Saturday, 24 November 2012
Timeline
Wednesday, 21 November 2012
Interview technique
This week I conducted two of my interviews. One interview was with the Vice principal of the school I work in and the other was with a mother of a teenage girl. Something that I noticed and had no anticipated was how differently I had to conduct myself when interviewing two very different people. The interview with the Vice principal was much more formal. I read the questions from my sheet of paper and very much stuck to the wording I had prepared. I was quiet as he spoke with the occassional nod of interest and agreement. When interviewing the mother, I quickly found that the questions were too formal and I needed to differenciate them to suit her understanding. The Vice principal was obviously used to academic style questions and answered in a similar style. This was unsuitable to the mother. I found that I had to almost 'translate' the questions to an appropriate terminology. She also needed more promting to develop her answers through verbal encouragement such as 'yes/ I see what you mean/ can you explain a bit more'.
I found this very interesting as it was something that I have not heard anyone talk about and the experience, although quite obvious with hindsight, was not something Iwas prepared for. I felt pleased with myself that I was able to instantly adapt my technique. Has anyone else had this experience?
I found this very interesting as it was something that I have not heard anyone talk about and the experience, although quite obvious with hindsight, was not something Iwas prepared for. I felt pleased with myself that I was able to instantly adapt my technique. Has anyone else had this experience?
Wednesday, 7 November 2012
Goldsmiths open day
Today I went to Goldsmiths university open day to attend a talk on 'being a secondary school teacher'. The talk was conducted by Ruth Bailey who works at Goldsmiths and the people were there to find out about the PGCE course they offer. It was very eye opening to be told that Drama students are not offered any bussery funds for taking the course whereas students taking a Maths or Science PGCE are entitled to £20,000! This is a prime example of how the government favour these subjects and have no revere for Drama.
Here is the information table provided by the Department for Education. I asked Ruth if Drama came under the 'other priority' section but it doesn't.
Financial incentives for those who train in 2013/14
Here is the information table provided by the Department for Education. I asked Ruth if Drama came under the 'other priority' section but it doesn't.
Financial incentives for those who train in 2013/14
| Training bursary 2013/14 | ITT subject/phase | |||
|---|---|---|---|---|
| Physics1, chemistry1, maths | Modern languages | Primary maths specialist2 | Other priority secondary3 and primary | |
| Trainee with first | £20,000 | £20,000 | £11,000 | £9,000 |
| 2:1 | £15,000 | £15,000 | £6,000 | £4,000 |
| 2:2 | £12,000 | £12,000 | £0 | £0 |
Saturday, 3 November 2012
Guardian article
An excellent article from today's 'Guardian'.
http://www.guardian.co.uk/education/2012/nov/02/arts-leaders-concerns-ebacc-schools?commentpage=last#end-of-comments
http://www.guardian.co.uk/education/2012/nov/02/arts-leaders-concerns-ebacc-schools?commentpage=last#end-of-comments
Department of Educaiton - What is statutory?
Today I have been researching 'what is statutory?' in education from the Department of Education website. What I have discovered has shocked me. I had no idea that Dance and Drama are not even on the statutory curriculum list! I knew that they were not 'core' subjects but I had no idea that a school can actually choose not to teach them at all! See for yourselves, below:
About the school curriculum:
* In relation to science,
students have a statutory entitlement to have access to a course of
study leading to at least two science GCSEs. Schools have to offer all
students access to either science GCSE and additional science GCSE or
all three of physics, chemistry and biology GCSEs. Schools may choose to
offer other combinations of qualifications, but these must be in
addition to, rather than instead of, these combinations.
In addition to the core and foundation subjects, students may opt to follow a course of study in a subject within one or more of the four ‘entitlement areas’ as they may choose. These subjects do not have statutory programmes of study. The entitlement areas and subjects within each of them are:
The statutory requirements of the entitlement areas are:
Looking on the TES website, I looked in to how many hours in terms of timetabling, lessons should have. This is the Keystage 3 guide line (Years 7 and 8). Note that Drama and Dance are not even mentioned.
