. I have taught Year Six since I qualified as a teacher back in 2001 and I love it! Each year I have seen our curriculum evolve and become exciting and interesting for the children and for the teachers! It really is a brilliant year group to teach and I will miss it terribly. Amongst other things, I will miss the humour of the children, the visits (especially the trip to France), the ability of the children, the way that the children approach their responsibilities so professionally, the indepenence of the children and the curriculum that we teach. However, after nine years in Year Six (and in the same classroom), it is more than time for a change.

Year Three promises to be really exciting and I'm looking forward to teaching a new curriculum, moving to a new classroom, new situations, new visits and the opportunity to help shape the Year Group into something I am very proud of. However, I am not afraid to admit that the move makes me really nervous. For the first time in nine years I'm not really clear about what I'm teaching from day to day. I'm worried that I'll pitch the lessons all wrong until I adjust. It will be a challenge to tackle situations with children with needs that I'm unfamiliar with. I will miss my old classroom too!

Over the last few years this blog has evolved into a place for me to share ideas and thoughts about issues that affect Year Six, management, technology and education in general. I wish to continue with this but there will also be an opportunity to reflect on my experiences as I move year group.

Thank you to all Year Six teachers who have supported the blog over the years and I hope that they find my thoughts as a Year Three teacher interesting. This blog will remain live for the time being, but all my new posts will be at the new blog. My Twitter username will change to @y3teacher

The new blog url is: www.y3teacher.blogspot.com

Weeknote 6

2010-08-22T22:32:00.000+01:00

This week I have...

Been on holiday
We've enjoyed a great week in North Devon. We booked a holiday apartment for a week in Ilfracombe. We had two days of glorious sunshine and we spent these two days at the beach in Woolacombe. From the Tuesday onwards it rained... and rained... and rained. It was torrential at times! We managed to visit various places: Combe Martin, Clovelly, Croyde, Barnstaple, Bideford, Great Torrington, Westward Ho! and Appledore. We had a good day at Exmoor Zoo and watched a stunt show on the Tuesday evening. It was great to be sent some recommendations about where to eat using Twitter!

Realised that I need a Twitter cull
I have read lots of tweets using Tweetdeck during the week and I've realised that I follow so many people that it's hard to find usefulness and meaning from all those tweets. I need to look more carefully at the profiles of the people I follow.

Weeknote 6

2010-08-15T18:51:00.001+01:00

I'm writing this from our holiday in Devon!

This week I have...

Blogged
I've caught up on blogging during the week. I wrote a review of a book by Terry Freedman which he has linked to from his website at www.ictineducation.com.

Painted
I've been painting the fence in an effort to keep up with the targets I set in my monthly review.

Set up my classroom
The drawers and cupboards are now labelled and the room is set out how I want it.

Been to a wedding
We had a fabulous day at a wedding in Whitchurch.

Driven
The journey to Ilfracombe was a nightmare thanks to an overturned caravan which held up up for two hours. Still, we are here now, and looking forward to a great week!!

Engaging with families

2010-08-14T20:29:00.001+01:00

A couple of months ago I raided the Becta website for publications in the fear that they might suddenly disappear. Fortunately the government's cost cutting initiatives haven't included cutting bandwidth to the Becta website just yet, so the document I refer to hasn't disappeared yet. (Incidentally, I wonder what will happen to the publications when Becta does fold?)

Messages from the evidence: Engaging with Families talks about how technology can be used to engage with parents more effectively. It is based on research from a 2009 survey and is intended to help schools to use what technology has to offer to improve parental engagement. There is an expectation for all primary schools to offer secure online access for parents to information about their child's learning and school life (assuming this expectation still exists).

Now I am well aware that many schools are miles in advance of our school, but here are some things that our school does to use technology to engage with families and what I would like the school to do in the not too distant future.

Text messages - we subscribed to a school texting system around 18 months ago and it has proved to be a massive hit! Staff love it because it is simple to use and it is an effective way to contact parents. the feedback from parents has been fantastic. I'm not sure how it will work, but next year I want to enable to function where parents can reply to the texts. I don't know if it will become over-complicated for our office staff to manage.
Emails - the same texting system now offers an email package. We mainly use the system to send newsletters home, reducing the number of printed letters by 75% in the process. In the next year I want to extend this to other letters (e.g. trip letters and after school club letters). This will save time and paper.
Twitter - although it's hard to tell how effective our Twitter feed is unless people start to follow, I'm sure the fact that our tweets are displayed at the very top of our website means that people must take some note of the news items that pop up daily. I only wish that the Local Authority would unblock it so it can be shared with the children in school.
Blogs - the Year Six blog that my colleague and I ran has been extremely popular amongst our pupils. Next year it's time to extend this throughout the school and one of my challenges for the learning platform is to demonstrate to staff how to use the blogging tool and get them using it! A blog about our visit to France and a visit in another year group proved to be very well received! It will be important to demonstrate to parents how and where to leave comments.
The school website (learning platform) - we are just scratching on the surface of the possibilities this offers. During the summer I will be redesigning the school's homepage to make it easier for parents to find essential information like holiday dates, diary dates and news. (I'm sure that I found a statistic somewhere about how many clicks within a website that a visitor will make before they get frustrated and leave. I want to reduce the number of clicks in order to find these items.)
'Enable parents to book appointments and consultations online' - blimey! The document recommends this and it would be really cool. I just haven't got a clue how to do it!
Links on the school website - our Delicious bookmarks feed into our website (using RSS feeds) but I need to add links for parents like local council websites.
Homework - A survey of parents in 2009 showed that 97% had internet access. I wonder if I could set staff the challenge to distribute some homework to be completed online only?
Sessions for parents - I would like to offer sessions for parents to demonstrate how to use the school website and the different technologies we offer.
Online reports - Next year we will be revamping our reporting process. I wonder if we can make the reports available online?

Of course, the document reminds us that,

"No one-size fits all. Good communication includes a range of options to fit around parents' different needs and circumstances, including technology strategies and non-technology strategies."

I guess you can't beat face-to-face interaction in the end! But I'd love to hear from people about how they engage with parents using technology.

Teachers Pet

2010-08-12T19:38:00.000+01:00

In the process of setting up my brand new Year Three classroom I looked around for some classroom labels that would be good for labelling drawers, pegs and a few other bits and pieces like a visual timetable.

I was delighted to find some fantastic items on the Teachers Pet website (www.tpet.co.uk) which is completely free! I loved the animal labels in particular which I have used to create drawer labels, and the visual timetable will be perfect to use on the wall. It was good to find resources which are editable too!

If you have any labels needed for your classroom, I cannot recommend this site enough.

Go On, Bore 'Em by Terry Freedman

2010-08-10T16:02:00.054+01:00

I wanted to write a quick review of this book by Terry Freedman which is available here which talks about why some ICT lessons can be excruciatingly dull.

Whilst very much aimed at secondary ICT teachers, I actually think a lot of his ideas can be transferred to primary school teachers, and not just for ICT.

The starter activity
The logical and scientific way that he explains the need for a starter activity is superb. When I work with trainee teachers I will pass them the book so that they can read this chapter to help them to understand the need to plan an engaging starter activity.

"In one lesson I observed, as part of an ICT inspection I was undertaking, it was 8 minutes between the first student entering the room and the last one entereing the room... The first student to enter had 8 minutes in which he was expected to sit down and say and do nothing. The second student had slightly less than 8 minutes for the same thing, and so on. In other words, by the time the last student entered the room, most of the students already in the room were now virtually unmanageable."

Doesn't that make sense? I think it really highlights the importance of planning a starter activity.

The myth of students' superior technical knowledge
I thought that this chapter would help me to get through to teachers who plan activities in ICT without planning a purpose for the challenge. It will help to show the need for the need to plan a task where pupils can apply their skills and knowledge and show real understanding of ICT.

The chapter on too much talking by the teacher will also be invaluable advice for students. I guess we all have lessons where we 'go on a bit', but again the logical reasons he uses to justify his advice are spot on!

Moving to Year Three next year is something that's on my mind. I'm not quite clear yet what the homework routine will be in this year group, but the advice about homework in this book will be useful. He argues that homework is not a bolt-on, but should be an integral part of the lesson. He writes that homework, "Should help ensure that what goes on in the lesson itself is useful and meaningful and that the time in the lesson is well-spent." This is great justifucation for making greater use of our learning platform and its forums and wikis at home to form part of the homework routine.

There's more great advice which I will offer to trainee teachers about good plenaries, but I also found the chapter on data to be very interesting, particularly after my work on data in my Leadership Pathways course.

Go On, Bore 'Em by Terry Freedman is a worthwhile read. It can be purchased here.

Weeknote 5

2010-08-08T15:19:00.000+01:00

I knew that 'Weeknote' was over-ambitious. I know I've said it before, but I've just been so busy. There's literally been something on every weekend since the end of May and unfortunately blogging didn't get done.

Time to get back on track...

This week I have...

Sorted my iTunes
Music is so important to me that I enjoy spending time editing the information about each an every tune. When I started to use iTunes in February I didn't think the process of making sure all of the song details are up-to-date would take as long as it has, but the end is now in sight - I've finished all of the songs beginning by artists from M to Z which means that I've don't over half of the alphabet. M took forever (due to hundreds of Michael Jackson, Michael Buble etc. songs)

Watched films
It's been nice to relax with my wife and watch a few films. We watched Toy Story 3 the other day (enjoyable film). A while ago I bought the Two and a Half Men series one boxset and we've enjoyed watching these too!

Been ill
I felt really poorly from Tuesday night to Thursday morning. On Wednesday I went to bed at 6 and was in bed until 10 on Thursday morning. It's not like me to do that. Still I'm better now.

Caught up on jobs in my office
All of the pictures taken at school and home over the last few months have been uploaded to the relevant Flickr collection. I've sorted various things that needed doing in the office.

Begun to prepare for my new class
Moving to Year Three promises to be very exciting and I can't wait, but I don't mind admitting that I'm very nervous about it. So it was a relief this week to meet up with my colleague and begin to plan the year.

Monthly Review August 2010

2010-08-07T15:17:00.001+01:00

Well, I have to say that my monthly review process has been an absolute waste of time. Of the targets I set, I have achieved very few, in particular my personal targets. I have learned a lesson which I need to try to address next year, that basically my life has been devoted to school for the last two months. The last half-term at school has been so busy that when I came home each evening I didn't really feel like doing much. But with loads of social events (I know I shouldn't complain, but there were so many) I found fitting in anything productive at home very difficult.

Review:

Personal:

Go running eight times - Disaster! Just after writing my monthly review I injured my ankle whilst running and could barely walk for a week. It meant that I didn't go running for two months! I am back on track now though.
Start playing squash again - Disaster! I didn't play at all - with many evening events with school and various social events over the last couple of months I just didn't get chance.
Begin to tidy up the garage - Disaster! I can only blame my lack on enthusiasm and lack of time for this one.

Professional:
Organise the school's 'university' project - Done! Read my blog post here.
Write my school reports - Done! Arrrgghhh! I need to write much less next year!
Collate the pupil questionnaires - Done, although quite late. Unfortunately I had other priorities during the last few weeks at school that these sort of fell by the wayside.

New Targets:

Personal:
Go running eight times - I must do this!!

Start playing squash again - I'm looking forward to doing this
Begin to tidy up the garage - I need to do this.
Paint the garden fence - (I just need motivation and good weather)

'Professional':
Tidy up my office at home - That means complete all of the work that I've piled up in there!
Set up my brand new classroom - I'm moving to Year Three - more on this soon!
Move in to my office at school properly!
Plan my first lessons for Year Three
Revamp my blog and Twitter - Year3Teacher!

I plan for August to be a more productive month!! (I promise!)

Tanzanian visitors

2010-07-31T14:15:00.000+01:00

For a year or so now our school has been involved in Tanzed's charity work by becoming a partner school with a school in Tanzania. In October, staff from our school travelled to Africa to meet the teachers from our partner school and spent a week decorating a classroom, sharing resources and learning about the Tanzanian way of life.

During a week in June two teachers from our partner school came to England to spend some time in our school. I have to say that it made me do a lot of thinking about how I take so many things for granted.

The teachers spent much of the week in school visiting classes and working with the children. They came to watch a lesson I taught, working on frisbee skills and playing ultimate frisbee with the class. Our visitors' faces began to smile as they could see the simplicity of the game and the possibility of creating new games with the frisbees. The children insisted that we gave them some frisbees to take home with them.

We had various old laptops in school which are no longer used by staff as they are too slow. We arranged for our technician to strip two of them down until the basics (an office package) and a few educational programs were on there. The school bought two digital cameras for our partner school. It was wonderful to think our visitors would be returning home with two laptops and two digital cameras - I try to imagine what a difference this would make in their school.

A local company made a significant donation by purchasing a full football kit for the children to wear in Africa! Our own school kit was purchased in 2007 and various pieces have gone missing over the years. I'm confident that in three years time the African kit will be completed and cared for.

We had an evening to celebrate our visitors when all local schools who have taken part in the scheme met together. One of our visitors made a speech and he said how privileged he was to come to our country and said how much he had learned! I don't think he realised how much we have learned from their appreciation of everything and their desire to make education better for their students!

Over the week I learned how lucky I am to work in a school which is resourced and is able to offer the children an excellent education. But I also realised how important it is to not always rely on these resources - an enthusiastic and engaging teacher is what really makes the difference.

Leavers

2010-07-23T12:52:00.000+01:00

No one could say we allow our Year Sixes to leave quietly! A leavers' prom (organised by our network of schools) a presentation evening, a leavers' disco and a leavers' assembly all take place in the last few weeks of school!

It was really sad to see such a wonderful year group leave the school, and for my last Year Six they have been an absolute delight to teach!!

World Cup competition

2010-07-09T12:41:00.000+01:00

Something else that has kept me busy - particularly at lunchtimes - during the last term is our World Cup competition.

The idea is simple - the children are asked to form teams and then they play against each other. In the infants the teams are picked from within their own year group and they must include at least one boy and at least one girl. In the juniors the children can pick their own teams, but they must include at least one boy and one girl and must also have a player from a different year group. This team picking process can take a bit of time, but it helps the children to develop thinking skills and social skills.

The infants and juniors do not play together (our school council said, "How can Foundation play against Year Six?") but their competitions run in more or less the same way (although with some relaxing of the rules for the infants).

The culmination of each competition is the final which is played in front of the whole school. A proper carnival atmosphere is enjoyed with classes all cheering for both teams.

22 teams played in each competition, so during the last term, six solid weeks of lunchtimes were taken up with refereeing matches! Great fun, but quite tiring too! Thank heavens I get a year off next year before the competition returns for Euro 2012!!

University

2010-07-08T12:06:00.000+01:00

One of the reasons I have been so busy recently is because I have organised our annual 'university and college' for the whole school. Let me explain...

College
Our 'College' is for our Foundation and Key Stage One pupils. The children are all mixed into groups. The teachers and teaching assistants all choose an activity they would like to deliver to the children. The activities include things like games, outdoor pursuits and team games, cake decorating, science, floristry, drama, yoga and lots of craft activities. Over three Friday afternoons the children attend a course each week. The children love it because they are in mixed groups and are trying something different. Although it can get a bit chaotic, the staff enjoy the fact that they can choose what to offer to the children. Many parents come in to volunteer too.

University
Our fourth 'university' was a phenomenal success this year. The idea of the university is that the school offers courses in a skill that could be used in a working career, and not necessarily something normally offered in the curriculum. The children are given the option of what they would like to attend (in fact they choose their top five courses and they will be allocated one). They attend this course for three Friday afternoons (at the same time as the college took place). This year we had 25 courses - our highest number ever. The courses offered included being a librarian, team building, sports coaching, cookery, musical theatre, website design, cross-stitch, gardening, woodwork, running a supermarket and being a magistrate. The courses were run by teachers, teaching assistants, governors, parents and grandparents and members of the community. One of our local high school has become very involved in the university and they not only bring ten students to the school to assist with the courses each week, but they also took a number of pupils to the high school to take part in a music studio course. Various trips took place this year - to a local library, a local farm, a local restaurant, a local supermarket and to local allotments. It's such a team effort - over 50 adults helped to make it a success (in addition to high school students) and the university is becoming well known in the community.

After the college and university have been completed graduation assemblies are held where the pupils are awarded certificates to celebrate their achievements in their course

All of this takes a mammoth amount of time to organise but it is very much worth it.

A researcher from National Strategies came in to school to talk about the college and university with a view to including it in a publication about parental involvement (due before the end of 2010). I'm quite excited by this and I hope it can inspire others to try something similar.

River Study

2010-07-01T12:33:00.000+01:00

Our summer topic is rivers and mountains and one of my favourite parts of the topic is our visit to a local scout camp for a river study.

Scout Camps are likely to be very busy at weekends but perhaps not during the week. This means that they are ideal for use by schools and it's worth getting in touch with a local scout camp if you'd like to arrange something similar.

We organise the day into three parts - water activities, dry activities and a barbecue.

I'll start in reverse order: the barbecue is a fantastic social event. Transport back to school is not arranged. Instead we ask parents to come to collect their child and to stay for a barbecue. Our school cooks kindly give up their time to prepare the food whilst the children play football and a dads vs children cricket game. Other parents bring chairs to have a sit down and chat. Although it is quite a way before the end of the year, it is almost like the first of our leavers' events as it is a great way for everyone to come together.

The dry activities are orienteering and team games, photography and a river walk (the children are given a list of river-related features to photograph) and a tree study (finding the age and height of a sample of trees).

The water activities are to measure the speed of flow (using a tape measure, stop watch and lots of dog biscuits!) and the depth of the river using rope and a metre stick.

All of the data collected is used in school to form photo collages, comparisons of speed on bends and on straights and graphs to show the depth of the river.

Tell Us Your Story

2010-06-26T11:15:00.001+01:00

Please show your support for this fundraising inititative:

Tell Us Your Story is an online charity project. It aims to raise money for the Street to School Programme that will help 500,000 children get off the streets and into education.

Tell Us Your Story is giving people the opportunity to recognise and reward others who have made a positive impact on their lives or in their community over the past year.

The project is supported by Aviva, will donate £1 for every entry received to the Street to School Programme - a global initiative with the aim of reaching 500,000 children worldwide, helping them get off the streets and back into education.

A weekly prize of £1000 will also be awarded to the local hero that captures the hearts of visitors to the site and receives the most votes. One overall winner will be chosen by a celebrity judging panel for a prize worth £10,000.

