mathsimpact.bsky.social
Secondary lead practitioner, teacher of maths and computer science, lover of puzzles, spreadsheet fanatic, proud geek.
#EduSky #UKTeaching
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#FridayFive is arguing with its friends.
1. Afterglow - Taylor Swift
2. Last one standing - Simple Plan
3. Kiss with a fist - Florence and the Machine
4. Seventy times 7 - Brand New
5. There's No 'I' In Team - Taking Back Sunday
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There are big problems in quality assuring the actual contents, but the premise is a good one.
It's a shame those documents don't always make it to the right people, instead being replaced by one page summaries which are far too generic to be useful.
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I think EHCPs actually do quite a good job on trying to address this, by breaking needs down into broad but helpful categories, and then within each category identifying the specific details of the child's needs and targets to support them.
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Absolutely, it looks like it might even be big enough for a couple of exercise books so you can take marking home!
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Bookmarks, keyrings, stationary (maybe a prayer diary or something?)
A "boyish" necklace or bracelet might work?
You might also have some luck searching for baptism gifts instead...
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No idea, but will they stain their clothes with it? Definitely!
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Fire a confirmation, maybe a nice Bible?
There are lots of good options that would be accessible to an 8yo, or you could just get a grown up one that they can keep and read when they're ready.
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The only reason it's such a convincing liar is because that's what people want it to be.
It is terrifyingly good at it though.
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The big problem with this narrative is that schools are already covering this ground, just not in the *very specific* way that certain people would like, mostly because of the particular profession they work in.
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Things schools already do help develop:
communication
team work
leadership
time keeping
emailing
interview skills
presenting
I don't know what you really mean by project planning, but that doesn't seem like something "most jobs" actually need.
And what on earth does "basic work readiness" mean?
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Hah, I might also cave in and stay up way too late playing games instead...
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I'm picking my pre-order up on Thursday.
Hopefully the shop won't be too crazy, sadly I'm also at a meeting in the evening so I'm probably going to have to wait until Friday to actually play 😔
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And even if you have the funding to get the equipment in place, it just isn't going to be set up and working reliably in every school quickly.
You need long term investment, massive upgrades in schools network access and security, and money to pay new specialist staff.
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Except that you can't just chuck a single £200 device at a child and be fine with it.
You need all of the other infrastructure to be in place as well, alongside staff with enough expertise and time to get it all set up.
You need to add at least another zero to that estimate.
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My boys school number the classes, but there are two per year group, and the numbering starts from foundation, so there are classes 1 through 14.
On top of that, they don't stay in the even/odd classes as they move up.
I can never remember which class they're in.
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Ooh, very nice, what setup are you using to do that?
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If only we had some statistical tool for reporting how confident we were about an assessment mark, with some kind of clear range, or interval, in which we were more sure a student belonged.
We could just do away with single grades altogether.
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Perfect, now we just need all the secondary schools in the country to have an on-site pub to hold these "assessments"
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One general studies exam that could cover absolutely anything.
Instant broad and balanced curriculum across the nation!
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Indeed, it's not the scaled score that's the problem, it's the categorisation.
If you know roughly what a scaled score means it's a really helpful piece of information to have in hand about new year 7 classes you've only just met.
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Perhaps not, but I bet most people would be able to accurately separate three children who scored 85, 100 and 115.
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Also, rather wonderfully, it's not at all surprising when you look at it from the right perspective.
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Of course, and underneath.
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Yes!
There's one in Leicester university, which I've been on loads of times 😁
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No, that's not what I mean at all.
A different intervention at the point of instruction, perhaps assistive technology, or TA input, which should be investigated and identified on their support plan.
Not something for the teacher to "figure out" on their own.
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"do the same thing twice" is a bonkers intervention to have written down on paper.
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3. The child genuinely can't attend to whole class instructions for some reason (and there could be many).
In which case why on earth are you making them do that in the first place, find a better way to do the initial instruction with them.
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I can see three potential reasons:
1. The classroom environment isn't conducive to children listening to and hearing whole class instruction.
Solution: improve the classroom environment
2. The child isn't being expected to listen to whole class instruction.
Solution: raise your expectations
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Two school syndrome.
People needing to justify their roles.
Not understanding that a document on its own changes nothing.
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It's a quick way to find out how often the school updates the website.
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Ugh, rubbish.
I'm gonna pretend I didn't read that and feign ignorance for the last half term.
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AAM classic is better in every single way.
I assume at some point they'll shut it down and force us to move, I'm really hoping that's a long way off...
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