Ofsted Science Survey....unpicking the mystery of science in Special Schools

So as many of the #asechat peeps and other teachers who follow me on Twitter I have had a bit of a week. So I'll tell it as best I can.

Last Thursday afternoon I was helping a member of staff with their GCSE coursework (long story, best not ask) when the Deputy Head came in and said 'I've got some bad news for you.' Now lots of things crossed my mind, what had happened that was so bad? He went on to say 'I've had a phone call...Ofsted are coming.' OK I thought, I've done this before I can do this. He then went on to explain 'No, they are just coming to see science. Nothing else. Just you.'

No pressure then.....

So I had a week's notice for a Science Department 'Subject Survey' ... a department of just 1. Me.

I set about thinking 'What are they after? What do they want to see?' I poured over as much documentation as I could get my hands on, the letter Ofsted sent, the documents provided on their (actually very helpful) website, I emailed the advisor in my county to see if she had any advice, and letters sent to other schools both special ed and mainstream that had recently had science subject inspections.
I started to make a list and it looked a bit like this:

• Marking - that follows the school policy, that shows pupil self evaluation and improvement (unrealistic in all honesty in my situation but something to aspire to)
• Evidence of Progress over time - we file examples of pupil work every half term in the aim to show progress...in science this doesn't always appear to be the case as different topics mean different levels due to interest/ability etc. but certainly over time you can build up a good picture of strengths and weaknesses. We do also have Classroom Monitor to record data however I personally find it a bit cumbersome and useless for Key Stage 4.
• Data - linked in with the above, although I do not 'manage' my data I am aware of all my pupils targets taking into account their various SEND difficulties. The Assistant Head who 'does' data was fab.
• SMSC....you know what I mean. In science there are plenty of opportunities, so I made a document (assisted by some work done with my county's heads of science) to suggest where the links were, it needs to be added to the schemes of work without being too discrete. 
• Literacy - we do a lot of cross curricular literacy (we need to, the boys don't all read well) so I wanted to show it off, connectives, punctuation, why scientists need to read, write and do maths - see a previous post with photos of the display.
• Risk Assessments and Health and Safety - I put together some documentation to show how we met Health and Safety requirements, how we took into account the pupils SEND needs when risk assessing practical work and wrote about staff/pupil ratio. I included any 'incident reports' (actually only 1) and what was done to improve safety. 
• 5 minute Lesson Plans - I love it, and the inspectors certainly didn't complain. What I did do however was to write a 'context' for each group. Where they were at, what they had covered and where the lesson fitted in. I also (without naming individuals) explained what SEND needs the group presented and the strength and weaknesses this presented. Yes they were long but worth the effort as it helped the non-SEN specialist inspector understand what we were doing and why it was important. 
• Schemes of Work - all of them...took ages to check them but got there
• Governors Report - unique to SEN probably, each year I write a report about how pupils have progressed in science. What has changed, why it has changed, what we need/want to make more progress and (if relevent) how much it may cost. For example I asked for a fume cupboard in last years....got one now! 

So after a lot of faffing about with all the paperwork above the morning arrived. I have to say I woke up thinking 'bring it on' I could do no more...but I still got to school at 7am!

The inspectors arrived at 8, I watched them pull up from the window but was not involved in the first meeting with the Head. The Head gave them a very frank overview of BESD schools and what our pupils were like. The SEN inspector knew what he was coming to, the Science inspector not so much...interesting.
I met the inspectors and they seemed like 'nice' men, no reason to suggest they were there to do anything except look for me doing good stuff....even if the clipboards were a bit scary.