Railway Children is the UK charity partner for the Street to School programme. Railway Children is the only charity working across the UK with vulnerable children. Every year in the UK, 100,000 children run away because they’re unwanted, unloved or abused and many are never reported missing.

Careers Day

2010-06-21T12:30:00.000+01:00

In June Year Six hosted its annual Careers Day.
The idea behind Careers Day is that children are encouraged to ask a parent (or grandparent) to come in to school to talk about their career. It is a fascinating day and once again we had a variety of careers to hear about. A police inspector, army sergeant, football scout, human resources manager and district nurse proved to be very popular.

The brief for our visitors is to give a 15-20 minute talk about their career to inspire the children. Each person presented slightly differently - many used PowerPoints this year, others preferred to bring in work-related items to share.

The purpose of the day was to give the children a taster of the possible careers available and to encourage them to think about the future (although not necessarily to make their mind up about a career).

The day was a valuable addition to our money and careers topic.

Weeknote 4

2010-06-20T21:23:00.000+01:00

This week I have...

Socialised far too much!

Between football matches, parties and christenings I haven't got much at all done this week!

Refereed football matches

Our world cup competition is now in its junior phase. It's keeping me busy every lunchtime, and for a little while during the evenings whilst I update the information on the school website

Realised how lucky we are

We have had visitors from our partner school in Tanzania working in school this week. It was a delight to meet such enthusiastic, teachers who are desperate to do the best for their pupils. I have been choked up a few times this week to hear how lucky they think they are to come to our country to learn. It was amazing to learn how they teach enormous classes with no equipment. The work that Tanzed are doing out there is amazing. I'll write a quick post about this when I get chance.

Organised our university project

I'll write more about this when we finish, but our University and College had their first week on Friday. Staff, parents, grandparents and members of the community come in to school to run courses on something 'different'. Week One ran smoothly, but there's still much organising to be done for Week Two!

Weeknote 3

2010-06-13T19:51:00.000+01:00

This week I have:

Visited Alton Towers
Blimey this place is expensive, but at least we had 2 for 1 vouchers. Alton Towers is amazing. I loved all of the rides - Th13teen is brilliant and Rita and Nemesis remain my favourites (Air was closed when we went over). It's just hard to not be amazed by the way the park has developed over the years. I'd love to see the way they go about Improvement Planning. It would be interesting to compare their process with the process used in schools. They too have to constantly improve, be innovative and meet the needs of an ever changing world.

Procrastinated
I tried everything to avoid starting writing my reports, but I had to in the end. So far Maths and English comments are written.

Cheered on the England team
Last night's howler by Robert Green was a disaster, but I think he will take the blame for what was overall a very average performance. I love the atmosphere when our friends get together to watch the game. But I think I might arrange for the Wednesday afternoon game to be screened at school - I'd never be home in time!

The new curriculum is no more...

2010-06-12T20:55:00.003+01:00

On Monday, the government made a significant announcement regarding the new curriculum:

"Along with today’s significant qualifications announcements, ministers also confirmed that they will not proceed with the last Government’s proposed new primary curriculum, which was based on a review led by Sir Jim Rose. The new curriculum was due to be taught in schools from September 2011, but the relevant clause in the Children, Schools and Families Bill did not successfully pass through the last Parliament.

Nick Gibb said:
'A move away from teaching traditional subjects like history and geography could have led to an unacceptable erosion of standards in our primary schools.

Instead, teachers need a curriculum which helps them ensure that every child has a firm grasp of the basics and a good grounding in general knowledge, free from unnecessary prescription and bureaucracy.

It is vital that we return our curriculum to its intended purpose – a minimum national entitlement organised around subject disciplines.

Ministers have always made clear their intentions to make changes to the National Curriculum, to ensure a relentless focus on the basics and to give teachers more flexibility than the proposed primary curriculum offered. They will shortly announce their next steps.'

In the meantime, the Department has advised schools that the existing primary curriculum will continue to be in force in 2011/12 and primary schools should plan on that basis." http://www.education.gov.uk/news/press-notices-new/nationalcurriculum

This announcement has disappointed myself and teachers all over the country. It seemed as if teachers were finally being listened to regarding what is taught in school. The creative curriculum, as it was dubbed, was the answer to many problems - it streamlined the curriculum, it allowed schools some freedom for how to teach and it meant that teachers, and pupils, could be creative - to do something different rather than the 'same old'.

Now we are told that after large amounts of money being spent in its creation and many schools already working on its principles we are told that it has simply been abandoned. It seems the government want to continue with discrete subject teaching.

I am really frustrated by this news - the creative curriculum was to be our focus for next year - mainly because David Cameron talked so frequently about his dislike of waste. How can he justify this wastage? (It's not just taxpayers' money spent on research and developing the curriculum, but also the wastage in time and effort in schools in introducing a new curriculum which we are now told is incorrect).

(Update:
A report in the Guardian http://www.guardian.co.uk/politics/2010/jun/07/primary-curriculum-academic-diplomas-axed?CMP=twt_iph says that dropping the new curriculum will save £7million. However, I'm assuming this figure refers to planned expense, not what has already been spent - a figure which, as far as I know, hasn't been published.)

I hope that the government have a better plan up their sleeves and introduce a curriculum which combines the positives of discrete subject teaching and the creativity of areas of learning. I hope that they work with schools on this, not for schools. I hope that they will give further justification for why they have taken this decision, not just in a short press release. But most of all I hope they sort something out quickly - the curriculum which is currently law is outdated and drastically needs revamping.

Pop Maths Questions

2010-06-10T20:42:00.001+01:00

I don't know about you but I enjoyed The Chris Moyles Quiz Night which finished its second series a while ago. My favourite part was the Maths Questions - I always thought they would be great to share with my class.

Well, here they are, on the shows producer's website. Perfect for a mental maths warm up!

I recall a few other artists being featured on the programme which aren't featured here. I hope they will eventually be found somewhere on the internet eventually!

iPhone School & Prof Development Apps

2010-06-08T17:00:00.000+01:00

I wanted to share a few iPhone apps that I have downloaded which could be used to support work in the classroom and to help with professional development:

Tweetdeck

Tweetdeck is my preferred Twitter client. However, the new Twitter app is looking very useful...

MobileRSS

I use this feed reader to keep up-to-date with education blogs. I have only ever used this RSS reader app so I have no frame of reference, but I find it hard to imagine a better app for this purpose.

Tumblr

I'm using this app to share ideas which feed into a widget in this blog. I love its simplicity.

ColorSplash

With this app you can take a photo and make it black and white. You can then highlight a feature in colour to make it stand out. It's incredible easy to get started but needs real concentration to master it, but you can produce some great results. You could use it to inspire a piece of writing, or to introduce a historical artefact.

Teaching UK

The Teaching UK was created by Mark Warner for his Teaching websites. This brilliantly simple app delivers education news and competitions, teaching and ideas and also the latest tweets. Excellent for professional development. You can download the app here.

Comic Twist

I like the fun of this app. You can add thought bubbles and speech bubbles to a photo. I'm not teaching Science at the moment (this is my management time) but I think this could be used to create concept cartoons with the children - to encourage them to discuss concepts and work through misconceptions.

Tiltshift

I have used this app to take photos of the school grounds. Again, it is so simple to use and it produces brilliant results. Tiltshift blurs parts of photographs to focus on a particular feaure. The effect makes the picture look a bit like a model village.

PhotoStamp

When visiting other schools, I frequently use my iPhone to take a quick photo of a display or resource that I like. I use the app to add a watermark to say where the picture was taken.

Mathemagics

I love maths (I know, I'm sad). For a bit of fun (hmm...) I downloaded this app which teaches you mathematical tricks, like squaring a number ending in 5, multiplying in the 90s and multiplying if the 1s sum is 10. I love the app, and I know my class will too after half-term!

StoryCubes

Rory's Story Cubes is brilliant! I found this app at the Education Show in March. Rory's Story Cubes are nine dice with pictures on them. You roll them all to reveal nine pictures. You can then use the pictures to create discussion or for story telling. I found that it helps the children to develop their verbal storytelling and also to improve creativity. The iPhone app recreates this on the iPhone. The one problem with this is that I can't display my iPhone screen on the IWB, but I can use my visualiser to display the screen. Alternatively I can save the picture produced by the app and email it and share it on the screen. You can download the app here. You can follow Storycubes on Twitter. Read more about Story Cubes at the website.

RAG

"The Random Activity Generator is an iPhone application. You give the iPhone a shake, the cards spin and you are given a random activity to do. Hundreds of carefully crafted activities will keep you busy for hours."

I love the idea of this app, but I'm not convinced of its worth in a primary classroom just yet. Put simply, I think some if the 'random activities' are beyond the children. There are many which would work, but when using it with the children, I would be frustrated if the activity was too hard for them. I would love to see a primary version of the app which is based on the knowledge and skills of the primary curriculum. In its current form, I feel the app is more for secondary schools or for staff use. I would use the app with staff to be an icebreaker activity or for team building work on an INSET day. You can find out more here and download the app here.

You can read more about education apps available at Mark Warner's Teaching News website here.

Do you use any iPhone apps in the classroom or for professional development?

Weeknote 2

2010-06-06T13:33:00.000+01:00

This week I have...

Become barbecued out
In the last seven days I have eaten at four barbecues, cooking at two of them. I've become an expert at cooking sausages and burgers. Now I love barbecues but I think I've probably had enough for a while. Anything to avoid writing reports...

Sorted my iTunes
Since getting my iPhone in January I have started to use iTunes to organise my music. I wasn't keen at first, but now I'm hooked! I love thie idea of setting up smart playlists much easier than the way I organised my music before. The one problem with iTunes is that I am a little bit OCD when it comes to my music. I need to know the year it was released and the album it was taken from. Therefore, it is taking me ages to update this information for every track I have! Using Wikipedia, Everyhit and Discogs I am gradually piecing the information together. Working backwards through the alphabet I am now working on artists beginning with 'S' - I think I've got more songs by artists starting with that letter than any other!!

Completing some long-standing jobs
Half-term has given me the opportunity to catch up on a few jobs that I've not been getting around to. I have updated my Linked In profile, listed some items on Ebay, sorted my clothes, installed our energy meter (from N:Power) and started to tidy our garage. I really must make more time for myself and do the things I enjoy during term time.

Monthly Review

2010-06-06T13:03:00.001+01:00

The more I read #uppingyourgame by Doug Belshaw, the more I like his tips for productivity. One of the ideas that intrigues me, and one that he uses on his own blog, is 'calling yourself into the office.' Doug writes:

"Instead, as recommended by Dan [Pink], why not ‘call yourself into the office’ at the end of each month after having made some commitments at the start of it? These don’t have to be work-related. In fact, far from decreasing your work-related productivity, having projects over-and-beyond what you do in education often leads to productivity gains.

It’s natural to want to keep these commitments and targets quiet and to yourself. But they’ll be a much more powerful motivating force if you share them. I’ve found sharing these online via my blog or social networks such as Twitter much more powerful. People can hold you to account; you’re much more likely to stick to them!" Purchase your copy of Doug's book here.

I think a monthly review would be useful and would make me more focused, so I plan to give this a try. Although there may be personal targets I'd rather not share, I will have three personal targets and three 'professional' targets. As this is my first one, I have nothing to review, only to set targets for the month.

Personal:

Go running eight times (This will be a big achievement for me, and it will put me well on the way to completing a 10K run in Tatton Park in September.)
Start playing squash again - play three times (This is a game I love but haven't played at all in 2010.)
Begin to tidy up the garage - make two trips to the recycling centre (Two trips is probably only touching the surface! At least it's a start.)

'Professional':

Organise the school's 'university' project (I will spend time in the half-term and my entire first week back preparing for this. Then plenty of time will be spent during the three weeks that it runs. I need to make sure that I stay on top of this.)
Write my school reports (I hate writing reports. I find every excuse possible not to write them. But I need to.)
Collate the pupil questionnaires (The results need to be collated and shared with all stakeholders.)

Here goes nothing...

Money topic

2010-06-03T12:04:00.000+01:00

Over the last couple of weeks we have delivered a short unit on money.

Our main focus was our Grow A Pound Week. This exciting week begins when the Friends of the school give the children a pound each to form a business. They team up into teams of up to four and decide on a service they would like to provide. They put together a business plan and carry out market research to find out prices and try to estimate the popularity of their idea. They then spend their pounds and prepare their business for opening.

The children run their stalls at lunch time. The businesses this year vary - from games to shoe shining, from caricature drawing to jewellery making. The children in the rest of the school are able to visit the stalls and purchase items/services. Parents are also invited to attend.

During the week each business keeps accounts which are used to prepare graphs.

What is interesting about the week is the way their ideas evolve during the week, aiming to meet the demands of their customers. I like how the children work well as a team and interact with their customers, changing their sales pitches for older pupils and for the children in Foundation.

In the end £57 was grown into nearly £500 - each pound given out was grown into over £9! The money will be used to pay for a leavers' treat to go bowling, and also to buy something for the school (at the moment they are thinking about buying head microphones).

It was also interesting to see the lack of awareness of how much money is worth. Prices were sometimes plucked out of thin air and the unrealistic ideas of what they can buy with their money revealed a naivety which needed to be addressed. Lots of guidance was needed with this and the children's understanding improved during the week.

During the project we also completed a classroom project on money. We used the Bank of England's resource 'Pounds and Pence' to do this. This is a very child (and teacher) friendly package which enabled the children to meet with concepts such as what money actually is, interest, savings, loans and inflation.

This resource is available to download here. There are videos included, but these can also be found on YouTube.

The topic certainly engaged the children after their SATs.

New Timetable

2010-06-01T12:55:00.000+01:00

Thos of you that follow me on Twitter may remember that I was asking for samples of school timetables a while back. The reason for this is that I was given the role of revamping our school day timings.

This process is not as simple as you might think and these documents came in very handy:
Management of the School Day Circular 7/90
Designing and Timetabling the Primary Curriculum

The reason for the revamp is that we realised that our time table was too short. Whilst there is no legal minimum number of hours, the suggested minimum is 21 hours for Key Stage One and 23.5 hours for Key Stage Two per week. The number of hours does not include registration, breaks, assemblies or collective worship. Both Key Stages were short and it was clear that we needed to increase the number of hours. But after scrutinising the samples of timetables that I collected (from local schools and via Twitter) it became clear that most schools did not just work to this recommended minimum number of hours but that they had MORE than the suggested minimum. Most schools had a minimum of 24 hours teaching time.

We had to act quickly to make any changes to the timings at the beginning and end of the school day. Governors and parents must be consulted (2 weeks notice needed to be given to parents about a meeting) and three months notice must be given to parents and the local authority before a change can be introduced at the start of a school year. This meant that the whole process had to be completed by the Whit half-term (the end of May).

After researching timetables and the legalities, I worked with our newly formed change team to put together new timetables. We were pleased with the timings that we had put together. These ideas were then presented to the whole staff who gave their thoughts.

Then, we had to discuss the proposed new timings with the parents. This seemed to go surprisingly smoothly (I was expecting more of a debate). The school council were asked for their thoughts before myself and a member of the Change Team presented our proposed new timetable to the governors. The governors were in support of the change and so finally myself and the Senior Management Team confirmed the new timings.

The new timetable will begin in September and it gives significantly more teaching time than before and it also allows time for registration, breaks, lunch and assemblies. We will start school at 8.45am in September and finish at 3.25pm. We will have a third lesson in the morning (to be a guaranteed slot for guided reading, mental maths, handwriting, spelling and grammar amongst other things). Years Three and Four will continue to have a ten minute break in the afternoon whilst Years Five and Six will not (that should be an interesting experiment!)

So now we have to wait until September to see how the new timetable works in practice, but I can't wait to see the benefits that the new timetable will have.

Weeknote 1

2010-06-01T12:05:00.000+01:00

After reading Doug Belshaw's post about weeknotes, I felt inspired to begin my own weeknotes series.

According to Weeknotes.com are:
"...Updates about what your business has been doing over the past seven days or so.

They're about reflecting on your work, your achievements, and what's on deck."

This notion of reflecting on my practice is something I have tried to do more since completing my Leadersip Pathways course in March. Therefore, weeknotes seem like a great way to do this. However, knowing the irregularity of my blog posts, maybe 'fortnightnotes' or 'everysooftennotes' would be a more appropriate name. In fact, to prove my point, my first weeknote is late - I refer to the week ending Sunday 30th May.

This week I have..
Helped to organise our school's talent show
It would appear that I have become a bit of a jack-of-all-trades. I guess all teachers do! I never realised that my teaching career would give me experience in using audio equipment. My main role in organising the talent show this year was to organise the music side of things - creating iTunes playlists for the acts, setting up microphones, balancing the audio and providing music for before and after the show.

Completed the process of revising our school hours
Over the last few weeks I have led the process of revamping the timings of our school day. This process involved consulting with staff, pupils, parents and governors before finally announcing to the parents and local authority this week that our new day will start at 8.45am and end at 3.25pm for juniors (infants starting at 8.55 and 3.15). It was a relief to finally get this sorted.

Learned the value of INSET days
When I am a headteacher, I will value the importance of INSET days as a day to promote teamwork, develop the curriculum, explore teaching strategies (that use technology and that don't) and for building skills for teachers. All of these will benefit the children.

iPhone Apps

2010-05-23T14:19:00.000+01:00

Since I upgraded to an iPhone in January my whole life has benefitted from the functionality of this fantastic gadget. My first instinct was to go app-crazy and download as many as I could. But after filling my phone with apps in a couple of weeks, I had to slim them down.

The following is a list of apps that have proved to have made the most difference in my lifestyle:

CalenGoo
For some reason I could never quite take to the Google Calendar app on ths iPhone, but I have found this app to be much easier to use.

Facebook
I never check Facebook on my laptop anymore, just on my phone.

Tweetdeck
My preferred Twitter client.

Notes
I know this one is free with the phone, but it is so convenient to just record quick reminders about things, school football match scores and other short messages. It's good that you can email the notes.

Spendometer
A really simple app that allows me to record my spending and to see my average daily expenditure. I wish that the app would be upgraded to show graphs of my spending, and the ability to set the expenditure to match with the dates that I am paid.

Toodledo
I adore this. It syncs with the website and is a great way to manage my tasks and to do list.

ShopShop
A basic, but handy, shopping list.

Dropbox
Quite possibly one of the best apps. It's hard to imagine an easier to use and more effective app for syncing files with different computers and your iPhone.

