Untangling the GCSE paths with Lucidchart

When running multiple curriculum pathways, organisational tools can really help!
Look here...

http://www.lucidchart.com/publicSegments/view/4df87272-fa3c-4506-af20-260e0a56cfbf/image.pdf

Sometimes the only way to work something out is to work it out on paper (virtual or otherwise).

Glen Hegg

A friend of mine called Glen died recently at the age of 25 from aggressive cancer.  He was an inspiration in his manner of living and dying.  His Blog is a testament to his faith and the hope we share.  I look forward to seeing him again when death comes knocking at my door.  It is hard to think of him gone, but a joy to know that he is somewhere with a new body that works properly.

Donne got this too...

72. "Death be not proud, though some have called thee"

DEATH be not proud, though some have called thee
Mighty and dreadfull, for, thou art not so,
For, those, whom thou think'st, thou dost overthrow,
Die not, poore death, nor yet canst thou kill me.
From rest and sleepe, which but thy pictures bee,	5
Much pleasure, then from thee, much more must flow,
And soonest our best men with thee doe goe,
Rest of their bones, and soules deliverie.
Thou art slave to Fate, Chance, kings, and desperate men,
And dost with poyson, warre, and sicknesse dwell,	10
And poppie, or charmes can make us sleepe as well,
And better then thy stroake; why swell'st thou then;
One short sleepe past, wee wake eternally,
And death shall be no more; death, thou shalt die.

Glen Heggarty, RIP and see you later.

Gained Time

It's the time of year when many teachers heave a sigh of relief and coast through to the Summer.  Year 11 and 13 classes have been released to their bright and shiny futures and those with a heavy exam schedule find their life returning.  It should be a time for reflection, focus on next year and slowing down a little.

So why is this leaving me dissatisfied?

Perhaps it is because of colleagues (often younger/less experienced) who are still up to their eyeballs with lower-school classes. (Altruism)
Perhaps it is the feeling that I should catch up with all the things that have been left undone throughout the year. (Beating myself up)
Perhaps I'm not content to coast and need the challenge of rushing from place to place like a maniac. (Feeling of being 'out of the loop')
Perhaps I'm at a career crossroads and that is preying on my mind. (Too much time to think!)
Perhaps I fell guilty about the lack of classroom work to do.

More likely it is a mixture of these things.  I feel the weight of untapped potential clinging to me.  No longer tied to a strict timetable, I should be driving forward with professional, personal and departmental development.

This is new.  I've been happy in the past to reduce myself to a slow simmer and enjoy the time.  Not so this year.

Must go and look busy, so no-one notices that I've too much time on my hands...

Leaving so soon...

Just passing

When you pass this way again,

You will talk to those

Who move along with you

Upon the road that wanders by.

You will tell them of the times

When friends of yours and theirs

Cracked jokes and pushed and pulled

A crooked way along the lanes and

Round the corners of seven years.

You will tell them of the friends,

And maybe foes, who crossed paths

So long ago and seem so real that

Leaching time cannot erase the vivid

Images of their young and vibrant faces

Trapped in the amber of memory.

You’ll  shrug, dismiss and strangely yearn

To travel back to places past,

Yet current, sparking eternal and real

Through synapse and memory.

When you pass this way again

The shadows of the people who

Stride on further shores will hold

You still - a moment - maybe two

Before allowing you to walk on. 

When you pass by this way, 

Lift your head and smile back

As you leave it behind again.

By M Belleini

The Year 11 and 13 classes move on soon to their various locations.  I often write something for their leave-taking.  How should I work on this before it goes to the leavers in my classes?  Suggestions welcome.

Blogging

I've come to a belated conclusion that long rambling blogs and me are not perfect partners or 'bezzies'.  As such I'm going to do more frequent mini-blogs about whatever I happen to feel like writing about at the time.

Today I was saddened and appalled by this news story...

http://www.independent.co.uk/news/world/africa/womans-rape-claim-opens-rare-window-into-regime-2254752.html


It was brought to my attention by Avaaz, and while I don't like to promote any old organisation, this one is brilliant.  Have a look at their website ( http://www.avaaz.org/en/ ) and see for yourself, but I trust them and have supported nearly all of their campaigns.  Please consider support - which need not be financial - as the group is based on volumes of people making their voices heard.

I was considering using the video in conjunction with the poem "Not My Business" from the AQA anthology and would appreciate any ideas about how to link the two things together (other than the obvious thematic link).  short lesson plans anyone?  50 word limit?

Using Google Docs to repair writing

Using Google docs to ‘repair’ writing. 

Highlighted section is split into ideas for the student – he then needs to make the repairs himself.  Note the chat box on the right.  I highlighted places where the past tense 'broke' in his writing and he repaired those sections.  

And the ‘fixed version.

Still not perfect, but the presenting issue of sentence construction has been addressed.


Question – does this constitute too much assistance for coursework?

'Controlled' Assessment

So I'm starting a new blog and wondering how it all works and what to write about.  I'm a teacher and right now I'm in the middle of Controlled Assessment (CA) week  I thought I'd put down a few of my observations and see what others think.  I was really keen to get stuck in to CA and in many ways it is hugely successful.  I'm less keen now.

1) What are they?  CA's are 'mini-exams' that are done as a response to work prepared in the classroom.  They are the successor to coursework which has gone the way of the dinosaurs.  (I don't mean turned into birds - though that may have been a kinder end to some of the stuff produced, paper aeroplane material is often in short supply)
2) Why they're good.

• CA does offer a solution to the (arguably) desirable element of 'ongoing assessment'.
• Students can be prepared for the assessment and then left to get on with it without distraction.  
• They are also a solution to the coursework lag (students missing deadlines) that I for one will happily see go away.  
• They are a better measure of a student's ability.  Parents can't help in the CA room.

3) Why there are problems.

• Absence.  I'm sitting supervising students who were not there for the assessment or were absent for a portion of it.  This is the fourth such group of sessions this year. 
• Potential for utter failure.  Coursework allowed for an element of guidance.  CA does not, once the assessment begins.  It's best not even to look because the temptation to join in and correct is very strong.  See my next point.
• Teacher involvement.  It is an ideal that all schools have a level playing field for this.  I am confident that we are handling the process utterly professionally - as will the majority of schools.  It will not be the case in every school.  This is unfair.
• Disruptions to the school calendar.  We have had snow disruption to one set of CA's and funeral (of a teacher and students) arrangements disrupting the second.  Neither of these are in our control, and are more important in many ways, but do disrupt the timetable for assessment.
• SEN support.  It is hugely disruptive to have LSA's pulled off their classes to supervise and support CA students.  It has been a nightmare to organise and room as well.  I'm fortunate to have a supportive and professional SEN department to work with.  Thanks.

These are all off the top of my head, and with more thought I could come up with more pros and cons but it does illustrate the issues.  

This is only going to get worse

We are CAing with only two thirds of one year group.  Next year it will be a whole year group and that same two thirds.  Other subjects are beginning to come 'on-stream' with CA too.  Multiply the problems above without adding any of the benefits and we're left with the potential for really tough decisions about how to run the CA programme.

Solutions

A whole school approach led by managers in the school looks increasingly necessary.  I know that there have been some discussions on this matter already.  We will not be able to manage things easily within department spaces eventually, so use of the 'big hall' exam might be the answer.  The exam boards need to get together and take these concerns seriously.  If they continue to pile more CA's into schools it doesn't necessarily increase the burden of assessment, but it does increase the burden of organising assessment.

So what now?  I hope we can share good ideas about managing CA's, share some successes and (as this is the internet and moaning is almost a requirement) share our difficulties too.

End of a muse #1.