So along came the first observation, and the kids could not have been more BESD if they tried, they were scared and intimidated by these 'strange men' in their lesson and although calm were very difficult and in my mind, did not demonstrate what they could really do. Deep down I was annoyed, not at them but at the system. I was fully expecting to be told 'requires improvement' ... not good enough.
One of the inspectors saught me out at the end and said 'can you talk now or shall we do this later?' - the selfish part of me wanted to know....was it good enough?
Turns out I wasn't going to know!
The feedback did not exist!
The inspector was far more interested in my views on Vocational vs. Academic for lower ability students. He asked me whether SEN kids actually need a science qualification or should it be purely what 'they want to know or explore' ... i.e. is there any point in attempting a GCSE?
Now I was quite offended by this, we had put in a lot of hours to get our pupils at least a bit 'switched on' to education and why it was important to leave with some GCSEs. Were they actually suggesting this was not a priority?! I explained that a broad, basic understanding such as provided by Core Science is good as pupils can go out into the world able to deal with a lot of the issues presented to them at the doctor's surgery or in the paper.
I basically argued with a lead Ofsted inspector for 20 minutes and was given no judgement on my teaching at all.

Right....

So off I went for a coffee, very confused and suspicious, what were they up to?

Second observation was even more difficult but one thing is for sure, they really saw BESD at its most extreme and in the end left the room as they realised the detrimental effect they were having on the lesson, helpful in some ways so I could actually teach something but a shame at the same time. I felt awful for the kids and how they felt about it all and generally was convinced it was all unravelling around me.
I couldn't touch my lunch knowing I was off for a 'grilling' with the inspectors. It was turning into a long, long day.

So off I went, turned out my Head and the Assistant Head were there too....relief!
 The inspectors wanted to know about the development of science in the time I had been at the school so I explained how we had gone from nothing to actual results in 3 years. I explained how I had written all the schemes of work and that more were achieving level 5 and GCSE grades now. I think they were impressed. I talked about the visitors we had bought in, where we had tried to make things cross-curricular and how the literacy drive had taken off in science and how the pupils confidence in their reading was paying off as the improvement was becoming more and more noticable.
The inspector from this morning started again about vocational education vs. GCSE and explained the reason they had come at all.....finally the truth came out.

They were trying to figure out what was the 'best fit' for lower ability / SEND students so they could inform a case study report for ministers. That's what this was all about. So I used the opportunity to explain again why I thought that, although very valid, their idea of 'independent exploration' is very difficult to manage especially given time constraints and no money. I also reminded them that the 'points' gained from GCSE - even at a lower grade would be more valuable.
Our pupils do a college course one day a week in the form of a BTEC (examples include Plumbing, Construction, Animal Care, Sport). There are plenty to choose from with lots of science links. Only one vocational course can count under the 'new rules' so BTEC Science is not an option, I would have no buy in as the college course is worth far more.
This got them thinking, it was pretty plain to see.

The Science inspector said to me he was impressed (he hid it well) and said it was 'eye opening' what I was doing here. He was especially impressed by the older boys' knowledge and was pleased that 'proper science' was being delievered by a 'proper science teacher.' This has probably made me feel most proud.

We discussed other involvements including the ASE Conference, future Teach Meets, my presentations at Heads of Science meetings and the formation (and future reformation) of a Cluster group. They were impressed that I bothered to do all this and I explained the benefits to a teacher working on her own. Managed not to mention Twitter in front of my Head just in case but OBVIOUSLY Twitter is a brilliant place to access forward thinking and creative teachers.

We did discuss the progress being made by students, and it takes time. I explained that we needed to look over a year or so, not just a term. A true picture needs to develop so we can address issues such as lack of 'basics' from KS2 due to exclusion/not being at school. They were accepting of this which was good.

Pretty much at this point I was let go. After 2 hours of 'grilling'  so I waited......

and waited....

and waited.....

Finally at 5:30pm I was called into the Head's office to be given the 'verdict'

Good in all areas, close to Outstanding in others. Yay!

Then the Head explained that the work the inspectors had seen today was going to be used in a National Case Study to be sent to ministers.....gulp!

So to sum up, overall it was a stressful but not unpleasent experience, mainly because I had no idea what they were looking for.