Evernote
I like the way that I can add information on the computer and then access it on my iPhone. Brilliant!

Shazam
I have always used Shazam to identify new tunes, but the iPhone app is simple to use and does it's job incredibly well. I also like the way that I can see where I was when I tagged the tune!

Amazon
It's great to have full access to the Amazon store from my phone.

MobileRSS
This great app works with Google Reader so I can read all of the blogs I subscribe to on my phone.

Memiary
I use this app to record five things that I'm proud of each day.

Flickr
I can view photos at my Flickr account, and my contacts using the Flickr app.

Tumblr
I'm experimenting with Tumblr at the moment. I think I want to use it to share resources and links. But I love the simplicity of the app.

Momento
This is a diary which also adds in my Flickr photos, and Facebook and Twitter updates.

Color Splash
In this app you can edit photos in a really clever way. You can turn the picture black and white and then colourise something you want to highlight.

Run Keeper
Perfect for recording the details of my running and cycling.

Love Flim
Used to choose the films we order.

Comic Twist
Add speech bubbles to your pictures!

2010 SATs

2010-05-10T21:12:00.000+01:00

Given the number of schools that have boycotted this year's SATs, this experiment may not prove to be very popular, but here is a PrimaryPad where you can give you thoughts on this year's papers.

SATs boycott

2010-05-08T16:05:00.001+01:00

One of the biggest issues in our school over the last few weeks (and probably most others as well) has been whether or not to boycott the Year Six SATs. Rightly or wrongly, after much debate our school has decided to enter the pupils for the SATs. Now, I don't want to offend anyone who passionately believes that SATs should be boycotted, but I just wanted to record my thoughts.

Personally I felt that we should take part in the SATs this year. Now this is not at all because I agree with the idea of testing in the current format, I just felt that it was too late in the year for the school and the children to not take part. I realise that this is mainly our fault in not preparing suitable assessment alternatives. Had we had the foresight to plan ahead at the start of the year, we could have arranged something to happen in its place.

I am a member of a union, mainly as advice throughout my career has encouraged me to, but I am really not in favour of 'being told what to do' by a collective of teachers. Just because three-quarters of less than 50% of the teachers who voted decided they wanted to boycott, there is an expectation that everyone should follow suit. I appreciate that being in a 'union' implies that we should all do the same thing, but I dislike the idea that my own decisions do not count.

Of the many main arguments against SATs, I am sympathetic to all, but not all of them apply to our school.

Teaching to the test - this may be true to a degree, in that we use SATs questions as a plenary activity, or set a few questions as a homework based on what has been taught during the week. But in our school we aim to develop the children's skills for the future, not for the tests.
Narrowing the curriculum - our SATs revision this year has consisted of a week and a half of revision in Maths (revising the topics that the children requested) and in English we developed two units based on our visit to Liverpool in March, and our PSHCE study of alcohol where we explored several styles of writing (which the children have enjoyed). We have attempted two past reading comprehension papers and one spelling paper and no others. Therefore, we have spent around three weeks 'revising'. Throughout the year the children have taken part in three days of first aid training, a book day, an Africa day, an Eco day, been on two visit and attended a five day residential in France. There has never been more than one Maths and one English lesson each day. Now I really don't believe that our curriculum has been narrowed as a result of the SATs.
Pressure on the children - our message to the children throughout the year has been consistent - all we want is for the children to do their best. Levels are nice to achieve, but in the end we don't really care as long as the children are satisfied that they have done their best. We try to avoid the using the word 'tests' and prefer 'opportunities' as they are an opportunity to show what the children have achieved. Admittedly, some of the children are nervous, but we do our best to play the SATs down. The weeks before and during the SATs have been spent preparing for our 'Grow A Pound Week' which takes place the week after SATs. The atmosphere during the papers is relaxed and we try to be as encouraging as possible.
Pressure on schools - now all of the above has to be put into context. I am fortunate to work in a school where children traditionally perform very well in the SATs. We have been lucky enough to do fairly well in the school league tables. Parents are supportive and we are in a town suburb, with families (on average) with few socio-economic difficulties. I don't think we feel as much pressure on us to perform as with some schools in the country (in fact, probably within our own town.) I realise that the boycott is about making a stand on behalf of such schools, but in the end we have to do what we and our parents believe is right for our own pupils.

The decision to enter the pupils for the 2010 SATs was based on discussions with staff, governors, pupils (38 for, 16 against) and the results of an open forum with parents. However, the feeling from everybody was that we should not participate in the 2011 SATs, and measures will be implemented next year to ensure that, if SATs are still in existence, we will not be taking part, but will be creating our own assessment methods.

Despite not taking part, I completely support the decisions of others' to boycott the SATs and I wish every pupil and school the greatest success in their assessments in Year Six.

It's a laughing matter...

2010-04-19T22:05:00.001+01:00

During the inset day before Easter we enjoyed an introduction to Laughology workshop.

At Laughology, we are serious about humour. We want to put something positive into people’s lives in business, health and education. How? With a unique programme of tried and tested laughter and humour techniques. They improve everyone’s performance and productivity, health and well-being.
The Laughology model gives each individual a ‘tool-box’ of methods and models they can use to help them think and act positively. The tool box is transferable -- anyone can use it, anywhere! -- and it's sustainable, because it just goes on working. We work with public and private-sector organisations to enrich best practice.

The workshop really was funny and it made me think about the science behind laughter - what makes us laugh and why and what happens when we laugh.

I learned an interesting facts - babies and toddlers laugh up to 300 times a day. As adults we laugh up to 17 times a day (on average). When we laugh, the body releases endorphins. When they are released into the body, they cause a sense of well-being. They also act as analgesics - they can fight pain and make us feel better!

We also learned that we can increase our happiness if we follow the rules of FLIP:
Fake it - if you are feeling down, fake the body language used when we laugh;
Language - use positive language - be aware of the language you use;
Imagination - if you imagine something it will happen;
Pattern breaking - be aware of yours and other people's patterns.

"Life is too serious to be taken seriously"
Oscar Wilde
I guess this quote is easy to forget at times, but it reminds me how important it is to be happy and to enjoy life. Above all - laugh!

Leadership Pathways learning mindmap

2010-04-06T15:04:00.001+01:00

This mind map (created using Bubbl.us) shows my main learning from my Leadership Pathways course.

Spelling City

2010-04-04T10:53:00.000+01:00

I've finally taken the plunge and had a go at using Spelling City. This is a great website which is designed to help children to practise their spellings.

Inspired by http://www.spellingcity.com/mrbarberturnham/ I created an account for our school and uploaded the spellings for the SATs spelling tests from 1996 to 2009.

The process was very easy to do - literally, as easy as typing in the words. The site then creates a sentence which uses the word to put it in context.

The children can go to the site and practice the spellings. Words are read out for them to spell! Simple, yet brilliant!
You can find our SATs Spelling lists at www.spellingcity.com/churchlane.

Shakespeare

2010-04-03T18:23:00.004+01:00

A few weeks ago we studied two of Shakespeare's plays, Romeo and Juliet and Macbeth.

Here are some resources that I have discovered. I hope they may be of use to others:

It was a joy to find the BBC Animated Tales on YouTube: http://www.youtube.com/user/shakespeareanimated#p/u

We bumped into the Classical Comics stall at the Education Show and purchased copies of the quick read versions of Macbeth and Romeo and Juliet. We also bought a copy of the teacher's guides which are excellent resources. http://www.classicalcomics.com/

Dawn wrote in her blog about her excellent work on Macbeth raps, inspired by this video:

This would be a great addition to our work for another time.

During the work we produced comic strips, retellings, newspaper reports, play scripts and newspaper reports. The children thoroughly enjoyed the project. Later this year perhaps we'll take a look at Hamlet too!

Does anyone else take Shakespeare in Year Six? Does anyone have any other good resources to share?

Leadership Pathways: Final Thoughts

2010-04-02T18:03:00.005+01:00

The final day of Leadership Pathways was my favourite, and when I finally began to realise the message of 'reflection' that the course has tried to foster throughout.

I have never felt like much of a reflective practitioner. Being reflective requires time and time is something I haven't got enough of. But by the end of the LP course, I was becoming more and more reflective and continuing to do this after the course is over is something I am looking forward to. I need to make time to be reflective. I guess this blog is becoming the perfect place to do that! (Actually, looking back, I have used the blog less and less as an outlet to report news affecting Year Six, but more as a place to reflect on and to share my school-based experiences.)

Core Day 3 of the programme is subtitled 'celebrating success'. It was the day to share learning with each other and our coaches. We were asked to share a presentation about our 'whole-school change project' that we had been working on. I had been worried about this, but some good advice from @deputymitchell, @dawnhallybone and @primarypete_ on Twitter calmed me down. As a result of their advice, I decided not to use any ICT in my presentation. This was definitely the right decision. It was actually great to be free of the constraints of a PowerPoint presentation. I did, however, use PowerPoint to prepare and structure what I wanted to say.

LP Presentaion

View more presentations from guest6a9520.

A lot of this, I understand, won't make sense without some context. So this is what my project was all about:
Through the process of taking the online units, I realised that the school is good at informing, collaborating with and involving the community in its work. We weren't, however, as good at consulting and empowering the community. I decided to set up a questionnaire to learn more about the community and their thoughts about our school. At the moment we are part way through this process. The surveys have been distributed and returned and the analysis process is underway right now. The project is enabling me to gain experience in using data, using influencing strategies and work with the community.

Overall, I believe that I have developed as a leader through the Pathways course and I am looking forward to seeing my learning have an impact throughout my work in school.

Leadership Pathways: Creative Resource Management

2010-04-01T17:50:00.000+01:00

This online unit was suggested as part of my routemap analysis. With hindsight, I wish I'd chosen a different unit. C'est la vie...

The most important idea that I took away from this unit was that continuing professional development is important to keep a vibrant, happy workplace that is able to change and adapt.

I liked the idea of asking staff to 'bid' for resources - to encourage them to consider the value of their ideas, and the impact on the children and the school.

CPD should be integral to everybody's role - it should form part of job descriptions. This unit suggests that CPD should include developing skills as a teacher, but also different non-classroom related skills too. Provide a range of learning experiences for staff as well as pupils to promote creativity and a positive atmosphere.

Develop an ethos of learning - encourage people to 'have a go'. Find ways around a problem by exploring and inventing. Create an environment that is safe, comfortable and yet challenging so that creativity can develop.

Leadership Pathways: Data & Beyond

2010-03-30T17:15:00.000+01:00

My final online unit was entitled 'Data & Beyond', reminding me of Buzz's catchphrase in Toy Story. However, that word 'data' made this unit just about as far removed from fantasy as possible! Actually, everything about this unit is to do with facts and evidence and using it to instigate changes. This is what I learned from the unit.

There are ten tips for making a difference with data. These are taken from the NCSL website:

It's your data - use it internally to improve standards.
Prior attainment - assemble as wide a range of data as you can.
Follow through on the data - collecting data is only as useful as the use that is made of it.
Review how your school uses data - does your school's use of data have a clear set of purposes or is it more of what we have always done?
Take the evidence seriously - examining the evidence can shed new light on things schools take for granted.
Use significant data - carefully identify the data items that your school needs to collect and analyse to inform its vision and strategy and to have impact.
Look beneath the data - looking beneath the data to understand the individual experiences of the children it represents is a key part of validating its usefulness.
Involve parents - parents can be essential allies in helping their children develop - if they have good information about how their children are developing and what targets they are working towards/
Involve pupils - if data is being used to improve individual pupils' performance, it's all the more effective if the pupils themselves are involved and given awareness and ownership of their own learning.
You're in charge - being familiar with your data and using it in a regular, planned way, within the context of your overall school's development, will ensure that the data serves you.

Data collection and analysis does not really form part of my role (my colleague leads this process) but reading this got me thinking that maybe it should be! We are constantly told that Ofsted want 'evidence, evidence, evidence' yet this doesn't seem to be something I have been gaining experience in using. From the very beginning of the unit I realised that data is a process that I need to find opportunities to develop my own practice.

I learned some practical advice for data collection:

Look for the right type of data - will it help you to show what you want?
Often, the data produced for external reasons is not the data you need. It might be more effective to produce your own data.
Data can be quantitative - in lists, tables, charts or numbers.
But data can also be qualitative - opinions, feelings, pictoral, words. It must be rich in value.
Find the right bits of information which will help us to teach better and, more importantly, the right kind of data to help my pupils learn better.
A representative sample can be identified.
Sensitivity must be used when monitoring practice.
Surveys must be planned and organised thoroughly.
Note the current model so that the impact of changes can be compared.

Practical advice for data analysis:

Evaluate the impact of changes regularly.
Data hasn't got to show what has gone wrong - try to discover what works best, or what will work better.

Advice for acting on the data:

Data should be acted on in a positive way - make changes which are for the better which will benefit the pupils, the staff and the wider community.

When giving feedback regarding data:

When giving feedback about data explain why you are saying things - be specific.
Use data to support anything difficult that you want to say.
Don't just deliver a monologue - create a dialogue.
Empathise, but don't sympathise. Don't back down - make it clear that support will be given to help people move forward.
Make sure your message is clear.
Consider how you want to open the feedback, and also the effect of how you want them to be at the end.

Learning to collect, analyse and act on data must form part of my next steps in my career.

Inspiring people and blogs

2010-03-29T20:14:00.000+01:00

UPDATE
Over the last few months I have read various blogs by various educators and it is hard not to be inspired when you read about the wonderful things that the children are enjoying in their classrooms.

Here is the list of just some of the blogs that I've found really interesting over the last few months. I wanted to share them just in case there's anyone out there who hasn't stumbled across them before. I apologise if I've left anyone out.

Maybe there's an easier way to share these links? I'll have to work one out...!
Webb's Wide World
Mr Mitchell's Blog
Simon Haughton
Mrs Spencer's Blog
Mike McSharry
Tales from a Trainee Teacher
Digital Teacher
Adventures In learning
Bits & Bobs
Chris Leach
Jamie Keddie
Mr Warner
Primary Pete
Steps in Teaching and Learning
Edte.ch
Doug Belshaw
Robert Drummond - Teaching resources, ideas and comments
Primary PGCE - Trainee primary teacher in Somerset
Ian Addison - The blog of an ICT Consultant and Primary school teacher

Leadership Pathways: Effective Influencing Skills Workshop

2010-03-29T16:29:00.000+01:00

For me, the Effective Influencing skills workshop was the best part of the whole course so far. It's just a shame that I only had the chance to take it two weeks before the whole course finishes!

The idea that there are many different ways to influence others is something that I just hadn't even considered before.

The workshop made me aware of the different ways that I work currently and the ways that I want to work in the future.

We began by hearing about the three different levels of influence - rational, emotional and political. These different influences have different effects on different people and do not necessarily work on every person and in every situation. But, in an ideal work, to have complete influence over everybody, you need to be in to middle, using all three levels of influence.

We were introduce to nine different styles of influencing.

Value-driven style
Goal-driven style
Need-fulfilment style
Visioning style
Rational style
Pushing style
Institutionalising style
Educating style
Supporting style

These are all push or pull (or both) styles of influencing. Push behaviours are rational, assertive and explicit. (Energy comes from you to make others have to change.) Pull behaviours are emtional, involve listening to others and being open. (Energy comes from others because you have made them want to change.) Overuse of each type can be counter-productive so it is important to find a balance.

I have always believed myself to be a 'puller' - someone who makes people want to change, but after taking an auditing exercise I believe I have become more of a 'pusher'. Whilst this is not necessarily a bad thing, I know now that I need to be more aware of the influences I use.

Force-field analysis is 'a strategic approach to influencing situations at work'. It analyses and prioritises the driving and restraining forces. More information is available here.

There are always pros and cons to a decision – nothing is ever that simple! The secret of good decision-making is figuring out whether the pros outweigh the cons BEFORE you take action. With force field analysis, you list and score the factors for and against a decision, total the scores and see which comes up best.

If it's a close call and the decision for or against is not clear, you can add an extra step. Review the factors affecting the decision and create an action plan to increase the “fors” and decrease the “againsts”. Simply repeat the force field analysis with the new conditions and your decision will be clear.

I found the idea fascinating. I can use this idea to consider any change I wish to make before I introduce it to staff to see how successful it could be. At any stage in the change process it can be used to evaluate the success of the project.

The ideas in this workshop actually link up well with the stakeholder analysis in the Leading Through Influence online unit.

Mystery Stories

2010-03-28T15:49:00.000+01:00

During our project on writing mystery stories, we watched these Scooby Doo episodes. They fit in well with our fairground/theme park topic and helped the children to 'shape' their story.

The children used the mystery short story rubric at Intel's website to encourage the children to think about the quality of their writing.

This website was used to help to structure their stories.

Some great ideas and planning sheets are available at this Scholastic site.

Hope you find this helpful.

Education Show 2010

2010-03-07T16:05:00.003Z

I attended my second ever Education Show yesterday. I really enjoyed it and acquired a tonne of information and ideas. It was great to meet some interesting people too.

When I got back, it took me a while to work through all of the free mugs, free pens, chocolates, flyers and brochures that I collected, but I believe I have various things that I will try to explore when I get the chance over the next few months.

Whilst I'm not endorsing any of these resources, I thought I would mention the ones that I plan to investigate further or those that I purchased at the event.

Software:

I acquired a copy of 2Simple's 2DIY for evaluation. I have heard such a lot about this on Twitter, finding the 2Simple stand was a priority for me. I will enjoy exploring this and hopefully the school will be able to afford to purchase a site licence at the end of the trial.

Websites:

www.peplanning.org.uk - this interesting looking planning resource is in its testing phase. It's something I will pass to our PE subject leader.
www.millionaireforschools.co.uk offers eduational quizzes for the children. I like the look of this, but I'm not sure we can afford it yet.
www.asthma.org.uk/educate
www.thepuncs.com
www.iamlearning.co.uk - whilst I'm not necessarily a fan of revision, I was really impressed by the learning through games at this site.
I renewed our subscription to Education City.

Learning Platforms:

After spending nearly three years establishing our Uniservity learning platform in school I am reluctant to move to a different LP provider. Having said that, I was very impressed by the simplicity of the service offered by www.dbeducation.co.uk.

