Michaela Community School | The latest news at Michaela School
Michaela School Wembley London
268
paged,page-template,page-template-blog-template3,page-template-blog-template3-php,page,page-id-268,paged-13,page-paged-13,tribe-no-js,ajax_leftright,page_not_loaded,

Come Lunch With Us!

26 Mar 2015, Posted by admin in Latest News

Come Lunch With Us!

Family lunch at Michaela is one of the ways we ensure pupils really bond with one another. It’s all about instilling good manners, helping one another and taking on responsibility. It’s a time when every single pupil has a role. Each pupil either lays the table, or serves food, or clears away at the end. It really is something to behold. The pupils really work together as a team. It’s quite heart-warming.

Here are some comments, very typical in fact, made by a mother who recently visited us for family lunch:

“Your charming pupils could not have been more polite, helpful and informative. Their enthusiasm, knowledge and pride was immense.”

“I have never, ever, been in a school where, without exception, every single pupil behaves in such a courteous and confident manner. They truly are a credit to the school and their families.”

Again, I would urge all parents to take the opportunity to visit the school, to observe lessons, to stay for family lunch and to see for yourselves how much pupils enjoy both lessons and lunch and how much they learn every single day at Michaela. I guarantee you’ll be immensely proud of your sons and daughters and their enormous maturity.

I recently read a rather worrying report on the BBC, where, according to research, more than half of children in the UK don’t eat a single portion of vegetables a day.

As you doubtless know, the government recommends that everyone should have at least five portions of fruit and veg a day. But the BBC survey showed that 52 in every 100 kids don’t have any veg, and 44 in 100 don’t have any fruit, on a daily basis.

What we eat is a big issue at the moment because one in three children in the UK is obese or overweight. That figure has trebled in the last 25 years.

So once again I’d urge parents to come to lunch, to eat with the kids, to witness their manners and maturity and see how much they enjoy their time at Michaela. Please find below our daily menus for the half term ahead.

Remember too that we are always ready to discuss your child’s academic progress over the phone, or in person, at a mutually convenient time. Just contact info@mcsbrent.co.uk and we can arrange a time and date.

Half of kids don’t eat veg each day

25 Mar 2015, Posted by admin in Latest News

More than half of kids don’t eat a single portion of vegetables a day, according to Newsround’s food survey.

The government recommends that everyone should have at least five portions of fruit and veg a day.

But the survey shows 52 in every 100 kids don’t have any veg, and 44 in 100 have no fruit on a daily basis.

What we’re eating is a big issue at the moment because one in three kids in the UK is obese or overweight.

That figure has trebled in the last 25 years. Read more about it by clicking here.

 

 

 

 

 

 

Posted on March 22, 2015 by Barry Smith

Yeah, but what about the visual learners?

Spelling tests in MFL – I think they went out of fashion didn’t they? Most of you reading this probably can’t recall a time when they were ever in fashion. To be fair, it was a bit draconian expecting kids to get the spelling right and take pride in their work. You know, actually checking what they’d written. Yeah, spelling tests, they’re boring, they are.

You’ll laugh, but there was actually a time when people used to believe…

we need to memorise stuff for instant perfect recall. Because, if you remember stuff you can, speak and write stuff too. You can break language down & build it up again. You can, with a bit of thought, recycle language you learnt earlier and adapt it, kind of make it your own.

spelling precision really matters. If you don’t take care with spelling people will think you’re thick, lazy and slapdash.

accents actually help your pronunciation on words like: allé, joué, écouté, regardé, évidemment, canoë, première and  so on. So accents really, really matter. Accents are your friends!

high frequency letter combinations teach you there’s no such thing as a totally ‘new’ word so you are able to write and say ‘new’ words by linking them with your knowledge of the old stuff: fille, famille, feuille, feuilleton, fauteuil, intéressant, intelligent, informatique, dessin, lapin – they’re just the same letters being used again & again. So if you learn to spell properly, you learn to speak properly. It’s easy!

understanding the patterns means you didn’t just guess at ‘new’ words and you can always have a decent stab at pronouncing them. So: ont, sont, font, vont, habitent, jouent, écoutent, regardent – they are, in fact, all easy to say & spell. If you can spell properly, you can communicate easily and you’ll avoid typical mistakes. Typical mistakes will never embed.

looking out for the double letters means ‘je m’appelle’ and honnêtement and intéressant and ennuyeux and paresseux and loads of other words are really easy to spell. In fact, because you paid attention first time, you’ll never really make mistakes on these words ever. That saves you loads of time.

apostrophes teach you that j’ai, j’habite, j’aime, je n’aime pas are really separate words squished together to make it much, much easier to speak French. Once you click: j’habite and j’ai are really je habite and je ai – it’s suddenly so much easier to understand precisely what you’re saying & writing. Apostrophes are your friends!