In my school, KS3 pupils have 18 hours of Maths, English and Science in a 6 week period. They have 2 hours of Drama and 0 hours of Dance in a 6 week period.
About the school curriculum:
What is statutory?
Key Stage 1
The statutory subjects that all pupils must be taught at Key Stage 1 are: art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. Religious education must also be provided.Key Stage 2
The statutory subjects that all pupils must be taught at Key Stage 2 are: art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. Religious education must also be provided.Key Stage 3
The statutory subjects that all pupils must be taught at Key Stage 3 are: art and design, citizenship, design and technology, English, geography, history, information and communication technology, mathematics, modern foreign languages, music, physical education and science. The teaching of careers education, sex education and religious education is also statutory.Key Stage 4
Key stage 4 National Curriculum requirements are set out in section 85 of the Education Act 2002, as substituted. Students study a mix of compulsory subjects (core & foundation) and, if they so elect, a course of study in a subject within each of four ‘entitlement’ areas. The compulsory subjects (with statutory programmes of study) are:Core |
Mathematics |
| English | |
| Science * | |
Foundation |
ICT |
| PE | |
| Citizenship |
In addition to the core and foundation subjects, students may opt to follow a course of study in a subject within one or more of the four ‘entitlement areas’ as they may choose. These subjects do not have statutory programmes of study. The entitlement areas and subjects within each of them are:
| Entitlement area | Subject |
| Arts | Art & Design Music Dance Drama Media arts |
| Design & Technology | Design & Technology |
| Humanities | Geography History |
| Modern foreign language (MFL) | Any modern foreign language specified in an order made by the Secretary of State – no such order has been made |
- Schools must provide access to a minimum of one course in each of the four entitlement areas.
- Courses available under the entitlement areas must give students the opportunity to obtain a qualification approved by the Secretary of State for the purposes of section 96 of the Learning and Skills Act 2000.
Looking on the TES website, I looked in to how many hours in terms of timetabling, lessons should have. This is the Keystage 3 guide line (Years 7 and 8). Note that Drama and Dance are not even mentioned.
KS3 Curriculum Time
In my school, KS3 pupils have 18 hours of Maths, English and Science in a 6 week period. They have 2 hours of Drama and 0 hours of Dance in a 6 week period.
Friday, 2 November 2012
Is intelligence based on academic ability?
Today I had a conversation with a colleague of mine who is a Maths teacher. I asked her why she thought that Maths is given more timetable space than other subjects. She immediately informed me that in fact English is given an hour more a week than Maths and she couldn't understand why this was the case. She said that 'everybody can already speak English'. This made me giggle and of course, presumming you have been brought up in England, she was quite right.
I went on to say that I completely see that Maths is very important in day to day life and an education system without Maths, would be unthinkable. I explained my suggestion that education should differenciate between 'numeracy' and 'hardcore maths' more. Those that want to go in to a career where factorising quadratic equations are necessary should opt for 'Maths' and the rest of society can opt for 'numeracy' ( multiplication, graphs, adding and subtraction etc). I believe the same could apply for English. Those who see themselves heading towards a career in poetry, author, journalist, teacher etc, may need to understand personifciation, metaphors and hyperbole. Others, I believe would benefit more from 'literacy' lessons where they learn spellings, grammar, punctuation and how to read. Believe me when I tell you, these basic skills are not being mastered at the moment in schools!
My colleague didn't agree with my suggestion and said that without the current timetable space for Maths and English, we would be left with an unintelligent society. This I thought was very interesting as she completely confirmed what Ken Robinson had said in his TED talk :
Robinson talks about how our education system is based on a hierarchy wherein most uesful subjects for a job are considered to be the most important and academic ability has really come to dominate our view of intelligence because the universities designed the system in their image!