Resources:

I'm a big fan of Polydron resources. I bumped into a director of the company who asked a while ago if he could include some of the videos from our Polydron work onto their website. I told him that I had quite a few more so he should be expecting an email with details soon! (You can see them at our vimeo channel at www.vimeo.com/churchlane.) The Polydron Engineer sets look really promising.
Classical Comics: I love their version of Macbeth and Romeo and Juliet and so I was pleased to purchase copies of the teacher booklets for these plays.
We purchased some PDF ebooks for excellent prices which were produced by www.topical-resources.co.uk
Filmclub sounds simple fantastic! The school will certainly be looking into this!
We found some brilliant lino cutting materials which will be great for our William Morris art project in the summer. www.educationalart.co.uk
I loved Rory's Story Cubes and I will definitely purchase the iPhone app!
www.GoodMorningChildren.com seems like pretty good value and seems a pretty good way to start each day.
www.memory4teachers.co.uk - After signing up for a free memory stick last year I was annoyed that I never received it. The salesman explained that there had been supply issues last year. Yesterday the memory sticks were given out at the show!
www.lightningeducation.com - APP Assessment Angel looks like really good value and a great idea for a manageable solution to recording APP information.
I'd love to get a Support Your School initiative started at our school.

Money & Careers topic:

The Primary Enterprise Game produced by Halton Education Business Partnership looks amazing but very expensive. I'm not sure we'll be able to afford this just yet.
www.credit4life.co.uk is a pfeg approved board game which encourages discussion about credit cards. I would love to buy these, but the cost may prove to be a barrier for a while.
Raising Aspirations looks like a good resource for promoting higher education to pupils in the primary school.

Residentials:

We chatted to a salesman from Manor Adventure who gave use some really good ideas for how we could further improve our visit to France next year.

As you can imagine, a lottery win would only just cover the cost of buying all of these resources. But it's great to know what is available, and, if finances allow, what could be bought to help to improve the quality of teaching and learning in schools.

Junior Librarian.net

2010-02-20T19:56:00.000Z

A lot of my time recently has been setting up Junior Librarian.net in school.

Junior Librarian is a complete library system for schools. It allows pupils (and teachers) to borrow and return school books. It allows users to reserve and review books. Our version uses a barcode reader to check books in and out.

It's not cheap, but it is a good bit of kit and, although we are just getting started, I feel that it is going to be very useful.

I foresee it being used in many ways:

Library books won't just get 'lost' any more. We should know exactly who has them.
We can further raise the profile of reading in our school by using it to recommend books to the children.
We can use it to guide our purchasing of books - if a type of book becomes popular we could then decide whether to buy more (or less) similar books.
We can discover the books that are most commonly read by boys or by girls.
We could use it to raise standards of writing by introducing a book review system.

We purchased Junior Librarian.net as this is hosted online, meaning it can be accessed over the internet anywhere in school and out.

One of the problems I had with setting this up is that I wanted pupils to be able to use the barcode reader to borrow and return books whilst in school. But out of school I want the children to be able to access the system to reserve and review books, and of course this can't be done without a barcode reader. So I asked if it would be possible to generate usernames and passwords for the pupils. I felt like this would be a perfectly reasonably request, and I'm sure I', not the only person who was ever asked for this facility. In the end it took absolutely ages to set this up. I had to download a file from SIMs, manipulate it in Excel and Access and then upload it. For somebody quite unfamiliar with this process this proved to be very difficult. I was virtually making phone calls every day trying to figure out why the file I had created just wasn't working. Luckily the helpdesk staff were really helpful and I finally got this sorted. But Microlib - you've got to invent an easier way to do this!

Year Six pupils loved scanning and labelling all of the books. It was really simple to do and they were really proud of their work.

The next part of the process (after half-term) is to introduce the usernames and passwords so that pupils can make full use of the site. I also want to train the staff to use the facilities of the site so that they can find out the most commonly read books in their class.

Long term, there is an option to upgrade to allow Learning Platform integration. This sounds really interesting - we'll see how we get on with the basic version first though.

Does anyone else have experience of Junior Librarian.net?

Polydron

2010-02-18T19:57:00.000Z

Whilst I don't want to sound like a salesman for Polydron, I had to share very briefly how delighted I have been with the apparatus, which the class have used to explore components.

Polydron Revolution is a system which allows children to explore gears and pulleys to make moving models.

We began by spending some time looking at pulleys and gears. We considered the directions of the turns and explored the ratio of the different sizes. Then we moved on to bevel gears which will turn horizontal movement into vertical movement.

Next we explored the use of these in simple models. We added wheels and struts to make our designs more complex.

For the following two weeks we explored the models available. We made the models on the instructions and then we added our own modifications.

The children were then allowed to let their imagination run wild and make their own models!!

As well as being lots of fun, the children were really creative in their work. They learned many of the principles of using components.

Here are some videos of our work:

Gears and Pulleys Polydron Revolution 2010 Part One from Wistaston Church Lane on Vimeo.

Polydron Revolution 2010 Part Two from Wistaston Church Lane on Vimeo.

Polydron Fairground Rides from Wistaston Church Lane on Vimeo.

More Fairground Rides from Wistaston Church Lane on Vimeo.

Fairgrounds 3 from Wistaston Church Lane on Vimeo.

The Internet is huge...

2010-02-13T16:01:00.002Z

I saw this on @2sparkley's blog and thought it was fascinating.

Sharing links with Sqworl

2010-02-13T12:11:00.003Z

I heard about Linkbunch after reading about BETT on various blogs. Linkbunch allows you to share multiple websites by simple sharing links on just one page. I thought it was a brilliant idea. It would be great for sharing links with children for a research project or for parents when sharing some of the sites we use when studying a particular topic.

I later discovered Sqworl which I think has the potential to be even better.
Sqworl is incredibly easy to use. To create an account you'll need an email address and then create a username and password.

Then you can add links and give a description to each one. A unique page is created which includes the links and a screenshot.

The end result is very friendly-looking. I've created a page to share SATs revision websites at
http://sqworl.com/38hj5n.

The children could design their own pages to share websites that they like, or websites that they have used during topic work.

Tutpup

2010-01-11T22:38:00.005Z

Since the start of the year I and my pupils have been getting into Tutpup. I read a blog post about it and thought I would give it a try.

Tutpup is a free website where children can play maths games (and a spelling game) against people from around the world. Owned by Mind Candy, the site is advert free and doesn't require any personal information about the children. The only thing asked for is an email address for mum or dad - unless you have set up a class, in which case the children don't even need this!

I asked on Twitter whether Tutpup is suitable for Year Six. The response was a resounding "Yes!" In fact it was recommended that all the children in the school are signed up. I think I'll sort this for the next school year. But in the mean time I set up two classes - one for each class.

The process for setting up a class as a teacher is very easy and quick. In no time at all, all the information was entered and then I just had to wait to use it with my class... In order to join my class, the children had to enter a class code which I had given them. Setting up all the children's accounts took around 10 minutes altogether. This is because it is hard to find a username that hasn't been taken yet. You have to select a colour, an animal and a number. Finding a combination of all three that hasn't been selected already can be frustrated. This one aspect of Tutpup is my only complaint.

Once logged in the children can start playing games! They can join in a game against someone else or create a game to play against another user. One of the things my children love is that you can see which country your competitor is from. "I've just beaten someone from Kenya!" was one of the early shouts from the class.

At the moment, the classes are given around 20 minutes each week in school to use Tutpup (as well as using it as often as they want at home). For the first couple of weeks the children could use it as they wished - try any game at any level. This was just to become familiar with the layout and functions of the site. After that we've been more specific.

Class teachers can print out a report of how the children are doing overall in a particular time table, or in a particular maths game. After two weeks I discovered that the children weren't doing so well at their 6, 7 and 8 times tables. So in week three they could only play these times tables. Later, I discovered that their division results weren't as good as the other operations, so the next week division games were the only ones allowed.

Then we started to push ourselves on to higher difficulty levels.

The children can win awards by using the site regularly and being successful. You can win an award by starting and winning five games, for example. You can also graduate from a level so that they can try games more appropriate to their ability. A win wall displays the names of the users you have beaten.

We have a list of usernames on display so that the children can see the usernames of their friends.

I love the fact that you can print out their results. I love the fact that the site is ad-free. I love the way the children don't need to enter personal details or an email address. I love the way you can freeze the games for five minutes in case you want to talk to the class.

I would highly recommend Tutpup to pupils of all ages.

Some comments from the children:

"I think Tutpup will help me with my 12 times table."

"It is one of the best maths websites in the world."

"It is improving my mental maths speed."

"The compeition elements is a good thing - it gives motivation." (A level 5A writer)

"It is fun going against people from other countries."

"It helps me to build confidence."

"There are loads of different maths games to go on."

"It makes you do better because you want to win."

The Noughties - the decade to remember?

2009-12-27T16:56:00.006Z

There have been a number of list programmes on TV over the last couple of weeks. For some reason these have always been a guilty pleasure of mine. I enjoy looking back and remembering things that I have seen/heard etc. The most recent shows have focused on the events of the last decade.

It's incredible how quickly this decade has gone. My memory of celebrating the new millenium ten years ago is so clear (although very fuzzy at the same time if you know what I mean). So much has happened in my life - graduating from uni, getting my teaching job, moving out of home, moving house and getting married are just a few of the major events that would feature in my Top Events of the Decade programme.

But right now I'm not thinking about the major events. I can remember those. No, I'm thinking about the little things - the thousands of little things that have happened every year - the songs, the TV shows (and the adverts in between) the films, the nights out, the holidays and the visits. During the last few years Web 2.0 internet tools have provided the opportunity to record all aspects of your life.

These are a few of the tools that have helped me record the last few years of the decade:
Flickr - brilliant for collecting all of my photos. This facility enables me to share photos of places we have visited and record special moments easily. The facility to add descriptions and geotag the pictures means that I can easily remember the stories behind the photos.
Twitter - not only is Twitter brilliant for sharing and discussion and for being inspired, looking back through my profile helps me to remember lots of little, sometimes insignifican, things that I have done. Now I know that writing about mundane events is something that Twitter has been criticised for, but it provides a permanent reminder of things my lifestyle.
Blogger - I have been able to record my thoughts on various aspects of teaching and education using this.
Blippr - a great service for recording which films and DVD box sets I have watched and also what I thought of them. I just wish I knew of a similar service for TV shows.
Facebook - for the last few years there has been no better way of keeping up-to-date with what my friends have been up to. Many of them, however, seem to be getting bored with it - I hope this doesn't last!
Shelfari - perfect for keeping a record of what I have read.
Everyhit.com - now I can remember which songs were out and when thanks to this fascinating site.

Friendfeed is a site that combines lots of these sites so that all of the information appears in the same place.Timeglider is a site which allows you to create a timeline of your life (or your school's life, perhaps).

I just wish that all of $these tools were available in the early part of the decade.

I fear that I am becoming obsessed with remembering things. Maybe it's the thought that I might lose my long term memory. But I feel it's so important to be reminded of the things which help make you the person you are.

Could the Teenies be the decade in which we can record everything and forget nothing?

Polydron 3D Shapes

2009-12-21T16:31:00.000Z

During the last few weeks, when we have been busy with our Christmas play, I needed an exciting maths project to keep the children focused during lessons. Earlier in the year we purchased Polydron apparatus for exploring 3D shapes.

I decided that I would use this as part of our study of 3D shapes.

We used the prisms and pyramids packs to explore the properties of these shapes. This created lots of discussion about edges, faces and vertices. It was fun to predict this for different prisms and pyramids.

We then used Polydron squares to find the eleven faces of a cube. Only one group found all eleven! In the past, this activity was done using card which the children had to draw their nets on and then test the shape. Using Polydron was so much quicker. We also had time to find the eleven nets of an octahedron in the same way.

We then talked about which 3D shapes could be considered to be 'regular'. These shapes are called 'platonic'. They are tetrahedrons, octahedrons and icosahedrons which all use triangles; cubes (squares) and the dodecahedron (pentagon). Each shape was described with the number of faces which meet at each vertice. Once each one had been designed, we explored the different nets of these shapes.

We also spend some time exploring archimedean solids - solids which are made up of faces of different shapes. Each shape was described using notation like 3.8.8 which meant a triangle, octagon and another octagon meet at each vertice. We had great fun building all sorts of different shapes. We had chance to explore the difference between a dodecahedron, an icosidodecahedron a rhombicosidodecahedron and a truncated dodecahedron. We find out what it means to truncate a shape.

The work was lots of fun and did keep the children focused. They learned about being systematic when it comes to investigating - and the equipment allows them to work more quickly. They learned the properties of the shapes. They considered how to modify the shapes.

The Polydron packs that we used were the Prisms, Pyramids and Archimedean Solids. They aren't very cheap at all, but if you interested, they are available here.

Pictures of our work can be found on our Year Six blog here.

Rose Blanche

2009-12-20T15:41:00.003Z

In the middle of all of our rehearsals for our Christmas production of Peace Child we delivered a short poetry unit of work based around Rose Blanche by Ian McEwan and Roberto Innocenti. This is a sad tale about the discovery of a concentration camp through the eyes of a little girl, Rose Blanche. (Incidentally, it reminds me of The Boy In The Striped Pyjamas which I watched recently - what an ending!)

I wanted to try to inspire the children and ensure that I got good work from them even though their minds were on something else. I enjoyed reading about @arsenalchris's experiences of Voicethread and have used Wallwisher in our school website. So I decided to try these two excellent sites for the first time in the classroom.

Voicethread allows you to comment on a picture. After uploading a picture, you login and then use your microphone to record your comment. As many comments as you like can be added. The picture then plays back with the comments over the top.

Wallwisher allows you to gather messages by adding 'sticky notes' to the wall.

The children were asked to write a haiku based on the one of the pictures in Rose Blanche. Once they had drafted and edited their work, they added their work to a Wallwisher. This was a great way to see all of the poems at once. Something that I wish I had done was to produce a Wordle of all of the poems so that the children could see the strong themes that were emerging.

After adding their work to Wallwisher they shared their poem on a Voicethread. Each child was given an identity so that they could add their poems. The first time using this website proved to be remarkable simple.

The entire unit of work only lasted for a couple of days so I think with more time the quality of work could have been a little better. But the use of these two websites certainly kept the children focused at a time when it's easy for them to lose interest.

Now, as I've said, this was the first time I've used both in the classroom. After Christmas I plan to use them in more detail. Our first unit when we return in January is one based on The Borrowers. I wonder if we can use them in this unit...

ICT Survey

2009-12-13T17:54:00.003Z

After reading @DeputyMitchell's blog recently I was inspired to carry out my own survey of the social networking skills of the pupils in the year group.

The results were interesting and one thing they did reveal was that there was a big difference the use of computers at home between our two classes. One class had hardly anyone with a computer in their bedroom whilst the other had quite a few.

The questions I asked were the same as the ones asked by @DeputyMitchell.

Number surveyed was 49.
47 children have a computer at home. (96%)
47 children use the computer at least once a week. (96%)
7 children use the computer each day. (14%)
Pupil computer usage:
1 to 30 minutes: 9 children
31 to 60 minutes: 30 children
1 to 2 hours: 2 children
2 to 4 hours: 5 children.

10 children (20%) use social networking websites and 3 children's parents helped to setup their account.
11 children (22%) have a computer in their bedroom. 5 of these have webcams.
20 children (41%) know that their parents check their internet history. (Isn't this poor? Maybe parents just don't know how to do this.)
12 children (24%) know how to delete their internet history. (Interesting.)
20 children (41%) have buddies in MSN.
8 children (16%) have buddies they have never met or they don't know who they are. (Very worrying.)
18 children (37%) admitted to seeing things on the internet they know they shouldn't have seen. (And I'd like to bet that they haven't talked about what they have seen with parents.)

We also asked the questions about toilets that @DeputyMitchell used in his survey.
9 children avoid going to the toiler whilst at school.
5 children drink less water on purpose to make sure they don't need to go to the toilet.

I plan to repeat the survey each term to find out about changing attitudes in the year group. Next time I will also ask questions about use of mobile phones.

E-Safety is something that has featured in the news a lot this week. One thing I have been able to do is invite an LA advisor in to talk to parents about e-safety. I think it would be worth sharing these results with parents too... Lots of food for thought.

Leadership Pathways: Revisiting Community

2009-11-27T14:00:00.002Z

The second online unit I completed for this course was Revisiting Community. I found this rather a odd title for the unit. I mean, I hadn't actually 'visited' the commuity yet on the course. Ah well.

Overall I much preferred this unit to the last one as I found it contained practical advice and strategies for developing as a leader making clear references to the standards for headship.

The unit begins with a rather deep notion - that the school and its head should be entirely accountable to the community. Blimey; is this unit really going to suggest that the school should be accountable to the local community as well as being accountable to its pupils, parents, governors, LA and DCSF? The thinkpiece article even goes as far as to suggest that the community owns the school. Luckily I realise that this is very theoretical and is not being promoted as fact. I strongly agreed with the idea that the school should be a hub for the community. Hmm... could this be a possibility for my change project?

There was an exemplar of a brilliant ICT project from a school that refurbished and redistributed computer equipment to its parents to enable home learning.

Later in the unit I considered the ways that our school informs, consults with, involves, collaborates with and empowers the community. I realised that we are very good at informing, involving and collaborating with the community. Perhaps my change project could look into ways that we consult and empower the community.

After completing this unit I finally feel like I'm making some headway in selecting the change project which I must begin in order to complete the course. I want my project to be about involving the community, and I could use some of the learning conversation skills that I learned in the previous unit.

So after nearly 9 hours of online work I've completed 2 online units. Only three more to go!

Leadership Pathways: Leading Through Influence

2009-11-26T15:25:00.003Z

The first online unit I completed in the course was Leading Through Influence. I wish I'd began with a different unit as this one wasn't exactly inspiring. But it did include some good practical advice.

The first part of the unit looked at learning conversations and made you think about how to get the most out of a conversation so that a conclusion is reached and each party can be satisfied.

Next I looked at communication and the way that communication should always be two-way. This was hardly groundbreaking stuff.

The next part was a bit more interesting. It was about psychological contracts. "What on earth are they?" I hear you ask! Well these are unwritten agreements that a member of staff has with the school. This might include leading an after school club, for example. The unit explored the effects of breaking psychological contracts on staff morale. It made me realise that we need to be aware of the psychological contracts in school so that I am aware of the efforts from every member of staff. At the same time I wouldn't want to turn them into written or spoken about contracts. When wanting to make changes I must consider the mutual trust between school and its staff.