cognates, you should look out for them. If you link with English words rather than pictures, it’s so much easier learning another language. Also it’s a great way to develop your English vocabulary. In fact, look at the etymology of words, look at their prefixes and suffixes, look at the roots of the word. You’ll remember better and it’s actually really fascinating.

faux amis, these show you how languages change over the centuries. You know what happened in 1066 right? Load of French came over. We’ve never been the same since!

links between English and the target language, they shouldn’t be avoided! No! We should be actively going out and making as many silly, memorable links as we can. Be daft not to exploit the links between languages when they are so close to one another. And translations – they’re great because you think about every single word.

breaking words down into syllables and counting the letters means you look at every single letter and you really pinpoint exactly where you tend to mess up. Also breaking words down means you’ve got no excuses to give up before you’ve really got started: mal.heu.reu.se.ment – 15 letters – where’s the problem?

mnemonics, whether it’s the pronouns with Justin Timberlake isn’t energetic, not very intelligent either or school subjects with madragfish – maths, anglais, dessin etc. Mnemonics really work – if you use them properly.

copying out repeatedly, yep, looking at every single letter, actively searching for high frequency letter patterns, especially the vowels, recalling the silly stories we used in class, writing your accents a bit too big, deliberately, underlining every double vowel, copying from the resources every single time, not copying, making a mistake, then copying your own mistake. Really thinking as you write out each letter.

count the number of letters in the word and focus on the precise letters causing the problem. Sœur, cœur, beurre, fleur, j’aime, je n’aime pas – focus in! Where, precisely, do you mess up? When you count the letters you see long words arent really hard at all ! In fact, you’ve seen all these patterns before.

underline vowel combinations like ai, au, eu, oeu, ou, oui, ui. Beaucoup? Oiseau? Château? What’s ‘hard’? Why? How can we make it easier?

place a little dot under silent letters until kids master pronunciation, that really really helps build confidence & good habits. Stop thinking like an Englishman!

make links between words explicit even though they aren’t  in the same unit of the scheme of work . So not just: mère, père, frère but première and  dernière. The text book is your servant not your master!

Yeah, you’re right! Silly ideas! That’s just boring! No pictures, no barking at power points, no hours and hours of teacher prep, no silly voices, no hand gestures. That’s crazy. Memorizing stuff so you have it for a life time, so the more you learn the easier it gets, so you feel you really can speak French. That’s just boring. And anyway – what about the visual learners?

Posted on March 21, 2015

Combining Tradition and Innovation

Teachers who think knowledge, memory and practice have been neglected in schools, tend to be seen as adamant traditionalists – to quote one blogger recently, “the shock-troops of neo-traditionalism!”

Whilst I think it’s important to bring the best of tradition into education, I also think we should try to bring the best of innovation in too. In fact, I think that combining traditional subject knowledge-led instruction with innovative digital online technology has great potential – as long as we are selective, and not seduced by transient vogues.

Here’s how we combine tradition and innovation at Michaela:

The danger of innovation, as Daisy Christodoulou points out, is that ‘nothing dates so fast as the cutting edge’. Algebra and the alphabet have existed usefully for hundreds of years, and will continue to be useful for hundreds of years to come; iPads and interactive whiteboards have been around for ten or so – and are less likely to be around in a hundred years’ time.

So how do we decide on the best innovations to pursue? Which are most likely to endure? The best guide is the findings of 125 years of scientific research into learning. The research is unequivocal: learning requires long-term memory retention, and what most aids retention is frequent retrieval practice – put simply, quizzing.

Take smartphone apps like Quizlet. These allow pupils to quiz themselves anywhere, anytime online – on the bus on the way to school, on the bus on the way back from school, on weekends, in the holidays, or when they are absent. Such technologies are most powerful when combined with the strong tradition of tough subject knowledge,selected and sequenced carefully for schemata in long-term memory, by Department Heads and other subject experts.

Advocates of traditional knowledge see the benefits of innovative technology – we just set a very high bar of scientific evidence for selecting among its applications.

Posted on March 21, 2015 by Katie Ashford

How should we read texts in lessons?

At Michaela, our pupils read thousands of words every day. A typical day for a pupil (of any ability) might look a bit like this:

7.55am: Silent reading in form time.

8.15am: English lesson: read 1000 words of the Odyssey.

9.15am: Maths lesson: read 200 words about a new mathematical concept.

10.30am: Science lesson: read 500 words about the International Space Centre.

11.30am: Humanities lesson: read 800 words about ancient Mesopotamia.

1.30pm: French lesson: read 500 words in English, translated into French.

2.30pm: Silent reading in form time.

Pupils in our reading club would read for half an hour after school with me.

All pupils read at home for 30 minutes each night.

Assuming that pupils read about 1000 words in morning tutor time, another 2000 in afternoon tutor time, and around 2000 in the evening at home, I would estimate that our pupils are reading around 8000 words a day. The weakest readers- those with the lowest reading ages, and who attend reading club- would read closer to 10,000 per day.