There are a few 'buzz words' though that keep coming up, so here is a list of 'Things Ofsted are looking for at the moment'

• 'Out of the box' teaching - risk taking - you basically can't be outstanding without it
• Cross-curricular links but ESPECIALLY Literacy and Numeracy - how are you as a science teacher using/improving their other skills
• Pupils in control of what they are learning and what they want to know about a topic
• SMSC links

I hope this is helpful to some of you out there....ASE Conference Stuff to follow...

and before you ask, yes I did celebrate, and sleep, and have chocolate :) 

Watch this space.....

Well I know I said I would blog about the ASE Conference and I will.....something important has side-tracked me...

You see on Thursday I had some 'bad news'

Ofsted are coming to do a science survey inspection in my school

Oh you might say, that's ok...

The thing is, it is just me. What they write about science is all about me. I have 2 inspectors all to myself for a day....joy joy happy joy.....

So I say watch this space because when they are gone and I have got my life back I can write 2 posts, one about the conference and one about my Ofsted experience.

In the meantime, back to reviewing my schemes of work and gathering data/paperwork and other detritus together, whilst battling with the snow......wish me luck! :)

#Nurture1213

So here I go.....
I have seen this bombing about on Twitter in various forms and have been moved and inspired by many of them. I've seen lists and stories and letters....all different and unique. I think I am going to just write, and see what happens.

12 Great Things in 2012

Well this is hard. It's taken ages, unfortunately my natural pessimist takes over and masks all the good stuff that has happened but I do now have 12! (In no particular order as Dermot would say...)

1. Moving in with my wonderful boyfriend.
This has to go top. Truth be told we didn't 'plan' to move in together so early into our relationship but circumstances were as such it was the best thing at the time and boy I do not regret it. He is everything I could ever want or wish for, patient to the last putting up with all my teacher nonsense, funny, clever....I could go on forever but I won't, it's embarassing *blushes*

2. Accepting I had a problem.....
....it took a while but I realised my behaviour was not 'normal' and my reactions to minor things at times quite extreme. I've been depressed, yes another teacher afflicted by the metaphorical 'Black Dog' but this was different and I didn't 'get' myself anymore.
So I went to the doctor and cried....a lot. I tried to explain and didn't feel like I was making any sense. I thought I was going mad....really. The doctor was sympathetic and actually listened. He diagnosed this as 'anxiety' - broad term I know but suggested a few courses of action. I now take a very small dose of medication for this and it really does make a difference, I don't know whether this is psychological or not but I definitely cry less and can order my brain so it doesn't get 'tangled up' so much. It's not a quick fix, I've had to try really hard sometimes but its a step in the right direction.
I have also got the possibility of CBT if I need it. At the moment I don't think so but let's see.

Linked to this

3.....and talking about it at work.
I had to tell school what was happening, frankly they were responsible after all. Head of Subject, full timetable, lots of cover...not great. Amazingly they were very proactive, took me off the cover list and made me 'emergency cover only' told me they were really pleased with my work and that I did not have to worry about it all as much as I do. Easier said than done and my workload is still a bit mad but progress....definitely.

4. Properly discovering Twitter
I had 'played at' Twitter for a while but got pretty serious about it as a CPD tool in 2012, and I love it! So many new colleagues and ideas which, for someone like me who is the only science teacher in my school is fab...I can talk to people who understand what I mean when I say cytokinesis (lol)

5. 500 followers!
Amazing....never thought people would ever be interested in what I had to say!

6. This Blog
See above - same reason

7. ASE Membership - and I won it!
I went to the SE Region Conference in Guildford (convenient as I live here) and won a year membership. Brilliant. It is starting to open doors and I am excited because....

8. Booking to go to the ASE Conference in January
....I'm going to this for 2 days and get to meet some of my Twitter colleagues....I cannot wait even though I am really scared about not recognising anyone!

9. Buying my own car!
I loved buying my car as it gave me a real sense of being a grown up. Up til now I've had rubbish cars or 'hand me downs' (long story) but now I have a car and it is MINE! :)

10. Literacy display
I've blogged about this so if you want to see the photos they are on a previous post. I did not think it would have much impact but it has inspired a couple of people to make their own versions. The idea that my display is being seen not only by my kids but by kids I have never met is kind of cool.