I learned that staff meetings should begin with a 'checking in' where staff share ideas and thoughts from the week. They should end with 'checking out' where the main points of the meeting are reviewed.

There were different 'frames' suggested for conversations which could apply to different situations. Workshops are used when the conversation group comes together to share resources and create new ideas and solutions. Consultations are used when the group comes together to share knowledge about the focus and receive feedback. A forum is used to problem solve and debate and challenge. Hotseating is used when a member of the group needs to share their personal learning journey and so the group learns by asking questions.

The process of stakeholder analysis was a brilliant concept. When introducing change it makes sense to prioritise the stakeholders. You consider each person for their power and influence and for their interest in the change. You then decide where best to channel your efforts.

Overall I gained some good ideas about how to organise staff meetings and departmental meetings etc.

Diagram from 'Stakeholder Analysis and Management: Winning support for your projects' by R Manktelow.

Leadership Pathways

2009-11-15T15:14:00.003Z

Over the last few months one of the things I have been busy with is this interesting course from the NCSL.

The course involves several processes through which you make changes and improvements to your leadership skills.

It began with a questionnaire which needed 10 people to complete some really awkward questions about you and the way you work. I also had to answer the questions about myself. The results were then amalgamated and I received a printout showing the average results with a comparison of my own answers. This all revealled that I actually had quite a good understanding of what people thought of my skills. It also highlighted areas that I could develop as a leader.

The areas were then used to help me choose online units and skills workshops which will help me to improve skills.

I am midway through the whole process now, so it's time I recorded some of my thoughts. Over the next few weeks I'll try to post these.

Printer chaos

2009-10-18T15:32:00.003+01:00

During the last couple of weeks in school I've broken the news to staff that nearly £2000 has been spent on printer inks.

What an obscene amount of money!

The first step I have taken in order to try and reduce this amount is to write a policy stating where things can and cannot be printed. In a nutshell, the policy states that our printers in the computer suites are far more expensive to run and so these should purely be used by the children to print out work. All professional work must be printed using our classroom printers.

But after speaking about it on Twitter I have realised that the problem goes deeper. I mean, what exactly are people printing anyway? What was so important to be printed that the best part of £2000 needed to be spent?

The general message from people on Twitter was that we should be trying to print as little as possible. Indeed one Twitter user is trying to make his primary school paperless. Now, I realise that we are a million miles away from achieving that goal, but we must take drastic steps to reduce the amount of printing that we are currently producing.

Useful websites

2009-08-09T19:50:00.003+01:00

Now it's the summer holidays I thought I'd share some websites that I have discovered during the last academic year which I plan to embed firmly in the Year Six curriculum next year.

Twitter: I know that this is hardly 'a discovery' as it's been hard to escape from it this year. But Twitter is a brilliant social networking website which school has used to share news about events. This year we have used the site simply as a reporting tool, but next year we plan to use it to engage with our parents more effectively. Our Friends of the school could use it to communicate, too.

Wallwisher: This website will be useful for creating class surveys, but also for sharing thoughts. Next year I want to use it for character studies in English to give the children a way of sharing their ideas. In Maths I can use it for problem solving so that the children can share solutions. It's also great for simply celebrating news events - allowing pupils to offer their own best wishes.

Vimeo: Owing to the number of digital cameras the school has purchased (many through voucher collection schemes) videos of the children's work are becoming more frequent. We have created a channel on Vimeo (which I just feel is safer than YouTube for our children) to share videos.

Wordle: Since introducing Wordle to staff it has mainly been used for display purposes. I intend to use it as a tool for analysing the main messages in a piece of work. It could also be used for examining language choices and investigating the features of a style of writing.

Flickr: We use Flickr for sharing photos from school. Our school newspaper reporters use it to find suitable pictures for their articles. We also use it for work on Photo Story and PowerPoint as it's so easy to find pictures to illustrate our work.

Voicethread: A recent discovery is Voicethread where pupils can have a conversation about a picture together. It is really clever and very easy to use. I think we could use this to explore settings and characters in English and also to use it as a basis for problem solving in maths.

Webspiration: Great for mindmapping and for planning!

Etherpad: This is an awesome collaborative writing website. Up to 8 people can work on the same piece of writing at the same time. We used this to work on radio advert writing and also for writing play scripts. I just think of all the times that I've asked pupils to work as a pair on one piece of writing and then seen only one person doing the work. Never again!

Memiary: This very simple website allows you to share five things that you have done today. Next year I plan to use this as a daily review of what we have learned.

Do you have any new websites that you plan to use with the children next year?

Grow A Pound Week

2009-07-26T14:37:00.002+01:00

In June we held our annual Grow A Pound Week.

Each child was given a pound by our Friends of the school association with the intention of growing their pound into more.

The children had to form companies of up to 4 people. Each company had to carry out some market research at break times before preparing a business plan where they indicated what service they planned to offer to the other children. Business ideas included lots of game stalls, jewellery making and hats and headwear.

Each company had to prepare a billboard poster, a radio advert (using Audacity) which was played in the school corridors and give a presentation to the children in an assembly.

The week went well and the children were really busy during their lunchtimes offering their services and goods for sale.

Each day the children kept accounts to show the sales and expenses for their company. They also wrote a 'secrets of our success'-style business biography about their stall.

In the end they made over £450 (in four days), meaning their pounds grew into over £7.50 each! The money raised was used to fund a leavers' treat and also to purchase a few items for the school. The two top stalls chose how the money should be spent.

Careers Day

2009-06-21T14:55:00.002+01:00

One of our Summer topics is money and careers. As part of this topic, this year we organised a new special event - Careers Day.

Now I know that Year Six is very early to start thinking about careers, but the idea of the day was to encourage the children to develop goals and aspirations, not necessarily to force them to choose a career. It was intended to be a very exciting and inspirational day where they got to hear about different jobs and ask questions.

A few weeks before we sent out a request to parents in Year Six to ask if they would be prepared to come in to speak to the children about their career. We had eight responses and our headteacher agreed to make this up to nine.

The children heard from a human resources director, a bank manager, a policeman, a graphics designer, a librarian, an animal behaviour councillor, an NHS manager, a teacher and a semi-professional footballer. It was amazing to see how every person had taken the brief for the day and approached it in a completely different way.

The children were enthralled. Many of them had a career in mind before the day, but they said that listening to the speakers had encouraged them to think about personal qualities they needed to develop for the job, and to think about necessary qualifications. Some pupils were inspired by our speakers and decided they might go down a similar career path. Others still couldn't make their minds up. Whatever they felt about their careers, everyone said they had thoroughly enjoyed the day.

Science after SATs

2009-05-22T09:32:00.000+01:00

Here is an interesting article about the future of Science after SATs in the TES.

SATs change affects Year Six calendar

2009-05-15T22:13:00.000+01:00

A report in the TES writes: Plans to move Sats from May to June next year have thrown hundreds of primaries’ school trips into limbo and cast doubt over the proposed primary leaving certificate. Heads are also upset that their pupils will now miss out on a lot of what they believe is the most rewarding part of the year and that they will not be with their pupils when they receive their results.

Shifting national tests for 11-year-olds from the second week in May to “the middle of June” was recommended by the Government’s expert group on assessment last week and accepted by ministers who plan to introduce the change from 2010. They believe it will prevent primary teachers from reducing their emphasis on maths and English in the second half of the summer term, leaving pupils “under prepared and out of practice” for secondary school.

But because the exact new Sats date has yet to be fixed, schools that want to take pupils on residential activity weeks in the summer term and are now being expected to pay deposits, do not know whether to confirm their bookings. There are also fears that some could miss out altogether because the window between Sats and the end of term, when most schools want to book the trips, will now be so much shorter.

The change threatens another of the expert group’s recommendations - the primary graduation certificate designed to recognise Year 6 pupils’ achievements across a broad range of areas. The experts wanted it to “highlight the child’s strengths before he or she progresses to secondary school”. But, according to the group, the biggest measure of their academic achievements - Sats results - “will not be available before the start of the autumn term”.

Janis Burdin, head of Moss Side Primary School in Leyland, Lancashire, marks her pupils’ achievements with a special leavers assembly, but she will no longer be able to give out academic awards if the Sats results come out the following term. She is also unhappy that she will have less time to ask for re-marks and will not be with pupils when their results arrive. If someone has not done as well as expected we will reassure them and where they have done very well we will share their elation,” she said. “But that will all be lost.”

Many primaries take pupils away on activity weeks after the Sats. JCA, a company that organises such trips for hundreds of schools, has already been contacted by several worried about what will happen next year. Janie Burt, managing directorof JCA, said: “It is not clear what is happening regarding the timetable for Sats and most schools like to book 12-18 months in advance, so this could prevent many having the opportunity to take their Year 6 group away.”

Maths Papers A and B and Mental Maths

2009-05-15T20:20:00.000+01:00

To end the SATs week the children tried the Maths Papers.

Paper A: I didn't think this was an easy paper, but it was do-able. The children at school worked well, but it was frustrating that things they can do in class just went out of the heads for the SATs. The number of children that weren't sure how to do the multiplication question!! The Equivalent fractions question was difficult for them too, even though they can do it in class! There were only a couple of explanation questions which is good!

Paper B: I thought this was comparable with Paper A in terms of difficultly. Once again the children rose to the occasion and did really well. The square number question infuriated me - the number of children who wrote 13, 14 and 15 instead of the square numbers.

Mental Maths: What a variety of topics covered in the test! I thought that the questions were of varying difficulty as you would expect. But question 20 was horrible: Four oranges cost 95p. How much does each orange cost to the nearest penny?

So that's SATs all done with for another year. Now we have to wait and see if another marking fiasco develops over the next few months. We all have to pray that Mr Balls finally finds his and makes this the last year that children have to endure this damaging effect to their education.

There have been a number of tweets about the SATs over this last week. Search for #SATs to read what people have had to say on Twitter!

Reading Comprehension SATs

2009-05-13T21:31:00.002+01:00

Today it was the last of the English SATs - the Reading Comprehension paper.

Today the children had to read a series of letters and notes to a boy who decided to live in his tree house. This was really funny and the children said how much they'd enjoyed reading them. This might be a really good idea for a letter writing project next year!

They also had to read an insert about an environmentally friendly house called the Earthship. Again, this was interesting and the children enjoyed it.

I felt that the questions were fair and do-able. They did, I felt, involve more writing than usual. There weren't many tick the box, join up the statements or write in numbers questions. Most of the questions needed a short phrase or sentence to answer.

Any thoughts?

English Writing SATs

2009-05-12T21:38:00.004+01:00

Overall I was pleased with today's Writing SATs.

The only paper I wasn't keen on was the short writing task. The children had to write a description of a busy place. Not too bad if you can imagine somewhere busy. It really helped to think of somewhere busy that you had actually been to. But describing has never been a strong point for my literacy class (Set Two). We have focused such a lot on organising and structuring work but this short writing task didn't need any of it. However it did involve lots of VCOP so that was good. I was disappointed when I spotted a few pupils' descriptions had turned into a story...

The Spelling Paper wasn't too bad but there were a few tricky words, 'fascinated' for one. There were a couple of tricky words for the reader too!!

The Long Writing Task was fantastic. For the second year running the genre was a genre we study in Year Six - report writing. The task was virtually identical to the Pack-it-in-Bag paper from about 10 years ago, and luckily my class had tried this just a month ago! You could see their eyes light up as they read it!

Science SATs

2009-05-11T21:16:00.004+01:00

Science Paper A
A good variety of questions (humans, investigations, forces, plants, solids/liquids/gases, light and electricity). The questions made a lot of use of diagrams and pictures.

Science Paper B
Lots of reading in this paper making it more demanding. I wasn't too keen on the Heart Rate question, nor the Shadows and Space where I found the questions a little confusing, with unusual contexts.

I can't believe that there was nothing on animals, sound or micro-organisms.

Any thoughts?

Use Monittor.com to read about #SATs.

Science SATs to be scrapped

2009-05-09T16:15:00.002+01:00

It's hard to believe the timing of the news about Science SATs. In our school we've just spent five school weeks revising for the Science SATs, and just a few days before the children get stuck in, they get the news that next year's Science SATs won't even take place. How frustrating for this year's children! I'm sure it's going to have a negative effect on this year's Science results, too. After all the children are now bound to think that they are pointless. What's the point - they are about to be scrapped!

Don't get me wrong, I'm all for the SATs being scrapped altogether, but once again Ed hasn't got the Balls to do the right thing and has only agreed to drop one of the three subjects. Teacher assessment clearly gives a better representation of a child's ability. But, for the time being, apparently tests give a better indication of standards in English and Maths.

If the SATs are set to continue, I wonder how long it will be before an ICT SAT is introduced...

The Guardian reports:
Ed Balls, the education secretary, today backed a drive to improve teacher assessment to the point where it is robust enough to replace national Sats tests in England.

Accepting a report from an expert group on assessment, he announced that Sats tests in maths and English for 11-year olds would be retained, but tests in science would be scrapped in favour of teacher assessment.

The review argued that while the current tests were beneficial and gave parents objective information, teacher assessment provided a richer picture of children's learning, and it appeared to open the way for scrapping Sats in the long term. This type of national testing was dropped in
Wales and is not used in Scotland.

The group, including the former chief inspector Sir Jim Rose, urged the government to "invest in, strengthen and monitor the reliability of teacher assessment, to judge whether a move away from externally marked national tests might be viable at a future date".

Rose told a press briefing: "Clearly if you had a situation where you had teacher assessment that was so robust that you were confident the information it was delivering was as good, or better, than national testing, then by God wouldn't you go for it? Meanwhile, you would want to run both together, wouldn't you? We want a belt and braces job."

But retaining Sats in the short term sets the stage for a confrontation with two of England's biggest teaching unions, the National Union of Teachers and the National Association of Head Teachers, who are to ballot on boycotting next year's tests if they are not scrapped.
A move towards teacher assessment has already happened for seven- and 14-year olds, and will now take place in science at the end of primary school. Single-level tests – taken by children when the teacher thinks they are ready – also involve more teacher input. A pilot study of these tests in 400 schools has been extended for a third year, and they could form part of the eventual replacement for Sats.

League tables based on Sats results will not be abolished, but Balls accepted the expert group's recommendation that report cards sumarising a wider range of information on each school's performance should be developed.

NUT intend strike action over SATs

2009-04-11T14:15:00.003+01:00

The Daily Mail reports that the country's biggest teaching union is today expected to give the go-ahead for a controversial boycott of the national testing system. Members of the National Union of Teachers are expected to vote overwhelmingly in favour of industrial action to scupper SATs for seven and 11-year-olds.

But Schools Secretary Ed Balls told NUT members gearing up for what is being seen as their biggest battle yet with the Government that they cannot just refuse to comply with the law. Government lawyers are considering the legality of the boycott amid claims teachers may be in breach of their employment contracts if they refuse to abide by national education policy. The boycott would involve refusing to administer SATs in spring 2010 for more than one million primary school children unless ministers agree to axe them.

The country's biggest head teachers' union will put a similar industrial action call to its members in May. In a speech to the NUT annual conference yesterday, Bill Greenshields, the union's ex-president, urged members to back the boycott. 'We will end this child abuse,' he said.

But the planned action has split the teaching profession. Other unions fear ministers will be less likely to implement changes to SATs to avoid being seen as bowing to union pressure. Mr Balls has given clear hints he wishes to change the testing system and league tables accompanying results but has said he has 'no intention' of abandoning tests in some form.

League Tables published today

2009-04-01T14:47:00.000+01:00

School league tables are published today. Read them at http://www.timesonline.co.uk/tol/life_and_style/education/school_league_tables/. Today's league tables show around 150,000 pupils failed a performance measure the Government is introducing.
They show the proportion of pupils who took SATs for 11-year-olds last summer and achieved the Government's expected level in both English and maths.
As many as 27 per cent of pupils started secondary school in September without having met the benchmark, this morning's figures show.

Youngsters who missed the benchmark will need extra help to cope with the curriculum at secondary school because they failed to reach level four in the core subjects of English and maths.

Separate official figures showed yesterday that a fifth of bright children - those who exceed Government expectations at 11 - make no progress in key subjects in their first three years at secondary school. More than 20 per cent of pupils who gain level five in English and science are still at level five three years later after 'coasting' once entering secondary school.

Opposition politicians said teaching should be better tailored to pupils' abilities.
The trends emerged as the Government faced fresh criticism over the decision to publish today's tables amid claims they are tainted by last summer's marking fiasco.

The headteacher of the top primary school in the country has warned cramming for Sats tests would only result in short-term success. Lorraine Cullen of Hall Meadow Primary School said pupils needed to be "thinking" learners to see real long-term improvement.Hall Meadow and Combe Church of England Primary School in Witney had more pupils than any other school in England who achieved level five - one level above that expected of 11-year-olds - in the tests.Mrs Cullen said that their results did not come from drilling the pupils on the exam script. "I think that you get a certain amount of success doing that but you will never sustain it. 'We do very little work around preparing for tests. We spend our time developing children who are thinking, motivated and active in their learning."

Using Etherpad

2009-03-22T16:35:00.003Z

I heard about Etherpad via Twitter, and also Mark Warner's blog, http://www.mrwarner.com/. Etherpad is a website where people can work collaboratively on the same document. Brilliant!!

It really is simple to use. Just go to Etherpad and create a new pad. You can then email the link for the pad to other people. Up to 8 can work on the same pad all at once. You can see people editing the document before your very eyes!

The potential for use in school is unlimited. There are many opportunities for using it with staff - all those times where we've put a document together with just one scribe? Well now everyone can get involved! It could also be used for communication!

The classroom possibilities are where the strengths of Etherpad really lie. I have used it with the class this week. Bearing in mind it was the first time using it, it did come with one or two problems, but I'm pleased to just get the ball rolling!

We have been working on balanced report writing for the last few weeks. The trainee teacher that had been teaching the class finished her successful placement on the Friday and so I wanted an exciting project to end the focus on reports. I decided that we could write a balanced report on bedtimes. I presented the children with a biased report explaining why children should go to bed early. The children used Etherpad to plan ideas for the other side of the argument. I used our blog to set up links for each table to find their Etherpad. It went really well and I was pleased with the work produced.

Later in the week we used Etherpad again, this time to prepare a script for a radio talk show. The children had to prepare a radio show where callers would phone to offer their arguments, for or against the issue. The children elected host DJs for each team. They had to write an introduction to the show whilst the others would enter information from the callers. It was really good fun. The DJs did find it a little difficult to keep up with the arguments being presented from all of the callers. With hindsight, perhaps we needed more DJs!