I went on to say that I completely see that Maths is very important in day to day life and an education system without Maths, would be unthinkable. I explained my suggestion that education should differenciate between 'numeracy' and 'hardcore maths' more. Those that want to go in to a career where factorising quadratic equations are necessary should opt for 'Maths' and the rest of society can opt for 'numeracy' ( multiplication, graphs, adding and subtraction etc). I believe the same could apply for English. Those who see themselves heading towards a career in poetry, author, journalist, teacher etc, may need to understand personifciation, metaphors and hyperbole. Others, I believe would benefit more from 'literacy' lessons where they learn spellings, grammar, punctuation and how to read. Believe me when I tell you, these basic skills are not being mastered at the moment in schools!
My colleague didn't agree with my suggestion and said that without the current timetable space for Maths and English, we would be left with an unintelligent society. This I thought was very interesting as she completely confirmed what Ken Robinson had said in his TED talk :
Robinson talks about how our education system is based on a hierarchy wherein most uesful subjects for a job are considered to be the most important and academic ability has really come to dominate our view of intelligence because the universities designed the system in their image!
Thursday, 1 November 2012
Making Mathematics Count article - What are your thought?
I have just read an article taken from a report called Making Mathematics Count, Smith, 2004. I wanted to find some information that explained why Maths is considered to be so important in education. There are many comments from the article that I agree with. I do think Maths is important. My question however, is whether it is more important than other subjects that are not considered 'core' subjects (Maths, Science and English). I would appreciate any thoughts and comments on the section below.
Mathematics is of central importance to modern society. It provides the vital underpinning of the knowledge economy. It is essential in the physical sciences, technology, business, financial services and many areas of ICT. It is also of growing importance in biology, medicine and many of the social sciences. Mathematics forms the basis of most scientific and industrial research and development. Increasingly, many complex systems and structures in the modern world can only be understood using mathematics and much of the design and control of high-technology systems depends on mathematical inputs and outputs. Mathematics provides a powerful universal language and intellectual toolkit for abstraction, generalisation and synthesis. It is the language of science and technology. It enables us to probe the natural universe and to develop new technologies that have helped us control and master our environment, and change societal expectations and standards of living. Mathematical skills are highly valued and sought after. Mathematical training disciplines the mind, develops logical and critical reasoning and develops analytical and problem-solving skills to a high degree. The acquisition of at least basic mathematical skills - commonly referred to as "numeracy"- is vital to the life opportunities and achievements of individual citizens. Research shows that problems with basic skills have a continuing adverse effect on people's lives and that problems with numeracy lead to the greatest disadvantages for the individual in the labour market and in terms of general social exclusion. Individuals with limited basic mathematical skills are less likely to be employed and, if they are employed, are less likely to have been promoted or to have received further training.
Mathematics is of central importance to modern society. It provides the vital underpinning of the knowledge economy. It is essential in the physical sciences, technology, business, financial services and many areas of ICT. It is also of growing importance in biology, medicine and many of the social sciences. Mathematics forms the basis of most scientific and industrial research and development. Increasingly, many complex systems and structures in the modern world can only be understood using mathematics and much of the design and control of high-technology systems depends on mathematical inputs and outputs. Mathematics provides a powerful universal language and intellectual toolkit for abstraction, generalisation and synthesis. It is the language of science and technology. It enables us to probe the natural universe and to develop new technologies that have helped us control and master our environment, and change societal expectations and standards of living. Mathematical skills are highly valued and sought after. Mathematical training disciplines the mind, develops logical and critical reasoning and develops analytical and problem-solving skills to a high degree. The acquisition of at least basic mathematical skills - commonly referred to as "numeracy"- is vital to the life opportunities and achievements of individual citizens. Research shows that problems with basic skills have a continuing adverse effect on people's lives and that problems with numeracy lead to the greatest disadvantages for the individual in the labour market and in terms of general social exclusion. Individuals with limited basic mathematical skills are less likely to be employed and, if they are employed, are less likely to have been promoted or to have received further training.
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