This amount of reading practice is essential for improving reading ability and motivation. I can already see the difference in the weakest readers. Kids regularly grab me at lunch and tell me about the book they are reading- something that I could only have dreamed of in my last school. There is a buzz about reading at Michaela. The library is always packed with kids after school, and many of them regularly ask their teachers for book recommendations.

Some of our teachers read books aloud to the pupils during tutor time. These books aren’t on the curriculum, but are read purely for a lovely afternoon treat. Olivia Dyer, our wonderful Head of Science, has her form in stitches reading Adrian Mole, which was the talk of the school for a long time: “PLEEEEEEASE can we read Adrian Mole like Miss Dyer’s class, Miss!?” was a common refrain. Jonny Porter, our tremendous Head of Humanities, reads Gombrich’s ‘A Little History of the World’ to his form, which is also a lovely treat for them in the afternoon.

In this post, I want to outline how we structure reading lessons at Michaela. Our pupils are so fortunate in that every one of our teachers and senior leaders- regardless of subject- cares deeply about reading and sees it as a vital part of the curriculum. As a SENCo, I really couldn’t ask my colleagues to do any more. They make my job so easy!

A good reading lesson should take the following principles into account:

  1. In any lesson, reading should primarily be for comprehension. Pupils need tounderstandwhat they are reading, and so the teacher should pause at appropriate moments and check for understanding.
  2. Reading is an opportunity to improve pupils’ fluencyand ability to read withexpression. Teachers should therefore model good reading and ask pupils to read aloud (year 7s love this, so get them into that habit then- it’s harder as you go up the school, in my experience).
  3. Reading is an excellent opportunity to improve pupils’ vocabulary. Teachers should pause to explain the meaning of key words, and may want to give further examples of new words used in context.

To demonstrate what this might look like, I’ve written an example lesson script below. This is a lesson reading Pullman’s beautiful ‘Northern Lights’, but the principles could be applied in any subject, with any text.

Step 1: Story Version 1

A ‘story version 1’ is an introduction to the text in which the teacher outlines some of the things that will happen in the story. This enables and deepens comprehension because, whilst reading the story, pupils have something to ‘hook’ the new text onto. I tend to make quite a big deal out of it, making a few jokes, ALWAYS showing them how excited I am to read it, and using dramatic voices and over-the-top gesticulation to bring it to life a bit. By the time I’ve finished, they are usually desperate to get started.

Teacher: I’m so excited about this chapter, because everything that happens feels so intense! So, in this chapter, Lyra sees what Lord Asriel shows on the projector. What she sees is very strange: for the first time, Lyra learns about something very important: dust. We are going to find out what this ‘dust’ is, and the adventure it might take Lyra on. Are you ready?

 Step 2: Modelled/Shared/Guided reading

 This can be done in a number of ways: the teacher may wish to read aloud, or nominate pupils to read. Depending on the nature of the class, the teacher may decide to split the group up: perhaps lower attainers work with the teacher, middle with the teaching assistant, and higher independently. I prefer to start by modelling some reading aloud, then handing over to pupils to read.

“Lord Asriel”, said the Master heavily, and came forward to shake his hand. From her hiding-place Lyra watched the Master’s eyes, and indeed, they flicked towards the table for a second, where the Tokay had been.

Teacher: Jason, why do the Master’s eyes flick towards the table?

Jason: His eyes flicked to the table because that’s where the poisoned drink was.

Teacher: That’s spot on! Now, let’s pause for a second. Who can show me what the master did with his eyes? Who can deliver an Oscar-winning performance to the class? [Call on student]

Let’s continue reading:

“Master,” said Lord Asriel. “I came too late to disturb your dinner, so I made myself at home here. Hello, Sub-Rector.

Teacher: A ‘subrector’ is a person in charge of certain universities or schools.

Glad to see you looking so well. Excuse my rough appearance; I’ve only just landed.

[Continue reading in the same manner until end of chapter,]

Step 3: Post-reading Vocabulary

Teacher: In this chapter, we saw the word ‘Scholar’. A scholar is a person who has very special, detailed knowledge of something because they spend a long time reading and studying about it. When I was at university, I was a scholar of philosophy. In this class, we are scholars of English.

So, Jamie, is a person who studies history a scholar? Why?

Kate, is a person who reads books, but doesn’t study them a scholar? Why?

Darren: True or False? I don’t know anything about poetry; I am a scholar of poetry.

Pete: true or false? I spend a long time reading about and studying chemistry, and I know a lot about it; I am a scholar of chemistry.

Who can finish this sentence for me? To become a bible scholar she had to….

The key thing with vocabulary is that you get pupils thinking about the words in different contexts. There is much to say on this, so I will write about this in more detail soon, but the above is just a little taster for now.

