Friday, 28 October 2016

#MathsMeet Presentations

A week ago I hosted a Teach Meet with a Mathematics focus at my school. The event went really well and we had some great presentations that were given on the day.
@Mahoney_Maths has already written a great write up of the event, which you can read here. So, I won't regurgitate that here. Instead I will just post links to the very kindly shared presentations that were given on the evening.
Should you need further explanations on the presentations then please feel free to contact the presenter via their Twitter handle.

Thank you to everyone that attended the event, presented and helped me out on the evening setting the School Hall up, etc (you know who you are). I will look to host a future MathsMeet at our school, possibly after this Summer's GCSE results have been published and we have had time to think about the implications of the new GCSE, etc.

Presentations:
WAGOLLs presentation (Ryan Foster) is here

Engaging Students with Book Work/Worksheets presentation (@mrprcollins) is here
(the last slide on this presentation provides a link to @Maths_Master's Forgetting Curve Homeworks presentation

The Power of Boxes and Circles (@mhorley) is here

5 Maths Websites you need to know (@mathsjem) is here
Jo has been blogging more on each of her 5 recommended websites on her blog, you can see the first 2 here and here

Assessment and Homework without Levels (@Mahoney_Maths) is here

Numeracy Ninjas at Oakwood School (@mrprcollins) is here



Monday, 10 October 2016

#MathsMeet (20th October 2016)

Updated
I have been fortunate enough to attend a number of TeachMeet events over the past few years and have benefitted greatly from the presentations and discussion had at them.

Whilst completing my NQT year I hosted #TMSurrey at my previous school and then later attended the event the next year.

This year I have been asked, by our Assistant Headteacher to organise and run a Mathematics focused TeachMeet at our school. So I am!




















The Mathematics focused TeachMeet or #MathsMeet will take place on Thursday 20th October 2016 between 4:15 and 6pm at Oakwood School, Horley, Surrey, RH6 9AE.
We're right by Gatwick Airport and down the road from Horley train station, which is just one stop away from Gatwick Airport on the Southern Line. We have a large staff car park too for those who will be driving - plenty of space available!

There will be refreshments available (tea/coffee and biscuits) from 4:15pm with presentations starting from 4:30pm. There will be a raffle on the evening with some great prizes (Numeracy Ninjas goodies, books, wine, chocolates, Magic Whiteboard goodies, plus more to come) already being provided by some very generous friends via Twitter. Thank You!

Presentations so far include (in no particular order):

Jo Morgan @mathsjem - 'Five maths websites you need to know about'
Mark Horley (@mhorley) - 'The power of boxes and circles'
Ryan Foster - 'WAGOLLs and WABOLLs'
Paul Collins (@mrprcollins - me) - 'Engaging Students with Book Work/Worksheets (Codebreakers)'
Will Emeny (@Maths_Master and creator of 'Numeracy Ninjas') (via video) - 'Forgetting Curve Homeworks'
Michelle Mahoney (@Mahoney_Maths) - 'Assessment & homework without levels'
Paul Collins (@mrprcollins - me) - 'Numeracy Ninjas at Oakwood School'

All the presentations have a focus on the teaching and learning of Mathematics. The event should be great too to network and share good practice/ideas.

On arrival there will be puzzles and activities for all to complete on tables with some resources I really like put out for others to take away and use.

With just 10 days to go there are still places to attend and a few spots left to present so if you'd like to come along just e-mail me: pcollins@oakwood.surrey.sch.uk

Thanks for looking and I hope to see you there!

Paul

Saturday, 8 October 2016

Open Evening

Open Evening is always a busy night on the school's calendar and this year was no exception. We had an extremely good turnout this year and the buzz around the school was great. We had lots of our students supporting the evening and attached to different departments for the evening, some were tour guides for our prospective year 5 and 6 parents and others were welcoming parents to the school and on 'car-parking duty'!
We were lucky to have the same 8 students who supported me with the Y6 Problem Solving Day supporting us in Mathematics, plus one other student who was selected to help out on her request.

The Year 5 and 6 parents were shown around the school on the usual route, coming through 2 of our Mathematics classrooms to see some of Y7 work and take part in some activities whilst meeting the department and asking us any questions they may have had.

I haven't written about what we do at Open Evening (or PPE as some call it) and so I thought I'd share what we did this year...