I found that the connections to the Etherpads were a little unreliable, but I think this had more to do with our painfully slow internet connection this week rather than with Etherpad itself. The children became frustrated with the connection continually breaking, so the quality of work was not as good as I'm sure it could have been.

I'm looking forward to finding further opportunities to use Etherpad in the classroom. Have you used Etherpad? How have you used it?

Residential in France

2009-02-28T15:41:00.003Z

Yesterday I returned from a week in France with our Year Sixes.

This is the third year that we have enjoyed a visit to France, and I'm delighted to say that it has once again been a very successful week!

We set off from school at 6.30am on Monday and arrived at our chateau 11 hours later! Our accomodation is fantastic and the grounds in which we stayed were beautiful.

On Tuesday we toured the local town of Rue. In the afternoon we visited a nearby goat farm where the children had chance to hold some of the goats, rabbits and chicks. We also visited a delicious chocolate factory.

On Wednesday we travelled to Amiens, the nearest city, with one of the most incredible buildings I've ever seen. The cathedral takes my breath away every time I see it! We then set off for an underground city which was used by local villagers to hide during WW2.

On Thursday we travelled to Abbeville to explore the local shops and sample a French cafe. In the afternoon we learned to play petanque and braved the muddiest blind trail!

On Friday we visited Nausicaa, a fantastic aqarium before setting off home again.

It is wonderful to see how much the children gained in confidence and independence during the week. Their French skills developed well.

This year, for the first time, we created a blog which we used to communicate to parents. This was experimental, as we weren't really sure what internet facilities we could use. We used Posterous, and linked to it from our school website. We then simply used Googlemail to send an email with news about the events of the day. The feedback from parents was really positive and lots of them added comments.

Next year we plan to add photos whilst we are away by taking a laptop with us. We will use a wireless connection to upload lots of exciting news. We will also experiment with Twitter so that we can add updates via mobile phone so that little snippets can be added. Before then I want to learn to feed Twitter directly into Posterous.

Fish!

2009-02-18T10:43:00.004Z

Recently I read the book Fish! after having watched the famous film about the Seattle Fish Market workers. I enjoyed learning about four main principles for developing a happy and productive workplace.

Choose your attitude
Play
Make Their Day
Be There

As I was reading the book I wondered how the principles can apply to schools. Here are just a few general thoughts.

Choose Your Attitude:

Here are the benefits of Choose Your Attitude:

By accepting that you choose your attitude, you demonstrate a level of personal accountability.
Our best qualities are brought to work.
It means that we can escape for a while from any problems or distractions out of work.
"The greatest discovery of my generation is that a human being can alter his life by altering his attitude" - William James (1842 - 1910)

For children:

It means that postive behaviour management schemes should be used to encourage children to choose the correct attitude to display. It encourages a positive and energised ethos.

For staff:

It means that we can enjoy our work and concentrate on helping the children to learn. You can let problems and issues at work affect your attitude and you are guaranteed to have a bad day. Or we can choose a positive attitude and do our best to enjoy ourselves.

For parents:

Encouraging the same values from our parents is important to foster good healthy relationships.

Play:

Here are the benefits of play:

Happy people treat others well.
Fun leads to creativity.
Time passes quickly.
Having a good time is healthy.
Work becomes a reward and not just a way to rewards.

For children:

I think Play is about what we all try to do already - making school and lessons fun so that the pupils enjoy coming to school to learn and enjoy success. It encourages positive behaviour management strategies.

For staff:

It doesn't mean that we abandon our professionalism just to have a laugh. It means that laughs become part of the job. We try to avoid letting the stresses of school stop us from enjoying life. If we can have fun then the children can have fun.

For parents:

We communicate well with parents and involve them in their child's learning. They are comfortable to visit the classroom and enjoy coming to support the school in events.

Make Their Day:

The benefits of Make Their Day are:

It is good for business.
Serving our 'customers' well will give us the satisfaction that comes to those who serve others. We focus our attention on to how we can make a positive difference to others.

For children:

We want every day to be special for the children. It's about helping them to enjoy success on whatever level and make them feel special.

For staff:

We want to make staff feel special, too. They should also enjoy success in work. It means that staff make the effort to get to know each other and encouraging kindness and co-operation.

For parents:

It means that we should try to communicate as often as we can with parents, especially to share children's successes.

Be There:

The benefits of Be There:

It makes everyone feel valued and special.
It makes us feel that the benefits for others will be reciprocated towards ourselves.

For children:

This means we should continue to be there for the children, showing a caring demeanour to them. It means we should help and encourage them in lessons. This is really about all of the professional duties of being a teacher.

For staff:

This means being committed to truly listening and caring towards each other. It means making the time to commit to a team.

For parents:

It means being available to parents. It means good communication and honesty.

I enjoyed reading this motivational piece in the book:

As you enter this place of work please choose to make today a great day. Your colleagues, customers, team members, and you yourself will be thankful. Find ways to play. We can be serious about our work without being serious about ourselves. Stay focused in order to be there when for your customers and team members most need you. And should you feel your energy lapsing, try this surefire remedy: Find someone who needs a helping hand, a word of support, or a good ear - and make their day.

Good advice!

Collection Boxes

2009-02-04T23:06:00.002Z

After reading David Allen's book "Getting Things Done" I have begun to revise the ways that I 'collect' and organise jobs that I need to do. A couple of Web 2.0 tools have been really useful for this.

When I started teaching 7 and a half years ago I quickly began to realise how poor an auditory learner I am. I really need to see or read things for them to sink in; trying or doing something makes a real impact on me. But I am awful at learning by listening. I find myself becoming fidgety in courses and meetings unless I am actively engaged. For the same reasons I have now begun to realise how poor my memory when I am asked to do a task or think of an idea in conversation. I now know that unless I write something down I am bound to forget it.

I now record shopping lists, tasks for work, issues in class, jobs around the house, errands, emails, texts, wedding preparation, ideas and thoughts. These are some of the ways I use to record everything:

Good old-fashioned Post-its. You just can't beat them for making quick notes. The important thing with Post-its, though, is that they must be kept and organised somewhere regularly or they will be lost. Post-its are great in the very short term.
I keep two diaries - one containing appointments and details of events happening at home and in school each day and one is used as a 'day book'. I use my diary to plan where I need to be each day - everything is written down as soon as I find out about it. My day book is used to record things I have need to do, things I have learned and ideas. Information from Post-its is often added to my day book. I keep any flyers or information needed for a specific day with that page in the book. Of course, this is great for making notes and making my focus for the day very clear, but I still need a way to remember things that need to be done regularly and things that I'd like to try or things that I want to need in the longer term. For these jobs I use a couple of useful websites.
Toodledo is a brilliant To Do list. Since discovering it I wonder how I ever survived without it. I use it to record tasks that I need to do - a bit like a still photo of all the plates that I am spinning. It tells me what I need to do and when. I can set tasks to repeat. I can remind me about things that need to be done months in advance. I will never forget what needs to be prepared for a meeting. It even reminds me when to order new asthmas inhalers. It stores everything I need to remember. Some of its greatest features are the notebook which can be used to record an agenda for meetings or details of a project; the subtask facility which ensures that I can record all the steps I need to take to complete a project; and the ability to text (via Twitter) tasks directly to my to do list using my phone.
Wikispaces is the final tool that I use for collection. This is used to record details of events from one year to another. Now, I can keep a record of what was good and what was not so good about an event, a project, a lesson or something else. This way I can make it even better for next year! I keep notes from courses I have attended. My Wikispaces page tends to be a place to record my long term ideas - things I know I can't try in the next few months. It also acts as a reference tool for information wherever I need it. I pay to make the wikispace private so that it is completely personal.

I hope that these ideas could help you to. Another collection tool I plan to look into further is Evernote which also looks useful. I also want to find an online shopping list to remind me about everything I need to buy from groceries to other items.

Does anyone use any other tools for collecting jobs or reminders?

3D Shapes - Polydron

2009-01-24T16:59:00.003Z

Earlier this week we had fun in Maths making 3D shapes using the Polydron Archimedean Solids set. This can be purchased from here.

The idea of the set is that children can explore the properties of solid shapes by constructing them using framework pieces. Polydron sets are very child friendly and the teacher's guide and instruction sheets are very user friendly.

The children really enjoyed making the shapes and it was interesting to examine the names of shapes to discover their properties, e.g. the cuboctahedron.

After constructing the shapes we experimented with them, adding faces to augment and removing faces to diminish. They enjoyed making snub shapes where solids 'explode' and spaces are filled with triangles.

I'm certain that the children will remember the lessons and the properties of the shapes.

Very short stories

2009-01-17T00:21:00.000Z

During our study of different fiction genres we read Short! by Kevin Crossley-Holland. We used the story 'Talk About Short' as inspiration for writing our own short stories. The children wrote stories using less than 140 characters and then uploaded them to our school's Twitter page.

I then used Wordle to create a display of the words they used. Lots of fun!

My 2008

2008-12-31T13:54:00.000Z

It's been a really busy year both in my personal life and in work.

My own personal highlights of 2008 are:

Celebrating our engagement and making arrangements for our wedding in April 2009.
The birth of our beautiful niece, Emily.
The birth of my beautiful goddaughter, Florence.
Being asked to be Florence's godfather.
Being Best Man for my best friend's wedding in June.
Being Groomsman for my brother at his wedding in August.
Attending two stag dos, one at Stockholm and one in Prague.
Surviving a really busy year in school. The summer and autumn terms were particularly stressful - but I've done it!
Arranging the helicopter visit to school.
Surviving the credit crunch (so far!) It's not been an easy year financially as Lisa was not working for six months and we have a wedding to save for!
Discovering Twitter, Toodledo, Delicious and Zamzar - brilliant tools that I don't know how I survived without!

This blog has been viewed over 16,000 times in 2008 (according to Bravenet) and Monday is the busiest day for hits.

The best tunes of the year are:

The Killers - Humann
Estelle & Kanye West - American Boy
Duffy - Mercy
Kid Rock - All Summer Long
The Outsiderz & Amanda Wilson - Keep This Fire Burning
Taio Cruz - I Can Be
Katy Perry - I Kissed A Girl
The Ting Tings - Shut Up And Let Me Go
Nickelback - Rockstar
Calvin Harris, Dizzee Rascal & Chrome - Dance Wiv Me
Alphabeat - Fascination
Gabriella Cilmi - Sweet About Me
The Script - The Man Who Can't Be Moved
The Ting Tings - That's Not My Name
Madcon - Beggin'
Keane - Spiralling
The Potbelleez - Don't Hold Back
Razorlight - Wire To Wire
Coldplay - Viva La Vida
Kings Of Leon - Sex On Fire

Top Films of the Year:

Forgetting Sarah Marshall
The Dark Knight
Quantum Of Solace

Top TV Programmes of the Year:

Gavin & Stacey
Summer Heights High
Lost

Plans for 2009:

Have a wedding that Lisa, myself and everyone enjoys
Get fit
Get a more powerful computer
Get a better work-life balance
End 2009 in a better financial position than it begins.

I hope you have had a successful 2008 and I wish you a wonderful 2009. May the best of 2008 be the worst of 2009!

Getting Things Done by David Allen - a review

2008-12-31T10:42:00.000Z

I have enjoyed reading Getting Things Done by David Allen. It is full of really practical advice for getting things done at work and at home.Its subtitle, 'How to achieve stress-free productivity' suggests the book will tell you how to get things done without worrying and getting stressed, and I really think if I followed the advice right down to the last letter I would achieve the goal of stress-free productivity. However, I get the feeling that the book is not really aimed at teachers. As a result, it doesn't really explain how to get things done in a stress-free way in between teaching a class.

I'd love to see a version of this book, or similar, aimed directly at teachers.

I have learned a lot, however. I need to plan my projects more carefully and make my to do list more effective by using subtasks (time needed to play with Toodledo here). I regularly go to bed thinking about things that need to be done, so I need to create better collection methods to store all of my ideas and tasks so that they don't buzz around in my head. I also need to realise that not everything needs to be done right now.

15000 teachers call in sick each day

2008-12-30T17:06:00.000Z

The Daily Mail reports that teachers are calling in sick at the rate of 15,000 a day. Almost three million working days were lost last year, up from 2.5million in 1999. Some 311,000 teachers took at least one day off.

Tories called the official figures 'very worrying', linking them with mounting bureaucracy and disruptive classroom behaviour.

The Government's school workforce statistics, which cover full and part-time teachers and classroom assistants, show the average number of sick days has risen from 5.1 a head in 1999 to 5.4 in 2007. The overall number of days lost was 2.9million. This equates to almost 15,000 teachers off sick on each school day. The total of 311,770 who took sickness absence is well over half the number working in English schools.

The rising levels of sick leave mean more pupils have to be taught by unfamiliar supply teachers who may not be specialists in the subjects they are teaching.

NUT acting general secretary Christine Blower said: 'Given the enormous pressures teachers are under, it is remarkable they have so little sick leave. The vast majority of teachers, sometimes unwisely, go into school, even though they may be ill, because of their commitment to the children. Unfortunately, too much stress is endemic to the job and it is the responsibility of not only the Government but the Conservative Party and the Liberal Democrats to explore ways of reducing the excessive numbers of initiatives faced weekly by schools.'

Despite record education spending under Labour, teaching vacancies have risen by a quarter in the past year - with four in ten new teachers quitting within a year.

Critics say they are weighed down with too many initiatives, too much form-filling and too much bad behaviour.

Mr Gove said: 'It's very worrying that the number of sick days has risen so dramatically.
'The Government needs to investigate the reasons so we can make sure there is as much stability as possible in every child's education.'

Whilst these figures are worrying, I wonder how comparable they would be to the private sector.

Getting Things Done: Advice

2008-12-30T14:38:00.003Z

Other advice in the book:

There are seven primary types of things that you'll want to keep track of and manage from an organisational perspective:

A projects list
Project support material
Calendared actions and information
Next actions lists
A waiting for list
Reference material
A someday/maybe list

Most common categories of action reminders:

Calls
At computer
Errands
Office actions
At home
Agendas
Read/ Review

Getting Things Done: The Five Phases of Project Planning

2008-12-30T14:17:00.002Z

The process of project planning involves a series of steps that has to occur before your brain can make anything happen physically:

Defining purpose and principles
Outcome visioning
Brainstorming
Organising
Identifying next actions

The Reactive Planning Model:

The unnatural planning model is what most people consciously think of as 'planning', and because it's so often artificial and irrelevant to real work, people just don't plan. But what happens if you don't plan ahead of time? In many cases, crisis! What's the first level of focus when the stuff hits the fan? Action - work harder, get busier! Finally, when having a lot of busy people banging into each other doesn't resolve the situation, someone gets more sophisticated and says, "We need to get organised." Someone then sits down and tries to organise the problem into 'boxes' before realising that this doesn't solve the problem. More creativity is needed and so brainstorming occurs. Eventually, the question needs to be asked: "So what are you really trying to do here, anyway." This is when the vision and purpose is agreed. The reactive style is the reverse of the natural model.

The Five Phases of Natural Planning:

Thinking in more effective ways about projects and situations can make things happen sooner, better and more successfully. These five phases must be completed:

Purpose

It never hurts to ask the question, 'why'? Realising the purpose for the project gives many benefits:

It defines success
It creates decision-making criteria
It aligns resources
It motivates
It clarifies focus
It explands options.

Vision/Outcome

In order most productively to access the conscious and unconscious resources available to you, you must have a clear picture in your mind of what success must look, sound and feel like. Purpose and principles furnish the impetus and the monitoring, but vision provides the actual blueprint of the final result. This is the 'what?' instead of the 'why?' What will this project or situation really be like when it successfully appears in the world?

Brainstorming

Once you know what you want to have happen, and why, the 'how' mechanism is brought into play.

Organising

What are the things that must occur to create the final result? In what order must they occur? What is the most important element to ensure the success of the project?

The basic steps of organising are:

Identify the significant pieces
Sort by (one or more) components, sequences and priorities
Detail to the required degree

Next actions

The question to ask is 'what's the next action?' Decide on next actions for each of the current moving parts of the project.

What is black and white and RED all over... Children's work!

2008-12-26T00:11:00.001Z

The Daily Mail reports that schools have barred teachers from marking in red in case it upsets the children. They are scrapping the traditional method of correcting work because they consider it ‘confrontational’ and ‘threatening’.

Pupils increasingly find that the ticks and crosses on their homework are in more soothing shades like green, blue, pink and yellow, or even in pencil.

Traditionalists have branded the ban ‘barmy’, saying that red ink makes it easier for children to spot errors and improve. There are no set government guidelines on marking and schools are free to formulate their own individual policies.

Crofton Junior School, in Orpington, Kent, whose pupils range from seven to 11, is among those to have banned red ink. Its Marking Code of Practice states: ‘Work isgenerally marked in pen – not red – but on occasion it may be appropriate to indicate errors in pencil so that they may be corrected.’
Headmaster Richard Sammonds said: ‘Red pen can be quite demotivating for children. It has negative, old-school connotations of “See me” and “Not good enough”. We are no longer producing clerks and bookkeepers. We are trying to provide an education for children coming into the workforce in the 21st century. The idea is to raise standards by taking a positive approach. We highlight bits that are really good in one colour and use a different colour to mark areas that could be improved.’

At Hutton Cranswick Community Primary School in Driffield, East Yorkshire, the Marking and Feedback Policy reads: ‘Marking should be in a different colour or medium from the pupil’s writing but should not dominate. For this reason, red ink is inappropriate.’

Shirley Clarke, an associate of the Institute of Education, said: ‘Banning red ink is a reaction to years of children having nothing but red over their work and feeling demoralised. When children, especially young children, see every single spelling mistake covered in red, they can feel useless and give up.’

But Nick Seaton, chairman of the Campaign for Real Education, said: ‘Banning red ink is absolutely barmy. Common sense suggests that children learn by their mistakes and occasionally they need upsetting to teach them to pull their socks up. Self-esteem has to be built on genuine achievement, not mollycoddling, which only harms children in the long-run.

‘Red ink is the quickest way for pupils to see where they are going wrong and raise standards. I give teachers who have ditched their red pens nought out of ten. They’ve failed.’