Further reading

I would highly recommend taking a look at the books/articles on the list below. In my next post, I will address the teaching and assessment of vocabulary in more detail.

Applegate, A and Applegate, M.D. (2004) The Peter Effect: Reading habits and attitudes of preservice teachers The Reading Teacher: Vol. 57, No. 6

Bambrick-Santoyo, B. , Settels, A., Worrell, J. (2013) Great Habits, Great Readers San Francisco: Jossey Bass.

Beck, I., McKeown, M., Kucan, L. (2013) Bringing Words to Life: Robust Vocabulary Instruction New York: Guildford Press

Fenlon, A., McNabb, J., & Pidlypchak, H. (2010). Developing meaningful literacy routines for students with multiple disabilities. Teaching Exceptional Children, 43(1), 42-48.

Hasbrouck, J. (2006) Drop Everything and Read- but How? American Educator: Accessed online at [http://www.aft.org/newspubs/periodicals/ae/summer2006/hasbrouck.cfm] 24.4.2014

Hirsch, E.D. (2003) Reading Comprehension Requires Knowledge- of Words and the World. American Educator. Accessed online at [https://www.aft.org/pdfs/americaneducator/spring2003/AE_SPRNG.pdf] 24.4.14

Kameenui, E. and Simmons, D. (1990) Designing Instructional Strategies: The Prevention of Academic Learning Problems. New Jersey: Macmillan

Lemov, D. (2010) Teach Like a Champion: 49 techniques that put students on the path to college San Francisco: Jossey Bass

Morrison, T. G., Jacobs, J. S., Swinyard, W. R. (1999). Do teachers who read personally use recommended literacy practices in their classrooms? Reading Research and Instruction, 38 (2), 81-100.

Posted on March 15, 2015 by Katie Ashford

How can we motivate reluctant readers?

Recently, I had the pleasure of attending my first ever ‘Spinning’ class at my local gym. For those of you unfamiliar with the concept, Spinning is exercise for people who hate themselves. The indoor cycling phenomenon, which became trendy a few years ago, is still the calorie-burning activity of choice for those who enjoy pain and sweat-soaked, arse-cramping humiliation.

About five minutes in to the session, I thought I was either going to have to stumble out, throw up all over the bike, or cry. I looked to my left to see that one guy had already managed to escape. He looked back over his shoulder as he exited the room; I caught his eyes and, without saying a word, begged him to take me with him. But there was no chance of escape. The coach was crouched in front of me, screaming in my face, shouting at me to go faster. In that hour, I experienced new levels of pain and left feeling that Spinning should most definitely come with a warning label saying “Not for the physically and/or mentally feeble” or something like that.

Landing back on my couch an hour or so later, I limply whimpered and hugged my legs to remind them that they still existed. As I recovered, I thought about the parallels between the horror of spinning, and what it must feel like for a struggling reader every time they are asked to pick up a book.

Reading is incredibly hard work for some children. It’s so hard that they want to give up before they have even really begun- just like I felt after a few minutes of the spinning class. It was my first time, so I went in thinking that I was going to fail. For a struggling reader, merely picking up a book can bring all sorts of anxieties and fears. Some kids even give up and decide that there is little point in trying right from the off. They are afraid to give reading a chance. It’s hard, it’s arduous; frankly, it’s a task that is easier to avoid than to confront.

So what can we do to motivate reluctant readers? It’s something that teachers across the land have pondered for decades. In some schools, I have seen teachers industriously searching for texts that appeal to kids’ interests. In other schools, I have seen teachers redefine reading completely, asking pupils to use iPads rather than books (Indeed, I once visited a school where the library had been replaced entirely by Apple products- not a single book remained- a fact that the Head was most proud of; she assured me this strategy had dramatically improved reading motivation across the school.)

Like thousands of other educators, I have mulled this over for ages. I’ve picked up lots of ideas over the last few years, but here are a few that work well. None of this is revolutionary- quite the opposite!

  1. Get them into the right habits

We must help children to form the right reading habits. If we allow them not to read, they will never learn to do it. And if they never learn to do it, they won’t learn to love it. It’s a nasty, vicious spiral that we should endeavour to snap them out of as soon as possible. Like going to an exercise class, it will be painful at first, but if you don’t even bother going, how will you ever get fit?

Daily reading is something I have seen work excellently in Primary schools. Secondary teachers, I implore you to visit your local primary right now and see how much those kids are reading every day. For some reason, not all Secondary schools keep this up. Often, we just give them a library card, tell them to go and find something they like, and then leave them to it. NEWSFLASH: this is not enough.

I’m not advocating a military regime where we chain them to a desk and force them to read, but is it wrong to insist that pupils read every single day for an extended period of time? Yes, this will mean that you have to make space for it in the timetable. Yes, it will mean that you might not be able to use tutor time for endless announcements and pupil voice surveys. But it will make a difference- trust me.