11. Having my first Christmas in our flat with a real tree.
Never had a real Christmas tree as a kid cus my Mum is allergic. So going out and buying a real tree and decorating it was great fun for me. I was basically jumping around the living room (but don't tell anyone!)

12. Fake Christmas Day
I'll explain....as friends we all have to go to family at Christmas, so we have a fake Christmas day after the real thing. It is always far better than my real Christmas. I love my family so much but without being rude they bore me. I wish my Christmas was more like the TV ads with hats and games and fun but it isn't.....so fake Christmas day is important to me....and there is far more alcohol!

13 Hopes for 2013

Again....had to think carefully about this and what I want without sounding to repetitive and boring. I think a lot of teachers are hoping for similar things. Again in no particular order, just as they came out of my tangly brain :)

1. Get fit and slim
Note in that order. I am tired of feeling sluggish and sleepy and it would be nice to look in a mirror and like what I see. No targets, no timescale, just go to the gym 3 times a week at least. Simple (I hope!)

2. Care less about what others are doing
I am 30....this in itself I have got used to. What I am tired of are people assuming that I want a wedding, a house and babies like yesterday....and repeatedly telling me so. Life does not work like that. We'll get there eventually, and the next step is not up to me anyway....hint hint.....not lol!

3. Worry less about work and be a leader
A bit linked to above. I am constantly worrying about what other people think at work as well as getting everything done to the standard that I expect of myself. This combination of worry is tiring. Very tiring.
Actually as mentioned above, the senior leadership at my school are really pleased and leave me alone because they can. Not because they have forgotten I exist which is what I assumed. I have to get used to this idea and actually be a bit more assertive, lead something in school rather than being a follower all the time. Big ask but let's see what comes up. Might be some interesting blogs to come.

4. Enjoy vegetables more
They are not my most favourite things....that would be cheese. This explains the problem in a nutshell. I must eat more veg and not complain. This also applies to fruit....

5. Find a speaker/workshop for National Science and Engineering Week 2013
For some reason this is proving very difficult this year. Affordability being the main problem. Normally I have booked someone by now and am getting the logistics and kit sorted but this year I cannot find anyone suitable yet. If anyone (yes that means you) knows anyone or have suggestions for someone who would do a half day in a BESD school with about 25-30 KS3 boys with an Invention/STEM type theme then I am all ears.....

6. Holiday
A must. I cannot wait. America or somewhere else, to be confirmed.

7. Balance better
Work life balance is always on the list for me, since I moved out of mainstream to special education it has definitely got a bit better. I can have hobbies and go to the gym and feel like I have something that resembles a weekend (i.e. Friday night and all of Saturday and some of Sunday) but there is always room for improvement. This does also link to number 3.

8. Appreciate what I can do - and have faith in myself
I am an outstanding teacher apparently. The mock-Ofsted said so. I need to start believing this and actually try to have some influence in improving teaching and learning in my own school but also for other special schools like mine. I need to stand up and be counted rather than be the 'hard worker in the background' who never gets the credit.

9. Go to at least 1 Teachmeet
These sound like a great idea and there must be some that are close. Sharing good practice is a must for all teachers and this is a great forum for it. Who knows one day I might agree to present at one....

10. Consider my career path
What do I want? Where do I want to go? How would I get there? At the moment I am not sure, working in such a specific area may limit my options but who knows what is out there?

11. Keep up with hobbies
I play in an orchestra and I intend to keep this up. I have already committed to the gym 3 times a week and I love a bit of photography having got a new 'bridge' camera for my birthday....I am going to keep up all these things because I love them and I deserve to.

12. See my besties more
I love my 2 best friends, also both science teachers, I just don't see them enough...we are all so busy all the time. I am really going to try to make sure we arrange stuff so we see each other more. It's important

 and finally....13 Complete RSci or CSciTeach with ASE
Need to read about this more as I don't know which I am eligible for (will find out at the conference) but, linked to 10, this will help with my career in the future I have no doubt.


So there we go....a delve into the inner workings of my tangled mind.