A lovely cliche there, Nick. Is this really such a newsworthy issue? I remember being advised during my training at university (advised, not instructed) to use green pen rather than red as green is less agressive. I'm sure that psychologists have researched the impact of different colours. Therefore, avoiding using red pen is probably good advice. But as far as barring the use of red pen in a marking policy - surely that is up to the school itself.

Although recently I have used a few different colours for marking after being given a pack of different coloured pens, I usually mark in green. In fact, it is becoming increasingly difficult to find green ink pens in the shops. Maybe there are quite a few teachers who are avoiding marking in red...

Are SATs in doubt?

2008-12-17T20:39:00.002Z

The future of SATs was thrown into doubt yesterday as a damning report blamed a culture of complacency among testing officials for this year's marking fiasco. Two exam chiefs were suspended and a testing quango was scrapped as an inquiry into the late and chaotic delivery of results to 1.2million children revealed that the system runs on the mantra 'it'll be all right on the night'.

The peer appointed to investigate the marking shambles warned that tests for 11-year-olds next year would be 'difficult' to administer efficiently and welcomed a Government review of the testing system. Ministers scrapped SATs for 14-year-olds in the aftermath of the marking fiasco and have indicated that the current arrangements for 11-year-olds are not 'set in stone'.

The inquiry into the problems, led by Lord Sutherland, uncovered a catalogue of 'massive' failings by the Government's testing agency and the U.S. outfit it hired on a £156million five-year contract to organise marking and the delivery of results. But it also prompted calls for Children's Secretary Ed Balls to apologise and accept some responsibility for the fiasco after he repeatedly claimed it was at 'arm's length' to ministers.

Suspended exam chief Dr Ken Boston told the inquiry that Mr Balls' department was 'in no way' kept at a distance and was in fact intimately involved at all stages, from the granting of the contract to the setting of the tests.

Primary pupils lead the western world in Maths

2008-12-10T17:19:00.000Z

The Daily Mail writes that primary school pupils lead the western world in maths skills, according to a new survey. Our ten-year-olds have outstripped their peers in the U.S., Australia and New Zealand as well as the rest of Europe, including Germany, Italy, the Netherlands and Sweden.

But the news from the international comparison of 425,000 youngsters was not all good. English children have been passed in their turn by youngsters from Kazakhstan, the former Soviet Republic portrayed as a nation of barely-civilised simpletons by Sacha Baron Cohen's comic creation Borat. Experts said a traditional curriculum and a belief in the importance of maths and science were behind Kazakhstan's success. Though poverty is widespread in the oil-producing country, it has an emerging middle class keen on rigorous academic education.

The improvement among English children follows the introduction of a daily numeracy lesson in primary schools, which put renewed emphasis on times tables and arithmetic.

The survey, known as Timms (Trends in International Maths and Science Study), is held every four years. Our ten-year-olds were 17th of 26 countries in 1995 but seventh of 36 last year, while 14-year-olds were seventh of 49 - up from 25th of 41 in 1995. Among ten-year-olds England was decisively outperformed only by countries on the Pacific Rim, including Japan and South Korea.

Primary curriculum overhaul

2008-12-08T17:04:00.000Z

The Daily Mail reports that the blueprint was drawn up by former Ofsted chief Sir Jim Rose following a request from Children's Secretary Ed Balls. It amounts to the biggest shake-up of primary schooling since the Tories introduced a national curriculum in 1988. The national curriculum was organised around 11 subjects - an arrangement that has broadly continued to this day.

The Conservatives last night warned the plans, likely to come into force in 2011, would lead to a 'further erosion of standards'. They pointed to similar 'child-centric' reforms of the Sixties and Seventies which experts say led to a collapse in literacy and numeracy. Tory education spokesman Michael Gove said: 'In adopting this throwback to the 1960s, the Government is denying the highest quality of education to children in the state sector. The experiment with this kind of ideology - moving away from facts, knowledge and rigour - failed 40 years ago and will fail again.'

Under the plan, history, geography and religious education will be merged into 'human, social and environmental' studies. Other areas cover communication (English and modern languages), science and technology, maths, physical health and wellbeing, and the arts.

The aim of scrapping distinct subjects is to allow teachers to introduce them in other parts of the curriculum, for example teaching literacy or history through design and technology.

However, 69-year-old Sir Jim, the Government's key adviser on primary schools, insisted that some subject- specific teaching would remain, saying: 'High-quality subject teaching must not disappear from primary schools.' He added that he was not advocating a return to the 'vagaries of old-style topic and project work'.

Computer skills should be given more importance

2008-12-08T17:02:00.000Z

A report at Becta says that today's increasingly computer-literate youngsters are improving their ICT skills so fast there is a strong argument they should be taught secondary school knowledge earlier at primary school.

This insight into the fast-developing skills of England's techno-savvy minors by education expert Sir Jim Rose is one of the key findings of the interim report of his independent primary curriculum review published on Monday, 8 December 2008.

He says in his report that primary and secondary ICT needs to be reviewed "to provide a better fit with children's developing abilities" so that English education does not get left behind by the technology revolution. He wants ICT to be given as much priority in the primary school curriculum as literacy and numeracy.

Children's Secretary Ed Balls, responding to the interim report, said 21st century schools needed to adapt to the times and make the most of technology to improve our children's learning.

Examples of the kind of things our hi-tech high-flyers might do at primary rather than wait for secondary:

Using podcasts in their studies or making their own radio programmes
Using ICT to produce well-presented essays and presentations on screen that they can share with the class or whole school
Uploading their artwork on computers
Testing rules and values by using formulas and spreadsheets for science and maths
Discussing the use and impact of technology on society
Analysing different sources online, e.g. for history subjects
Helping their research skills for different topics, eg world geography, maps and weather forecasts
Using the internet to share projects with other schools.

Sir Jim Rose said:
"Good primary teaching deepens children's understanding by firing their imagination and interest in learning. One highly promising route to meeting the demand for in-depth teaching and learning is undoubtedly emerging through ICT. The primary curriculum needs to be forward-looking. Advances in technology and the internet revolution are driving a pace of change which we could not have imagined when the National Curriculum was introduced twenty years ago."

Ed Balls said:
"We can sometimes under-estimate children's knowledge of ICT and that can be a missed opportunity to raise standards at primary schools. As Sir Jim's interim report points out, by age 11 children could already be using their computer skills to boost their studies across the curriculum. In maths, primary children are advanced enough to use technology to improve their learning rather than just play computer games, for example. Parents of our generation probably don't realise how fast children are picking up computer skills today. In our day computers were probably a novelty for older children in secondary school children whereas today they're commonplace. Teaching and the curriculum need to move with the times. We need 21st century schools which make the most of the opportunities technology offers to improve our children's learning."

Stephen Crowne, Chief Executive of Becta, said:
"There’s no question that technology plays an increasing part of our everyday life at home and school. Clear evidence shows effective use of technology really does boost a child's achievement."

Sir Jim Rose says in his report that ICT has the unique capacity to develop and enliven learning and in some schools ICT is not "working hard enough" to support learning and provide value for money. He believes that much of the ICT currently taught at Key Stage 3 in secondary school should be taught in primary school instead because it is "well within the capabilities" of primary children. Instead, by the time children reach Key Stage 3 they should not only be able to show ICT skills but also be already able to apply these skills across the curriculum to advance their learning.

The interim review report also says that ICT should be used more by primary teachers to give the required "depth" to lessons, so teachers can meet the pace and appetite for learning of the most able children and they are not held back.

Jim Rose makes a lot of sense here and it's about time someone said it. The ICT curriculum urgently needs updating and I hope it happens soon. Computer skills are essential in today's world.

Attitudes to maths fixed by age of 9

2008-12-06T19:10:00.001Z

Children decide by the age of nine whether or not they like maths, and teachers will find it difficult to persuade them to change their minds after this age. This is why large numbers of pupils leave primary school unable to complete simple maths problems, according to research for maths tutoring website Whizz.com.

The site revealed that more than 90 per cent of children between the ages of six and eight said they liked or loved maths. But this did not last: between the ages of nine and 12, fewer than 70 per cent liked or loved maths. And almost 15 per cent disliked it.

These attitudes were accompanied by a general indifference to their achievements in the subject. More than one in 10 pupils believed it did not matter whether or not they were any good at maths.

A spokeswoman for Whizz.com said: “The older the child, the less their feelings towards maths, and towards their own ability, are prone to change.”

Richard Marett, chief executive of Whizz.com, said: “Being poor at maths is seen as okay in the UK, among both kids and adults. It’s much cooler to excel in arts subjects than it is in maths. This attitude does nothing to raise attainment.”

http://www.whizz.com/

The TEST

SATs revision already?

2008-12-05T19:08:00.000Z

A survey carried out by Manchester University suggests that more than 350,000 Year 6 pupils have already begun revising for next summer’s SATs. A survey of 465 teachers and headteachers found that 60 per cent of schools now begin test preparation in the second half of the autumn term.

Professor Bill Boyle, of the Centre for Formative Assessment Studies, found that 38 per cent of schools were already spending up to an hour a week on practice papers or revision lessons by the second half of the autumn term. A further 14 per cent spent two hours a week on test preparation, and 9 per cent spent three hours or more.

By the second half of the spring term, two-thirds of primaries spent three or more hours a week drilling pupils for the English, maths and science tests.

Professor Boyle said: “Why are we still doing this? Why do we have this obsession with tests? These figures are far too high. But teachers will keep on while the system remains in place.”

The survey was carried out in the 2006-07 school year. Three quarters of schools said that the time they devoted to test preparation had increased over the past 10 years.

A study by The TES in 2002 found that only one in seven schools started test preparation in the autumn term.

Professor Boyle’s survey also found that time spent on homework had increased. The proportion of schools asking pupils to spend two or more hours a week revising for tests at home rose from 9 per cent at the beginning of the school year to 30 per cent by the Easter holidays.

Almost nine out of 10 teachers said the curriculum had been narrowed by the focus on tests, 69 per cent thought moderated teacher assessment would be a reliable alternative, and 32 per cent would like to see the key stage 1 model of teacher assessment informed by KS2 test results.
David Tuck, head of Dallow Primary in Luton and past president of the National Association of Head Teachers, said: “As far as we’re concerned, we start booster classes after Christmas. We have children coming in sometimes on Saturday morning or lunchtimes. The focus on tests does create a very narrow curriculum and we have to ask if this is the best thing for children.

“One researcher was asking children about their levels and a boy said to him, ‘You don’t want to know my level, I’m a nothing.’ What have we done to children? Where are we going? We need to instil confidence.”

Gaining authority and respect

2008-12-02T18:54:00.000Z

I enjoyed reading this article in the TES about becoming a line manager in school. Here is some good advice from that article:

Listen to others
People value the opportunity to have their say. You’re also more likely to make a better decision if you’ve canvassed the opinions of your team.

Delegate responsibility
People remember the leaders that let them take on extra responsibility, as it prepared them for being leaders themselves. It’ll also lighten your workload.

Be clear and fair
Relationships are transactional in nature: make it clear what you expect of your team and what you’ll provide in return. Never expect somebody to do something you wouldn’t do yourself.

Accept it when you’ve made a bad decision
People respect honesty - even if you’re telling them that you made a mistake. They’re also more likely to support you next time if they know that you’re prepared to admit when you’re wrong.

Don’t forget the small things
Praising and thanking your team for anything they do right, rather than focusing on what they do wrong, will encourage them to do more of what they’re doing right and engender respect along the way.

Meetings are a waste of time

2008-11-30T18:53:00.001Z

Read this brilliant comment about meetings in the TES. I completely agree!! The number of pointless meetings I've sat through this year!

75 minutes a month

2008-11-29T18:50:00.000Z

The TES reports that just 75 minutes a month discussing your work with colleagues can transform you from a bad teacher to a good one, increasing pupils’ rate of learning by at least 50%.

Professor Dylan Wiliam set out a new way for schools to introduce Assessment for Learning (AfL) in the classroom at the Specialist Schools and Academies Trust (SSAT) conference in Birmingham this week.

The deputy director of the Institute of Education in London first introduced AfL, which uses assessment to improve pupils’ understanding, with Professor Paul Black a decade ago.
Since then, the Government has taken up the idea. But Professor Wiliam and other experts claim ministers have debased the method by focusing on its least radical and easiest to implement aspects.

Professor Wiliam says that if teachers hold monthly meetings where they report back on their progress, hold each other accountable and decide how to try to improve before the next meeting, they can introduce the AfL approach properly.

The “teacher learning communities” he envisages would focus on AfL techniques such as giving pupils feedback instead of grades, getting pupils to check and take responsibility for each other’s work, and increasing the time teachers wait for an answer after asking pupils a question.

“It is actually doing these things that is hard,” said Professor Wiliam. “Most teachers are aware of the ‘wait time’ theory, but they find it takes six months of trying for them to really slow down. It’s like trying to change your golf swing in the middle of a tournament. The idea is that every teacher makes a commitment to continually improving their practice. There are a lot of teachers who don’t think they need to improve.”

Professor Wiliam has trialled the approach in 60 schools in England and claims it is superior to the five days a year continuous professional development teachers are entitled to, which “doesn’t really work”. “If teachers stick with this, we will have the potential to increase the rate at which pupils learn by a least 50 per cent,” he said. “It makes a really bad teacher into a pretty good one and an average teacher into an outstanding one.”

Pupils on best behaviour

2008-11-28T18:40:00.001Z

British primary pupils are better behaved now than they have been for at least 20 years. They are more likely than their predecessors to listen to their teacher and to do the work assigned to them, according to a major new study.

Led by Brian Apter, senior educational psychologist for Wolverhampton council, they oversaw a team of 71 educational psychologists, who carried out observations in 141 classrooms. This was one of the largest primary school studies ever conducted.

The psychologists found that pupils were well-behaved and focused on their schoolwork for “an unexpectedly high proportion” of their time in class. Children concentrated on work for 85 per cent of the time: a higher rate than has ever been recorded before in British schools.

This improvement in pupils’ behaviour began with a dramatic rise in the mid-1980s, and has continued steadily since. The researchers attribute this to the fact that the teachers provided clear and detailed instructions, and regularly praised pupils’ work.

Chris Davis, of the National Primary Headteachers’ Association, was not surprised. “Adults always say that it was better in their day,” he said. “It’s the golden-age syndrome. But I don’t think there ever was a golden age.
“Most teachers would probably say, ‘Yes, there’s more focused attention by children now than in the past.’ Lessons are better planned and pitched to individual children. There’s less opportunity for boredom, for being overstretched and understretched.”

The psychologists found no link between pupils’ behaviour and the size of their class, the number of adults in the room, the time of day, or the number of pupils eligible for free school meals.

But there was a link between behaviour and the size of the school: larger primaries tended to have better behaved, more focused pupils. The researchers suggested this might be because these schools offer higher salaries to their heads and benefited from economies of scale.

People can't use apostrophe's

2008-11-27T19:57:00.002Z

(Before I get started, I deliberately put the apostrophe in the wrong place in the title!)

The Daily Mail reports that apostrophe misuse is among our most common grammatical mistakes and it is also the most annoying. Nearly half of those given a short punctuation test were unable to use the apostrophe properly. They were guilty of a variety of slip-ups. The first was a failure to understand that plural nouns in English do not take an apostrophe.

The commonest evidence of this transgression is on display in countless fruit and vegetable shops, with handwritten signs advertising apple's and pear's for sale - the classic greengrocer's apostrophe.

A second error is the failure to punctuate a possessive plural properly. Forty-six per cent of those who sat the test got this alarmingly wrong.

They were also asked which mistakes they found most irritating.

Replacement of they're with their was voted the most annoying, followed by the use of a greengrocer's apostrophe to denote a plural - as in the incorrect boy's instead of boys. Another infuriating howler was confusing its with it's - the first the possessive form of it and the second an abbreviation of the phrase it is.

In the punctuation test taken by 2,000 adults, teachers were most likely to get the answers right, with more than 80 per cent getting full marks. Journalists and those working in public relations came second, followed by lawyers and civil servants in third and fourth places. Workers in transport and distribution came bottom. Women not only scored higher marks than men, they also claimed to care more about incorrect punctuation.

Londoners came out on top as Britain's best regional punctuators, getting 78 per cent of the answers right.

Surprisingly, the over-55s were bottom of the league. The 25 to 34-year-olds came top.

Professor Christopher Mulvey, an expert from the Museum of the English Language at Winchester University, said: 'To get it right, you need to look up the rules every time you think an apostrophe might be needed - and do this for the next six months in order to internalise the rules.'

I found the comment at the bottom of the Daily Mail article frustrating: I agree, I hate bad grammar - drives me mad. Why do they not teach grammar properly in schools anymore? This person has clearly not read the article properly - teachers are most likely to use the apostrophe correctly. I don't think teachers and schools are the problem for apostrophe misuse - it's the media and retail that show a complete disregard for correct grammar and punctuation. Teachers teach the rules correctly, but if this is not followed through by the rest of society it makes the process worthless. Unless children see a need to use punctuation and grammar correctly then there's no point in doing so. And if they see the mess that certain people can make of punctuation then they aren't going to see why it's important.

Scholastic's Top Ten Fiction Books 2008

2008-11-21T23:13:00.000Z

Here are the top ten fiction books for 9 to 11 year olds, as chosen by Wendy Cooling for Scholastic's Literacy Time.
Toby Alone
The Battle for Gullywith
To The Boy in Berlin
You Wish (The Misadventures of Benjamin Bartholomew Piff)
The Dragon of Krakow: And Other Polish Stories
Kai-ro
Eggs
Ways to Live Forever
Before Green Gables

Read more here: http://magazines.scholastic.co.uk/content/5262

Great ideas for bringing technology to the classroom

2008-11-21T15:25:00.000Z

I really enjoyed reading this report in the TES. I'd love to hear if anyone else is using this technology, and also where they learned how to do it!

£2.5billion spent and maths is still not adding up

2008-11-19T15:21:00.000Z

Almost a quarter of children are leaving primary school with a poor grasp of maths even though spending on the subject has soared to £2.5billion a gear, public finance watchdogs have revealled.

Around 135000 pupils start secondary school unable to cope with their courses. This is little improvement on 2000 despite a 30% increase in funding over the same period.

About 66000 bright pupils are failing to make the progress of which they should be capable at primary school, while 34000 11-year-olds are no better at maths than most seven-year-olds. In a reversal of the usual trend, girls are falling further behind boys.

Tim Burr, the head of the National Audit Office said, "The rate of improvement in primary mathematics has slowed and almost a quarter of pupils are still not equipped with the understanding of mathematics they need to study the subject further, or to tackle subjects such as science once they start secondary school."