Of course, for the most reluctant readers, silent reading time can simply be an opportunity to stare out the window. To avoid this, use these chunks of time to run small group reading sessions with the weakest readers. If a teaching assistant can cover the rest of class whilst they are reading in silence, the teacher can take out the few who need the most support and read with them.

Daily reading practice is vital for habit change and motivation. If every Secondary Head teacher in the country could prioritise this, we’d be a lot further along in solving the problems of literacy in the UK.

  1. Help them to experience success 

Believe it or not, I did in fact survive my first Spinning session. As somewhat of a glutton for punishment, I have since been back a few times, not just because I enjoy public humiliation, but because I really want to get better at Spinning. (Currently, my aim in life is to go once a week and not die.) Surviving my first session made me realise that I absolutely can do it if I keep going. If I throw in the towel, I’ll never get there. But the taste of success has persuaded me to keep trying.

The same is true of struggling readers. They must feel that they are learning and improving every time they pick up a book. First, ensure that they are on the right reading programme (more information on this here). This will enable them to succeed and feel that they are making progress. Secondly, help them to track their progress. Visual trackers and displays make success more visceral and appealing for struggling readers. A simple star chart will suffice. Again, I’m not advocating anything revolutionary here.

  1. Increase the challenge

By far the most frightening moment in Spinning was when the coach came over and increased the level of resistance on my bike. At that point, I thought I was about to leave this mortal coil for good. But then I looked around the room and noticed that he was only increasing the resistance for the people who looked like they were dying the least. It gave me such a confidence boost (‘Check me out! I’m winning at this! I’m ready to go up a level! I am awesome! I’m winning at life! I love Spinning!’), that I felt so motivated to keep going.

I thought about this whilst I was recovering later on. Maybe it was the dopamine talking, but an increased level of challenge really gave me a buzz. It stopped me from feeling like a complete failure and made me realise that I was totally capable of doing it. There was nothing physically preventing me from carrying on- as per usual, my stubborn head had been the only thing getting in my way.

I’ve applied this to our reading motivation strategy at Michaela. I’ve seen struggling readers patronised with graphic novels, magazines, comics and all sorts of nonsense in the past. It’s an approach that aligns well with that old adage “It matters not what they read, as long as they read something” – a line that I wholeheartedly disagree with. If you only ever eat KFC, you won’t be very healthy; if you only read picture books, you won’t get better at reading.

We have an after-school reading club at Michaela. The 15 weakest readers come every day after school and we read great books together. At the moment, we are chomping our way through the Classic Starts series: so far, they have devoured Frankenstein, Dracula, Gulliver’s Travels, Sherlock Holmes, The Hunchback of Notre Dame, Roman Myths and Dr Jekyll and Mr Hyde. They absolutely loved reading them. This is partly because they are great stories with brilliant characters, but it is also a consequence of increased levels of challenge. We don’t patronise them with nonsense that intends to appeal to their interests; we want to expand their horizons, not limit them. It has given them an enormous sense of achievement to sit and read all of these books, to understand them and have an opinion of them.

It may seem counter-intuitive to suggest that weak readers should read more challenging books, but the paradox of reading is that we must be challenged in order to improve.

 

Posted on 15 March, 2015 by Bodil Isaksen

Third time’s a charm. Yesterdays #mathsconf2015 organised by Mark McCourt‘s La Salle was the best yet.

Here’s what I got from the day.

David Thomas

David always has something new to say at conferences. No rehashed powerpoint slides and tired jokes to be seen. This time, he demonstrated three powerful techniques: bar modelling, algebra tiles and double number lines.

I was fairly au fait with bar models already, but the talk did prompt me to track down some My Pals are Here books once and for all. These are the books used in Singapore primary schools. He had sourced some lovely problems from them, like the following (rephrased because I didn’t get the exact wording):

I have a mixture of 20c, 50c and $1 coins. I have 20c and 50c coins in the ratio 2:5. I have 3 times as many $1 coins as 20c coins. If I have 28 more $1 coins than 20c coins, how many more 50c coins do I have than 20c coins?

Lovely with a bar model; horrid without.

Next up were algebra tiles. This was of much interest to me: I have to make the call on whether to buy class sets for the department pretty sharpish before we teach negative number to our pupils.

I could see how they would be excellent for wiping out misconceptions when collecting like terms and expanding brackets.

I was a little more wary about them for solving equations. Take an equation like 4x + 1 = x + 4

It starts off really well. The idea of taking the same thing from both sides works nicely.

Dividing both sides by three seems OK as well, though there’s something slightly less intuitive about it – maybe because I can already see that the sides don’t look equal?

This is my real bugbear. Look at that picture. The length x is clearly not the same as the square of unit 1. They are different!