Posting this really draws 2012 to a close, it's been a reasonable one but I have really high hopes for 2013....so Happy New Year everyone!!

Observations and the 5 Minute Lesson Plan

As many of you are well aware from Twitter, I was pretty aghast when I found out I was going to be observed twice in one week. Go to the Union lots of you said, complain, rant etc. etc.
Well I did complain to my school about it, I cited all the recommendations about observations etc. and it did help. I suddenly had more control and said that I wasn't going to do full lesson plans (like I was asked to...I know, how out of date) but I would treat it as a mini mock Ofsted under the new framework, the only difference being I knew when they were coming.

Lots of thoughts ran through my head and I was struggling with it all if I'm honest. These, on top of trying to sort out a sensible way to run a Controlled Assessment with 6 BESD boys who do not understand the concept of "not talking" and "not asking for help" was a bit much and I'll admit I was a foul and difficult individual to deal with...I felt so isolated and unsupported I turned to Twitter for help....this may seem strange to some but the #Tweachers are fabulous, most have been there, seen it or done it and got many teeshirts. I didn't feel alone anymore trying to get through the professional issues.

What did we do before Twitter? An interesting question to ponder.

So I had made a decision about the lesson plans, what did I do instead. Well I took a Controlled Risk.

I had seen @TeacherToolkit 's 5 Minute Lesson Plan before and at the time I thought - that is GENIUS! So I went onto the TES site and downloaded the documents and the example. I also had a look at the Twitter profile to see if there were any photos of completed plans. I started to feel more motivated, I thought to myself "this could really work for me."

So then I had a go....the only 'extra bit' I added was a section for Key Words - something my school as a special school is really pushing at the moment in its literacy drive.
As I was completing it, it got me thinking about proportioning the lesson better, less teacher led more student driven - hard in my setting with kids who just want to take take take all the time but I hoped I could motivate them enough to get them to explore Energy Transfer for themselves.

Here is the first completed plan.....excuse handwriting but I found it cathartic to be away from the laptop!

 I was proud of it! Something I would have never felt about an old style plan.
So I carried on and produced the other one - this time a lesson about Mass, Weight and Gravity.

Here it is, a little briefer but still as much impact. 

Wow.....this felt good. I got all my resources, clips and stuff together ready for the observations. I did include a cover sheet with each plan talking about the context of the groups and the current working grades, can't get out of that bit!
I have to admit I was a bit nervous - how would the plans go down. Would they even accept them??

So in he came for the observation, took the folder. An eyebrow raised then a smile. I thought 'I've done it, I'll get 'good' and everyone will be happy and they'll get off my case!'

No

Something else happened

He wrote a '1' in the box....now that was unexpected....smiles all round - and the kids - well they definitely explored independently, maybe I just got lucky on the day but I'm not complaining.

Back he came the next day. Same thing, different lesson, same result.

So now what?
Well I will DEFINITELY continue to use the 5 Minute Lesson Plan for Science observations in the future. It really suits my style and the new framework well. It helped me to see what I really wanted from the lesson, and whether I was really going to get it or not. It pushed me to take risks and make the lessons much more about the kids and their enjoyment and engagement.
Who knows, they may be held up as examples and the idea becomes school-wide....eeeeek.

Best improve my public speaking then :)

Special mentions to @LucieGolton @DrDav @90_maz @JMCowey @hrogerson @SiaranML @13loki and @CliveBuckley who supported and helped the positive mindset when I was low. Thankyou.


I think I have to dedicate this post to @TeacherToolkit though....go check it out, it's brilliant!

My display about Reading, Writing and Mathematics in Science

So as promised, if slightly delayed here are some photos of the display I have done to try and explain and encourage the links between Science, Reading, Writing and Mathematics taken on my phone.
Some of you lovely people may have seen these on Twitter already but here goes.....please excuse the 'surroundings' and lack of board backing but my room is not exactly a palace!
You might need to zoom in a bit if you want to read the writing....still learning this blogging lark!

So what I was going for was a clear, visible link between reading, writing, mathematics and science to explain the reason why these things are important in science and to scientists.