The £2.3 billion spent on teaching maths in primary schools works out at £572 per pupil and represents more than a fifth of the total expenditure of £10billion on primary teaching.

Although pupils in their final year at primary school achieved the best results so far in maths SATs last year, almost a quarter, 23%, failed to achieve the expected level.

I hope that the new framework will go some to to challenging this issue, but it still requires proper funding to train all staff to understand it fully.

5-year-olds to tell teachers how to teach

2008-11-15T15:34:00.001Z

The Daily Mail reports that children as young as five will win the legal right to tell teachers how they should be taught and disciplined for bad behaviour, it emerged today. Pupils will be handed an unprecedented say in the running of their schools - from the uniforms they wear to the meals they eat.

But the proposed new duty on school governors to 'invite and consider' children's views drew an angry backlash from teachers' leaders who claimed it would be 'open to abuse'. Ministers have also been warned that schools will be vulnerable to lawsuits brought by parents who claim their children have not been properly consulted.

The row erupted after the Government this week accepted an amendment to an education Bill currently progressing through Parliament. The Liberal Democrats tabled the amendment after a Ofsted survey suggested a third of pupils do not believe they are properly listened to by their schools.

Regulations detailing what schools must ask pupils about have yet to be drawn up but ministers hinted in Parliament they would be wide-ranging. In the House of Lords, Children's Minister Baroness Morgan said: 'As a minimum, schools should seek and take account of pupils' views on policies on the delivery of the curriculum, behaviour, the uniform, school food, health and safety, equalities and sustainability, not simply on what colour to paint the walls.'

Ministers have already issued guidance to schools saying pupils can have a role in recruiting staff and observe lessons to give feedback on how well they believe they are being taught.

But critics complained the advice was akin to 'the lunatics taking over the asylum'. Yesterday Chris Keates, general secretary of the NASUWT teaching union, criticised the planned legal duty as 'unnecessary' and warned it would undermine teachers' authority, driving them out of the classroom. She said some schools were already allowing groups of pupils to stand at the back of classes observing lessons without the teacher's agreement and to sit on interview panels for new staff. And she was aware of a recent case where a teacher had gone for a job only to find she was subjected to a 'speed dating'-style interview, which involved spending five minutes talking to a series of pupils sitting at individual desks. The teacher concerned had considered turning down any job offer because of the school's 'disrespectful' attitude to staff. 'The proper use of student voice can aid learning,' said Mrs Keates. 'We have no problem with student councils, and good teachers will always engage pupils. But it's a complete nonsense to make it a duty on schools; it will be open to abuse and is likely to lead to more bureaucracy. The balance of relationships between teachers and pupils is extremely important and this shifts the balance in the wrong direction.

Mrs Keates said it could be appropriate for schools to seek pupils' views on disciplinary sanctions, but added: 'Where pupils have been consulted on behaviour policy they are usually more draconian than the teachers.'

Meanwhile Dr John Dunford, general secretary of the Association of School and College Leaders, representing thousands of secondary heads, said: 'This is crazy.
'I'm a strong supporter of pupil voice but schools are increasingly consulting pupils because they think it is the right thing, not because Government tells them to. I am furious that yet another in this continual stream of legal and educational duties is being placed on schools. They all bring unintended consequences.'

I love working with our School Council and they have made a really positive contribution to our school. They are becoming more and more involved in important decision, e.g. how the Friends of the school spend the money. Later this year, they will take their first role in the interview process for a new member of staff. But I'm not sure it is right to give children the legal right to tell teachers how they should be taught. Whilst I welcome them explaining the views and ideas, surely this idea could become very damaging for staff morale?

REVISION:
There is also a very interesting interview with the head of Holland Moor Primary in Skelmersdale who have a very effective school council. Read it here.

Getting Things Done: The Five Stages of Mastering Workflow

2008-11-10T14:00:00.000Z

Chapter Two
Adapted from David Allen's Getting Things Done

No matter what the setting, there are five discrete stages that we go through as we deal with our work. We

Collect things that command our attention;

Process what they mean and what to do about them; and

Organise the results, which we

Review as options for what we choose to

Collect

In order to manage the different tasks that we collect, we need to create 'containers' that hold items until you have a few moments to decide what they are and what, if anything, you're going to do about them. Then you must empty these containers regularly to ensure that they remain viable collection tools. What we're talking about here is making sure that everything you need is collected somewhere other than in your head.

There are several types of tools that can be used to collect your incomplete tasks:

Physical in-basket

Writing paper and pads

Computers, e.g. http://www.toodledo.com/

Auditory capture, e.g. answering machine or dictaphone

In order to make these in-baskets work:

Every open loop must be in your collection system and out of your head.

You must have as few collection buckets as you can get by with.

You must empty them regularly.

If you don't empty and process the stuff you've collected, your buckets aren't serving any function other than the storage of amorphous material. Emptying doesn't mean that you have to finish everything. It means that you have to take it out of the container, decide what it is and what should be done with it, and if it's still unfinished, organise it into your system.

Process

This flow chart shows the basic structure for effective processing.

Organise

This stage refers to the categories in rings round the outside of the diagram, resulting from the processing of your stuff. Together they make up a total system for organising just about everything that's on your plate, or could be added to it, on a daily and weekly basis.

For nonactionable items, you need to trash, incubate and store for reference. If no action is needed, you throw it, to incubate you hold it to reassess later, or you could file it for reference at a later time. To manage actionable things you need a list of projects, storage or files for project plans and materials, a calendar, a list of reminders of next actions and a list of reminders of things you're waiting for.

Projects: A project is a desired result that requires more than one action step. If one step won't complete something, some kind of stake needs to be placed in the ground to remind you that there's something still left to do. You don't actually do a project, you can only do action steps related to it. When enough of the right action steps have been taken, some situation will have been created that matches your initial picture of the outcome closely enough that you can call it 'done'.

Support materials and reference files should be kept out of sight, but close at hand.

Calendars: Calendars should be used for next-actions. Three things go on your calendar: time-specific actions, day-specific actions and day-specific information.

Time-specific actions: This is a fancy name for appointments.
Day-specific actions: These are things that you need to do sometime on a certain day, but not necessarily at a specific time.
Day-specific information: Use your calendar to keep track of things you want to know about on specific days - not actions you'll have to take, but rather information that may be useful on a certain date.

Daily To Do Lists: These don't work, for two reasons:

New priorities reconfigure daily work so consistently that it's virtually impossible to nail down to do items ahead of time.
If there's something on the list that doesn't absolutely have to get done that day, it dilutes the emphasis on the things that truly do.

Next action lists: You action reminders go here. Any longer than two minute nondelagatable actions you have identified should be tracked here.

Incubation: This is where you store your ideas for projects that you might want to do someday, but not now. There are two types of systems:

Someday/ Maybe: It can be useful and inspiring to maintain an ongoing list of things you might want to do at some point but not now. This is the parking lot for projects that would be impossible to move on at present but that you don't want to forget about entirely. You'd like to be reminded of the possibility at regular intervals.
Tickler file: This is a system that allows you to almost literally mail something to yourself for receipt on some designated day in the future, e.g. your calendar.

Review

The item you'll probably review most frequently is your calendar. It's a good habit, as soon as you conclude an action on your calendar to check and see what else needs to be done.
Then you'll check your Next Actions list.
Each week you need a weekly review.

Weekly Review: This is the time to:

Gather and process all your stuff
Review your system
Update your lists
Get clean, clear, current and complete.

What do you do the last week before you leave on a big trip? You clean up, close up, clarify and renegotiate all your agreements with yourself and others. I suggest you do this weekly instead of yearly.

There will always be a large list of actions that you are not doing at any given moment. So how will you decide what to do and what not to do and feel good about both? The answer is, by trusting your intuition. Apply these four criteria to help you decide:

Context: A few actions can be done anywhere, but most require a specific location.
Time available: When do you have to do something else?
Energy available: How much energy do you have?
Priority: Given your context, time and energy available, what action will give you the highest payoff?

What does your tie say about you?

2008-11-09T13:53:00.002Z

Research has explained what your tie reveals about you.

MEN should take care when choosing which tie to wear, for it could reveal more about them than they realise.

A purple tie might look just the thing with a lilac shirt but, psychologists say, it gives the impression the wearer is envious, arrogant and vulgar.

Other colours to steer clear of include green – which suggests greed, jealousy, and bad luck.

Yellow, on the other hand, suggests individuality and reliability, while a red tie shouts passion, strength, energy and ambition.

Even worse are novelty ties which, researchers found, are worn by people trying to appear more significant, sexy or outgoing than they actually are.

Psychologist Dr Ludwig Lowenstein, who carried out the study, said: "When one considers the nature of the person wearing a particular colour of tie one must also take into consideration other aspects of the personality such as whether the person dresses to impress, wants to attract, control or look superior. Colours have been used throughout history to denote power, fear, anxiety and to have many other symbolic characteristics. Many people are impressed by colour and how and when it is worn. Be careful as you may be judged on what you wear rather than who you are."

Navy indicates calmness, coolness and confidence, while Dr Lowenstein, who runs Southern England Psychological Services, in Hampshire, suggested brown shows reliability. His research also shows that pink ties should be left in the cupboard as they suggest soppy romantics looking for sympathy.

But Kevin Stewart, fashion stylist at Harvey Nichols in Edinburgh, said that it was more important to be in season."Choosing a tie should be about what you, as an individual, like to wear. This can be quite tricky. "As men have become more fashion conscious they want to choose the colours and styles of the season. I would agree that novelty ties should really be banned, but I don't think it matters what colour of tie you wear as long as you like it, it enhances what you are wearing and you feel good wearing it."

David Walker, of tie makers Peckham Rye, which commissioned the study, said: "Skinny ties are understated and subtle without being too showy. A bit rock and roll, shows you're a bit savvy and edgy."

Other advice includes never wearing a spotted tie with a striped shirt, while a plain bow tie with a checked shirt says creative, eccentric and very swish.The scarf wearer is trendy and very with it, coming across as more intelligent with an air of elegance about them.

And while having an open-neck shirt can look cool if you are under the age of 45, for those over 45, researchers warn, it can look a bit "Sasha Distel", conjuring up images of a hairy chest and a suntan framed by a cheap belcher chain.

BROWN: Considered to be a solid reliable colour. Abundant in nature, earth and for genuine people.
NAVY: Symbolises unity, harmony and tranquillity. It indicates calm, cool and confident types.
RED: Suggests strength, passion, energy and ambition, as well as leadership power and anger.
YELLOW: Appears solid, earthy and reliable. For out of the ordinary people who are very much in control.
PINK: For someone who is a soppy romantic, perhaps looking for sympathy or craving admiration.
GREEN: Gives the impression of greedy, jealous individuals who are generally unlucky and gamblers.
PURPLE: Envious, arrogant and gaudy. Purple suggests superior vulgarity and should be avoided.
NOVELTY: For people who are trying to appear more significant, sexy or outgoing than they actually are.

I have worn every one of these colours at some point - I shudder to think of the messages I have inadvertently given out!!

Cancellation of KS3 SATs

2008-10-28T13:52:00.001Z

Some interesting letters in the TES regarding the cancellation of KS3 SATs.

Cut the clutter and instil a love of learning

2008-10-27T13:37:00.003Z

Sir Jim Rose, the leader of the Primary Review, is due to make his interim recommendations in the next few weeks. But he has already told the House of Commons seclect committee on children, schools and families that his key goal is to instil a love of learning in children - and increased specialist teaching could help with this.

When asked how creating a more balanced curriculum would square with teaching to the test that is common in Year 6, he answered that the tests were not the only issue. The key, he said, was to create a system that would bring out the best in fast-developing 10 and 11 year olds. He hinted that one of the most important ways to do this would be to bring more specialists into primary schools.

He said: "The problem in Year 6 is more than that [teaching to the test]. It's the dgree of expertise you need to keep up with lively 11 year olds who are on the march to good quality work in secondary. Eleven year olds are terribly underestimated in what they can achieve. If you have a class teacher system hanging on in there, you are asking a lot of the class teacher. Look at what they are capable of in music when they have a specialist teacher or someone in PE who really knows their subject well."

Poetry being 'frozen out' by schools

2008-10-25T11:54:00.002+01:00

The TES reports that the teaching of poetry is being undermined by the free market. Jonathan Douglas, director of the National Literacy Trust, has warned that the decline in the children’s poetry market could no longer be ignored and said only one major publisher, Macmillan, now publishes new poetry for children.
As fewer primary teachers appreciate verse, the diversity of the form is not being taught, so demand for new books has dwindled, he said.

“I would argue over whether the market knows best in this instance,” he said. “There are ways booksellers could discover and promote poetry more proactively. The best advocates are poets themselves. While reading is seen as an individual activity, poetry is a social activity. There also needs to be a demystification of poetry. There is an assumption that poetry is difficult, not just among booksellers but among teachers.”

He called for more support for teachers in gaining children’s interest in poetry, and for poets’ status to be raised through a high-profile Man Booker-type prizes. People probably know and love poetry already - through lyrics, rhymes or the text of children’s picture books,” he said. “Adults see it as a niche thing and project that on to children, but children don’t have those hang- ups. If children are not turned on to poetry, they will lose the opportunity to engage with literacy in a way that enriches them, and in the long term there is a danger for the entire poetry infrastructure because we are not growing a new generation who like poetry and who want to read and write poems.

“Poetry has sat at the heart of British experience for thousands of years. It would be very sad if it shifted from that position.”

An Ofsted report on poetry in schools last year found that poetry was the worst taught part of the English curriculum.

Michael Rosen, the famous poet, said, "Poetry is being frozen in the ice of the national literacy strategy. What is needed is needed is a specific poetry curriculum."

Bad handwriting can limit exam success by up to 40%

2008-10-18T12:09:00.002+01:00

The TES features an interesting report about handwriting. It writes that bad handwriting isn’t just hard to read - it can limit exam success by as much as 40 per cent. Pupils with bad handwriting are less likely to do well in written tests and composition exercises than their neater classmates. And boys are particularly likely to scrawl, which may explain their continued underachievement in writing tasks.

The assumption in British schools has always been that handwriting is an issue of neatness, rather than something directly related to the process of composition. But academics from Warwick University argue that handwriting is more than the transcription of ideas; it is directly related to how we generate and process those ideas.

“Handwriting is not just about training the hand,” they say. “It is about training the memory and hand to work together to generate and correct mental images and patterns of letters, and translate these into motor patterns of letters, automatically and without effort. Handwriting is … a language act, rather than just a motor act.”

When pupils can write fluently, the process does not interfere with other mental processes. But if they struggle, they have to devote large amounts of memory to the task, leaving them with less capacity for generating ideas, selecting vocabulary or planning what to write. “It may be that handwriting can crowd out the composing processes we value,” the academics say.

This idea was reinforced when they tested the handwriting speed and ability of 198 Year 6 pupils from three schools. A high proportion of results for composition reflected pupils’ results in separate handwriting tests. Boys’ handwriting scores were significantly lower than girls’, and they were more likely to be in the lowest category of handwriting ability.

This reflects national concern over boys’ underachievement in key stage 2 writing tests. This year, only 60 per cent of boys scored level 4 in the writing test, compared with 74 per cent of girls.

“At a time when improving composition … is a national priority, this suggests that intervention to improve handwriting … may be of benefit to boy writers,” the researchers say. “Early intervention is desirable - this is not an issue that improves spontaneously.”

They conclude that children with average or poor handwriting have only a 40 per cent chance of achieving level 4, the expected level for 11-year- olds, in national tests. So ignoring poor handwriting fails to address a significant and continuing obstacle to pupils’ achievement. “UK national testing does not assess handwriting speed or fluency, and addresses only writing style and neatness,” they say. “We may be failing to assess an important aspect of writing.”

The report is based on: The Links Between Handwriting and Composing for Year 6 Children’ by J. Medwell, S. Strand and D. Wray.

No more KS3 SATs - but what about KS2?

2008-10-17T12:04:00.000+01:00

The Government has decided to scrap the Key Stage 3 SATs with immediate effect. Unions, opposition political parties and newspapers all showed their support for the decision.

But primaries are left bitterly asking why the Government has decided to retain KS2 tests. David Fann, chair of the NAHT primary committee, said, "From what I hear, the announcement has caused complete and utter devastation in primaries."

It seems that the KS2 tests provide some sort of accountability function at the end of primary school.

The child in my class are gutted!

KS3 SATs are scrapped... What about KS2? :-(

2008-10-15T22:55:00.000+01:00

The Daily Mail reports that SATs tests for 14-year-olds have been scrapped in a humiliating U-turn by Children's Secretary Ed Balls. And school exams in other age groups will be radically overhauled, he said.

Mr Balls told the Commons today that the key stage 3 tests taken by pupils at 14 were 'not justified' and would be dropped with immediate effect. Tests for primary pupils will remain but the high-stakes examination for 11-year-olds leaving primary school could be scrapped by 2010. The assessment of seven-year-olds will be downgraded.

Mr Balls's announcement cuts a swathe through the controversial testing system embraced enthusiastically by five previous Labour Education Secretaries after its introduction by the Tories 15 years ago. It follows a marking fiasco this summer which heaped misery on thousands of pupils after results were delayed and inaccurately recorded. The overhaul also comes on the back of criticism from teachers and parents of the high-pressure examination regime.

Getting Things Done: How to Achieve Stress-free Productivity

2008-10-13T22:23:00.002+01:00

As I read this inspirational book I want to blog my thoughts and what I've learned.

Chapter One seems to set up some of the ideas for the rest of the book, regarding setting up new practices for your workload.

Basic Requirements for Managing Commitments:

If it's on your mind, your mind isn't clear. Anything you consider unfurnished in anyway must be captured in a trusted system outside your mind, or what the author calls a collection bucket, that you know you'll come back to regularly and sort through.

You must clarify exactly what your commitment is an decide what you have to do, if anything, to make progress toward fulfilling it.

Once you've decided on all the actions you need to take, you must keep reminders of them organised in a system you review regularly.

Why are things on your mind? Most often, the reason something is on your mind is that you want it to be different than it currently is, and yet:

you haven't clarified exactly what the intended outcome is;

you haven't decided what the very next physical action step is; and/ or

you haven't put reminders of the outcome and the action required in a system you can trust.

Most to do lists are merely listings of stuff, not inventories of the resultant real work that needs to be done.