I wonder whether the algebra tiles don’t just reinforce the misconception that equals means “the answer is…” rather than “the same as”.

The jury’s still out. No manipulative is perfect, and its advantages may outweigh the disadvantages I currently see. It’s one I’m pondering.

No such misgivings about David’s third technique, however: double number lines. What a fantastic way to introduce proportionality! I was mentally replanning my unit of work on proportional reasoning as he spoke.

The idea of starting with simple times tables is genius:

David then suggested giving number lines that get harder and harder, getting pupils to fill in numbers using a variety of techniques.

Finally, you can extend to word problems: currency, converting units, percentages, you name it.

I really think this technique could be game changing for schools, especially with the heavier focus on proportional reasoning in the new GCSE.

Tweet up and do some maths

I’m convinced there’s a circle of hell called “speed networking”. I get what conferences are trying to do: talking to other delegates is often the best part of a conference. But you need to let it happen more organically for it to work. Best catalyst for a room of mathematicians? Some maths problems like this on the walls:

From the wonderful @solvemymaths

I thought this worked an absolute treat. I had a boatload of fun, talked to some new people, and did some maths.

Kris Boulton

Kris said many sensible things on assessment. He started off with his definition of mastery: a term which has come to mean whatever people want it to mean of late. Is mastery about refusing to move on until everyone’s got it? Is it about kids showing some sort of “understanding” over and above procedural knowledge? Kris stuck to something more tangible: depth before breadth and spending longer on topics before moving on.

Kris gave a crystal clear explanation of validity and reliability, and how that affected how we choose to assess in mathematics. I second his recommendation to read Measuring Up by Koretz. It will give you the tools you need to think clearly about assessment.

I appreciated Kris’ bold principles for assessment design: one mark a question, with no marks for working, making it possible to mark and record results in under one hour. We’ve all spent weekends scrutinising messy exam papers for whether Jimmy can pick up that M1 mark and filling in complex QLA grids – the fact I saw multiple people marking GCSE papers in corners of the conference centre during coffee breaks is evidence of that. It’s one of those workload issues I now have to think about a lot more carefully as head of department than I did as a lone ranger. I want my teachers to have an excellent work-life balance.

A further principle that Kris espoused was that the mastery assessments should be endlessly resit-able. The ideal would be endless assessments with the same structure questions but different numbers. I was left pondering how small tweaks might make that a reality with our assessment system. We’re already ticking many of the boxes with no marking for teachers, QLA automatically generated, and limitless resits (but with the precise same questions each time). With the flexibility of Excel imports and the =randbetween and =concatenate functions, it’s possible to generate many subtly different assessments with minimal workload. One I’ll be working on.

Jo Morgan

Jo (@mathsjem) is a veritable powerhouse of ideas. @danicquinn and I were sat together, nattering like excitable schoolgirls about the pros and cons of the exciting methods we were exposed to. I loved the format: we tried some questions, compared methods and Jo then showed us four or five different ways it could be done.

Jo made some important points about “nixing the tricks”. I have a lot of sympathy with Nix the Tricks. I hate awful things like the adding fractions butterfly. I do, however, think it goes a bit far sometimes. I won’t be simplifying surds like this anytime soon:

Jo said we should “keep pupils brains free of unnecessary memorisation”. This gives me pause. I think memorisation is often more necessary than we think – including the type of rote, instrumental, procedural memorisation that is so slated. It’s important to remember that it’s not a choice between “memorising something” and “learning something”. Unless something has changed in long term memory, nothing has been learned. So memorisation is learning. You can’t learn without memorisation. It’s what you memorise that we should be discussing.

All in all, a really enjoyable, useful and thought-provoking day. Thanks to all involved in making it happen!

Posted on March 14, 2015 by Barry Smith

And if I told you I don’t believe in lesson plans?

Lesson plans – they’re a bit of a nonsense. Don’t you think? In fact, I’ll go further. Lesson plans hold kids back and encourage teachers to focus on all the wrong things.

So does that mean I just roll up and freewheel my way through lessons? Not really. But it does mean I work according to a set of principles that allow me to teach, largely, on autopilot. Teach on autopilot? That sounds strangely complacent! Not really. I keep to my key principles. My lessons are uncluttered. I have the flexibility to tweak lessons on the hoof.

I’m largely on autopilot because I don’t have a lot to think about. Teaching really does not have to be complicated. When something goes ‘wrong’ I can react quickly. Though things rarely go ‘wrong’ because I preempt problems mostly. I know what kids get wrong in the main and I teach to preemt.

Kids come in. I’m immediately firing questions or we’re all chanting the alphabet in French. They’re not idly chatting. There’s no room for that. The questions I fire out are usually grammar based. I focus on the stuff I want them to retain and reuse across topics.

Comment dit-on…

I’ve done? Having done? Whilst doing? After having done? I am going to do? I would like to do?