I'm not sure how many of the boys have noticed it, but the staff have been instructed to come and view it and make a version for their own subject...I guess this is good news for me and a little 'pat on the back' which is always nice.

I have also been asked to support our English teacher (the man dubbed responsible for improving the literacy of these naughty boys) in some 'Literacy walks' as what I do in science is very good practice.  I am pleased to be asked to do this, I really hope it means I can 'make my mark' in some way and set these kids up for the future better equipped for what lies out there.

This has not come from no-where. This has come from a lot of background hard work on my part, attendance on Quality of Written Communication courses and similar, working with my local Babcock4S advisor and a change in the marking policy in school to account for literacy. This means marking takes longer (but when you only have about 50 kids it is not so bad, totally have empathy for those marking 200 odd books every week or so.) We've got stickers and everything! :)

Are we noticing a difference? Well it is really early days but I do think many are of the students are more happy to read, and understand the importance of reading for the first time, many are less frustrated if they find a word they can't say because they have some 'tools' to at least attempt to sound it out which they did not have before. Some of them have discovered they actually LIKE reading....(shock horror!) and have found books they like....knock me over with a feather!

As for science itself....well its that age old problem of high literacy demand and high reading age of the textbooks. So my next steps are these:
1. Display 3 key words every lesson on the board and discuss during starter/objectives (I think sometimes it is going to be hard to limit to 3 but we'll see)
2. Make sure key words are highlighted in schemes of work along with opportunities for reading, writing (and what style of writing is used) and mathematics (which area)
3. Come up with a selection of 'hard science words' for a whole school permanent display. I'm thinking about spellings here and practical skills stuff otherwise I would have to change it too often
4. Look at some older textbooks recommended to me by @LGolton which are more suitable for scientists with lower reading ages to see whether they will help with literacy differentiation
5. Use 'Science Web Readers' when appropriate to practice comprehension and reading non-fiction text.
6. Incorporate all this into any new curriculum that deems to be published in the next few months
7. Encourage the use of dictionaries, contents pages and indexes for locating information, it is surprising how few can actually do this! 

Phew!

The other thing interesting me which I have been watching from afar is SOLO....I can't make up my mind whether it will work for my students or just be too demoralising if they can't get to the higher levels. I would love to have some of the successes of @KDWScience but at the moment feel it is a step too far....I would love for the BESD boys I teach to want to take control of their own learning and 'want' to learn because they enjoy it. At the moment they are not there, at least not in science....but I'll keep plugging away and see what happens. Time will tell.

End of half term.....boo...

...but feeling better. Lots better. Possibly (just possibly) looking forward to going back....not said that in a while.

I've done my planning, at least up until Thursday but no biggie.

I've gathered some resources together for tutoring which starts on Thursday, got a bit more to do to be ready for that but Core Science so is pretty straightforward. I'm looking forward to meeting my student/victim who is resitting in January....should be all ok.

What I have also done today is put together a display called "Scientists need Reading, Writing and Maths"
The aim is to show my students, who have real issues with all these things, why it is worth developing the skills within and for other subjects.
I've basically listed some reasons why scientists need to be able to read, write and use maths well...reasonable examples that even Year 7 should be able to appreciate. There are loads, particularly for maths.
Then I've done a section about why scientific reading in particular is difficult....we all know why but I think it's important the kids know. 
Finally I've listed some things the kids can do to help themselves. Here is the list. I'm sure people could add more (and please do....I can always add them on!)

• Write down difficult spellings and learn them
• Highlight or underline key words in your book
• Read to someone and let them read to you
• Keep practicing using the words in your writing and when speaking
• Use the William’s Words Science Dictionaries (Google it)
• Take time to think about your answers and how to use the words correctly 
• Practice reading non-fiction texts for example: reading the news online, choosing book about something you are interested in rather than a book with a story 
• Practice ‘scan reading’ to locate information
• Use the contents pages and indexes of textbooks to find what you need 
• Talk to me and to each other using scientific language when answering questions

I'll take a photo once its all up....might take a while to get someone to help me do it but I think it will look great when its done as a permanent display in my room. 

