My previous infographic blog post comparing the old and new GCSE Maths was rather popular. I had requests for an English version, but I’m no English teacher. However, I’ve worked with Mr S (an English teacher at my school) to create this infographic:
This infographic specifically works for the change from WJEC to AQA English. There is also a general version of it, should it be of use for other exam boards. Download the pdfs below or click on the images for the jpegs.
I mentioned on Twitter that I’d made an infographic for students to help explain the changes to the GCSE Maths curriculum. Several people expressed an interest in it, so here it is:
There are two versions – one which specifies Edexcel and one which does not specify an exam board. We use Edexcel, but the general version would work for other boards..
I must stress that these are rough guides and are not endorsed by any exam board – I created them to help my students understand the big picture. I printed them A5 size to fit in exercise books and A4 to go on the wall. A big thank you to Mrs D for proofreading/checking it.
You can download in pdf and jpeg format here:
Update: I will be editing these files to clarify the Good Pass jigsaw piece. A good pass is a Grade 5, the Grade 4 refers to the funding rules for College/Year 12 resits
We’ve all been there. When you do a data topic, it’s nice to use class data – it is easier to discuss/compare and generates irregularities. The tricky bit is collecting it in!
Write it in your book – how do you get everyone else’s?
Write it on paper? – someone has to process the paper
Type it in a classlist on a computer? – long queue for computer, computer out of action if teacher needs to use it
Use a voting system (Qwizdom/Socrative etc)? – good, but subject to user error
Go around the class and read it out? – someone won’t be listening!
Write it on the board? – someone won’t do it/ will put a daft number/ rub out someone else’s result
This was such a nice idea – real life data processed and interpreted by students. We need a quick, accurate data collection solution which ensures everyone contributes. All the ideas above have merit, but how to combine them?
Inspiration struck when I was trying to do this with a bubbly Y10 class – how could I tell if they all contributed to the data? How could I keep track of deliberately daft answers? How can you stop the general milling around and gossiping at the board as they descend on it?
The desks!
While your class is measuring, sketch out your desk plan on the board. Students write their result in their desk space.
(You can see below that we collected hand span data. The start and finish indicated the smallest and largest widths for listing the numbers in order.)
You can keep track of who is finished, without having to stand at the front checking who has contributed. Once the desks are full, you are done. The data collection is structured and you have time to set up the next task.
No fancy technology or processes required!
Here is a budget friendly classroom organiser for you: a weekly planner board from Asda
At £3 each you could have one for subject reminders and one for pastoral messages.
There has been some discussion on social media recently regarding misuse of downloaded or copyright material. They broadly fall into three categories:
1. Unethical people are deliberately passing off resources as their own on both free and paid for resource sites.
2. Some people are sharing resources which were inspired by others.
3. Some people don’t know the origin of resources, but they think they are good and are sharing them via their own means (blog, social media, resource sites).
Those in category 1 are dishonest and making money/taking credit from the hard work of others. This must stop. Those who create resources and have blogs will often put a website address in the footer. It’s common sense really, but this isn’t possible for everyone and can still be removed by the most determined faker. Legal or moral copyright must be respected.
Category 2 people – why not put a credit in the footers? ‘Inspired by @Mr_Person’
You get the credit for your work and the inspiration gets the recognition for their creativity.
Category 3 people – well, a bit of housekeeping would avoid this situation. If I download and save a resource from a website I add the source to the file name.
For example:
Multiplication_puzzle_TES.doc
C1starter_resourceaholic.pdf
If you still feel you must share, be honest. I posted a resource on bright vs gifted children. It was an old worksheet I found with no source reference. In my description of the sheet I stated that this was a typed up version of an existing resource and I did not take credit for its creation. If the creator asked me to remove it, I would comply asap.
All this comes down to is good manners. If we treat the work of others with respect, we treat our colleagues with respect. There is enough negativity out there to sink the merriest teacher’s boat, so we should do our best to make the teaching careers of others a smooth voyage!
The Summer is here and obviously we switch off from teaching …
… Yeah, right!
You will see something and think – that will make a great lesson on (insert topic), then life will catch up and the idea will fade. The MathSandpit is here to help in such matters.
Take a picture of your inspiration with a few words, then tweet with the hashtag #MathsPics15.
In the Autumn, all the pictures, words and Twitter credits will be pulled together in a blog post. You will see your inspiration and that of other teachers. In the meantime, you will be able to search Twitter via the hashtag.
Have a great summer!
You may have noticed that the updates to MathSandpit have slowed a little. The reasons are threefold:
So when I have time I will add new posts, but it may not be the weekly service which you may have come to expect. In the meantime I will be tweeting older resources which you may have forgotten about.
Thank you for patience and support!
K