I am? I am not? I went? I didn’t go? It was? It wasn’t? I played? I didnt play? I would like to play?

Structures. I just fire simple mark winning structures at the kids as they get their stuff out and they stand behind their chairs. They know these structures. I’m just keeping them fresh. At the front of the mind. I want these structures to be instant. I might give clues:

It was; C apostrophe. Il y a in accent.

I would like: JV. Deux lettres espace huit lettres.

They are is ‘ils sont’ . Comment dit-on ‘They went’ Trois mots. le troisième mot contient cinq lettres.

Comment dit-on:

I must go? I F Q J apostrophe.

I most do? I F Q J F

Although I am? Ce n’est pas ‘ je sUIs’. Il faut le subjonctif!

These questions can last as long, or as short, a time as I want. I can ping what I what at whom I want. None of this is written down. No random name generator. No lolly sticks. The kids are just getting their stuff out.

Si vous voulez vous pouvez enlever…

vos chaussures?  Non!

vos chaussettes? Non!

vos chemises? Non!

vos cravates? Non!

vos vestes? Oui!!!

Asseyez-vous!

This is all super quick and all on autopilot. Them and me. We’re all on auto-pilot. It’s a bit of a laugh. They’ve joined in. We’ve recycled stuff they know. They’re already feeling accomplished. Nothing’s written down.

No silly learning objectives. No wasteful patronising starters. We just get on with ‘it’, But what’s the ‘it’? My lesson planning, my core questions, are these. They’re always the same. They’re never typed on a pro forma.

What are kids likely to find hard in this topic?

Why?

How can I prempt the high frequency errors that typically eat into lesson time?

How can I incorporate PROFS – past reasons opinions future subjunctive – into this topic?

How can I ensure they will retain this stuff?

How could a lazy kid hide or sabotage this lesson?

I don’t use a text book. Be great if I could. But until I write one I stick with the resources I create and I recycle. I do teach ‘topics’ – but kind of loosely. There’ll never be a PowerPoint with pictures and one word at a time. There’ll be lengthy passages that include phrases such as:

Il est rare que je fasse mes devoirs dans ma chambre

parce que je préfère faire mes devoirs dans le salon

en regardant la télé ou en écoutant de la musique

mais malheureusement

ma mère veut que je fasse mes devoirs dans la salle à manger

Hier, ayant fait mes devoirs dans la chambre de mon frère

mais avant d’écouter de la musique dans la cuisine

j’ai regardé la télé dans la salle de bains.

I’m teaching ‘rooms in the house’. No PowerPoint. No pictures. Kids are reading a text stuffed with grammar. We’re recycling language they know. I want them to recycle so they really NOT nearly know it. The text in front of them is flat. The sentences are short. Or rather, I present long sentences in short chunks. Every line is numbered. Kids follow the text with a ruler. We read aloud.  We link the written word to the spoken word. I never let sloppy pronunciation go unchallenged. The kids are developing very nice accents as a consequence. They listen very carefully as their peers read out loud. They readily correct one another’s pronunciation. But in a very supportive way.

The next step is often: find the French equivalent for these 40 English phrases from the passage:

i want,

in fact,

it’s the least that one can say,

in general,

frankly,

the room of bathing,

having watched.

Why 40 questions? The number isn’t set in stone. The point is, I want kids to work through the passage line by line in silence for 10 to 15 minutes. The most willing kids need to be occupied for that time. I go for volume of questions combined with richness of language. There’s good range and it’s recyclable language. The less willing kids have no hiding place. They are forced to accomplish lots as they work through the passage. And of course, because they do succeed, they genuinely feel accomplished and clever and next lesson they come in feeling able. The willing kids, in fact all of the kids, are getting quicker and quicker at this kind of exercise. Their pronunciation, their retention, their range – it’s really coming on.

There’s loads more I do. I can’t fit it all in one blog. Suffice to say. No formalised written lesson plan, no attempt to be whizzy and ‘engaging’, no powerpoints. I build from my key questions. The language is rich. I ignore nonsense nc levels. I ensure lazy kids can’t hide. Everyone works hard and feels accomplished. And we have  a laugh!

In languages, grammar is the glue that holds everything together, so I’m constantly recycling the mark winning grammar. But beyond MFL, just the bread and butter job of teaching, I’d always say, if you can, have a laugh with the kids. And then…make them work their socks off!

Anyway, that’s some of the stuff I do. My kids are doing really well. This stuff works. It’s simple, uncluttered, invariably didactic and very often a good giggle.

Posted on  March 13, 2015 by Barry Smith

Why Reading Out Loud in MFL Works Amazingly Well.

Got to be honest. I’m not a fan of choral repetition with pictures. You know, the silly voices, one word at a time. I find it all a bit patronising. The efficacy of the choral repetition approach soon wears off too, I find, as kids get older and they tire of barking at pretty pictures on the screen. So no, choral repetition, in the main, it’s not for me.