I also ordered a couple of books which I think will help, all Amazon found. 

The three 'Science Web readers' - one for each science to help with reading in science

The Collins 'Science Skills Builder' - one for KS3 and one for GCSE (which I have lurking somewhere as a freebie from a course where Collins had a display. Mental note: Must find it)

Also definitely need to look at the William's Words site for more word based science fun.....along with Freezeray which has some science word games. 

I am literally on a roll at the moment....just wish I had more time to develop all this in my own school. :(  

Hope this helps some of my fellow scientists out with their literacy in lessons.....

Now I'm off to see Skyfall....what an end to the holiday! :)  

   

 

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What am I doing this for?

Today is officially the last day of half term. I have started to look at some work for next week but have got distracted a bit by everything else, such as cleaning (never has cleaning been more enjoyable) doing laundry (ooooh folding) and generally procrastinating....including writing this. 

I have been having a 'rest' this half term...at least til today. I ended the last (long) one very tired, stressed and generally upset about a lot of things that were going on in school. I felt hugely that lots of things were 'not fair' and that I was being penalised for working hard and being the best I can be. Its that old thing of 'if you want something done ask a busy person.' Thing is one person as a department with a full timetable can only do so much.
I think some people at school are starting to realise that science will not be able to move any further forward without the subject coordinator (aka me) having some time to coordinate, and meet with English and develop literacy and reading in science. Thing is, I don't know whether anything will change, I don't know if the people realising are important enough....I teach more than anyone else in the school, it's no wonder I feel left behind. 

So, back to today. I have checked my work email, nothing urgent at all....good start.

Then I started setting up my folders to organise resources to go up onto the VLE for this half term. Brilliant you may think. Well the VLE is not accessible to students yet. Nor will it be till probably after Christmas or even Easter. This means the slog of resourcing it for last half term was fairly pointless but I still have to get on and do this one. The issue I have is this. By the time the kids get onto the VLE in a 'useful' capacity I will have to re-do all the resourcing because we will probably have a new National Curriculum so it will be mostly irrelevant in terms of its structure.

So is this a timewasting activity....in some ways yes, why resource it when it can't be used? When you know it is changing?
Well I hope that some of the stuff I have put up there remains useful, lets be honest the fundementals of science don't really change (although I'm sure Mr Gove would like them to) so maybe it is not so fruitless. Only time will tell. I'm hoping that some 're-ordering' of resources and 'renaming' of topics will partially suffice but until the new document is published we are all in the dark.

Once I've resourced some of this I'll move on to next weeks planning....bread and butter stuff, a couple of hours and it is done.

Then....I want to develop a 'Science and Literacy/Numeracy' display....to show my naughty boys why scientists need to read and write and do 'maff' - sounds easy but I don't think it will be. I've tried the approach of making a display about why science is important, and one about science and jobs but it doesn't seem to matter....most of them just don't like it because they find it too hard. They like practical work (to muck about and break stuff in the most part - don't dare ask them to do repeats....a lot of swearing ensues and claims of "I've done it I'm not f-ing doing it again") but the actual understanding of the world around them - not bothered, its too hard so why try and risk failing?

In some ways this links back to a previous blog post about textbooks and resources and the demand level being too high on average. When you are trying to teach science GCSE to kids with a reading age of 9 it is very hard....hard for me but more importantly hard for them. Mainly I feel sorry for them because I can only imagine how it feels to be presented with something they can't read, access or understand. It must be awful. Probably similar to me trying to read and understand my other half's engineering nonsense....see I do have empathy!

So I try.....and try and try and try and don't give in. THIS is what makes me stressed and tired. That I give and give for not a lot back.....we'll get there in the end, but probably not before everything changes again.

For the record. My 'to-do list' could be a mile long. There are things that I am constantly being asked to do which are not important, are impractical or non sensical. Right now, today, I am focussing on the three most important things.....and procrastinating :)

Hope everyone has a happy return to school on Monday....