But I do love to get kids reading aloud. I love to get kids analysing the written word and linking it to the spoken word. I do a lot of dual text work, that is, side by side English and French texts where every single word is translated. the English translations are often a bit ‘dodgy’ to reflect French syntax. So, for example: j’ai joué au foot, is translated as, I’ve played at foot. J’ai les yeux bleus becomes I’ve the eyes blue. My Y7 readily say, ‘Franchment mon prof de français me tape sur les nerfs et c’est le moins qu’on puisse dire’ which translates as ‘ My teacher of French me taps on the nerves, it’s the least that one can say.’ The English and French syntax are completely transparent. There’s no guess work. Kids know the English is ‘dodgy’. I equate it to Google translate. You kind of get it but it sounds a bit weird.

What’s lovely is, is that kids ask loads of real linguist questions. So Sir, if I took off X and added Y would that mean Z? They understand every word so they can deconstruct & reconstruct the language.

Also, since they’re reading the written word lots, their pronunciation is really, really good. I’m very explicit about pronunciation. I’m very explicit about the repetitive nature of language, about the very limited number of letter combinations that are recycled again & again. I’ve very tight when it comes to silent letters and liaisons.

The kids now roll a pretty mean ‘r’, silent letters at the end of words don’t phase them, their liaisons are pretty impressive too, pretty natural in fact. They are very good with silent ‘ll’ and the silent ‘h’. “C’est évident ” they tell me with confidence and excellent prononciation.  They also tell me,  ” les lettres ‘nt’ à la fin sont muettes”. They’re great at that, using French to comment upon the language itself.

They’re good at all this, in part, because we read extended texts lots, I read out loud lots, they read out loud lots, we use dual texts lots. There are lots of reasons they’re doing so well. But lots of access to the written word and transparent silly, memorable literal syntax is central.

You may disagree but, as my Y7 say, in beautifully pronounced French, “My teacher of French me takes the head. Frankly he himself takes for the belly button of the world. It’s the least that one can say.”

Posted on March 7, 2015 

Fancy a job in a place like this?

People come to interview at my school and I think they’re a bit taken aback. The corridors are silent at lesson changeovers; kids line up, eyes front, to enter the building; kids sit with their arms folded in lessons; they say ‘please’ and ‘thank you’ a lot; if a kid’s collar is a bit skew-whiff one of his peers will silently sort it out for him; if a kid drops something, his peers instantly help him; at lunch kids each have a role, they serve each other, they chat enthusiastically, politely, taking turns. All that stuff, courtesy, mutual respect, it’s a bit weird at first. Well, for some anyway.

But actually, the people that come into my French classroom, rarely mention the impeccable manners, the superb behaviour, the wrapt attention. What really blows visitors away is the enthusiasm, the sea of hands, the excellent pronunciation, the extended responses habitually featuring past, reasons, opinions, future and subjunctive. And the atmosphere is playful! I laugh, the kids laugh. We have a giggle whilst at the same time these kids really know how to analyse language, how to memorise, to recycle across context, to really deconstruct and reconstruct.

It’s a joy to spend time with these kids, to listen to them correct the French on the board, ” Mais c’est evident Monsieur. Il faut ajouter un e à la fin parce que le mot ‘chambre’ est féminin.’ It’s a delight to be with these kids at break time as they crowd around you to share what they’ve learnt that morning or they ask to be challenged to spell, in French, the incredibly long words they’ve learnt in science.

Why do I love my job so much? And let’s not forget that it’s just a job. It’s just a part of my life. I hate all that ‘teacher as martyr’ stuff.

I love my job because I teach. Very simply, I teach. I laugh. The kids laugh. They call me: vieux, chauve and zinzin. I reply: dingue, cinglé and n’importe quoi! It’s fun. Not in the, games, distractions, fads and gimmicks, sense of the word. But in the, I’m going to teach you all the intricacies of this subject, I’m going to pitch high, I’m going to make the content memorable, I’m going to preempt the stumbling blocks and you’re going to leave this lesson feeling energised, accomplished and confident, sense of the word.

I work in a school where every child, every lesson, expects to be taught. To be talked at, to receive precise explanations, to be didactically, authoritatively, memorably, passionately taught by a real subject expert. So the kids go from lesson to lesson, in silence, keeping to the left, knowing that the next lesson, like the lesson before, will be 100% focused on effective learning. Lessons aren’t planned to placate the lazy, or entertain the indolent, lessons aren’t structured to fit a despotic pro forma in the hope of appeasing a fad-chasing SLT. Lessons are simply structured. What do kids find hard? Why? How can I teach this better so the content is memorable, transparent and challenging?

Anyway, if you fancy working in a school where the kids are diamonds, silence is golden and charismatic delivery, combined with subject passion, is welcomed with open arms, get in touch!