Since I have taught at my school we have always displayed the Y7 Average Student work. This is the first unit of work in our Y7 scheme of work and is what our newest students do each year on starting. They have to collect data about their peers in their new form groups and then work out averages from the data and choose suitable graphs/diagrams to represent their data before writing their own conclusions of their results. This has worked well in the past and it gives the students an opportunity to survey each other, helping them get to know one another. Each class's work is put on display across 2 tables (placed atop other tables).
My colleagues each set out their class' work on the large sugar paper sheets given to them. Work was checked for accuracy and spellings, etc before going up on display.
The work gives the prospective students and their parents an idea of the standard of work produced by Y7 in the first few weeks in Mathematics. They then get set based on our school's baseline assessments and data from the Primary Schools.
In the other room we have lots of Mathsy activities for parents and students to have a go at. The first of which was the Darts challenge. Given 6 darts students/parents were challenged to get a score of more than or equal to 100.
Students were encouraged to mentally add their own scores, which were verified by our supporting Y9 students. If they added correctly and got 100 or more they grabbed themselves a sweet for their efforts.

This dart board is the one I have in my classroom as I often use it for rewards when students have finished work or personally when freshening up my mental Mathematics/getting out my frustrations prior to a class arriving!

There's a fantastic dart board investigation resource on the TES I have done a few times too, nearer the end of the school year, that is worth a look. Check it out here. Every Mathematics classroom needs a dartboard in my view!

The good ol' Horse Race. For those who don't know...you roll two dice add the scores on the dice together and that's the numbered 'horse' that moves forward one square in the grid. You keep going until one horse makes it out of the grid. The students/parents/student helpers are the 'horses' and I/the student helpers roll the two large foam dice to generate the numbers. Lots of fun and engagement from our visitors and throughout the rolling (the dice take a while to stop) we have lots of discussions around which 'horse' should win, which is most likely, which 'horse' can't win and why, etc. I use a random dice generator website on my iPad to speed up the rolling! The large dice are there to emphasise that a 6 on the first dice and a 4 on the second is a different outcome to a 4 on the first dice and a 6 on the second, etc.

Higher or Lower!
The standard 'Generation Game' higher or lower activity where students/parents get given a card (on the far left) and they have to then choose whether the card to the right of it will be higher or lower than that card. If they get all the way to the right end of the table they get a prize.
This gets them thinking about the cards that are higher or lower than the one they're on and what the chances are of them getting it right. Of course, they also have a chance of getting the same card and therefore losing either way.
Mathematical board games. Over the summer holidays students were all given 'Summer Work' to do. Our Y8 students going into Year 9 were tasked with creating their own Mathematical board game based around Time. These were some of our favourite games that were produced and so we thought it only right that they be displayed at Open Evening for others to see and have a go at.
Some students, including those chosen here, put in a lot of effort with their 'Summer Work' and you could easily see hours of work that had gone into their games.
The Frogs Problem is one I have used lots at our Y2 Problem Solving days, but the frogs are also great to look at and were well placed here too. The students and parents were tasked with moving the green frogs to the right lily pads and the purple frogs to the left lily pads by only sliding a frog to a vacant lily pad or hoping a frog over a frog of the opposite colour. The shortest number of moves to correctly swap the frogs over creates a nice sequence when increasing/decreasing the number of frogs on either side of the central lily pad. Although the work on the generation of the sequence and the nth term of said sequence is probably too advanced for Y6 students it shows that from a simple task/activity it can lead to some quite high Mathematics.
I had to investigate the frogs problem on my GTP course and so I like that it has it's place at our open evening. What I should do next time, is dig out my old coursework on it to display alongside it for any parents/students that are curious as to what I'm rambling on about when I start talking about sequences!

So that's what we did at Open Evening this year amongst talking to students and parents. This, of course, was the most rewarding part of the evening - talking to our prospective parents and students. It was also great to see some familiar faces with our y11s that left last year showing up throughout the evening to say hello, and thank you for helping them get their C+ grades, etc. It made the long day worthwhile!

It would be great to hear what other schools did for their Open Evenings this year. Our Science department were dissecting stuff and blowing things up...so trying to compete with that is always going to be tricky, plus all the student helpers end up down in PE doing sports! I think we did good and like I said at the start of this post...there's definitely a buzz around our school at the moment!

Y6 Problem Solving Day 2016

On Tuesday I hosted our school's annual Y6 Problem Solving Day, read more about the previous Y6 problem solving days I have run here. We had 5 of our local feeder schools join us for a morning of activities. Here are the activities I ran this year...

As there were 5 schools there were 5 bases for them to rotate around and then at the end of the day we did the usual team challenge...The Marshmallow Challenge!

Base 1 - 'Crossing the River'
This activity is well known and I found a nice introduction to the problem on the TES and used this as the 'base instructions'. I then cut out and laminated some of the characters in the resource to be used by the children to try and solve the problem. I managed to find a piece of blue scrap plastic to act as the 'river', but this could have been improved...especially if I had a boat too that they could have used to put the laminate pieces in.
The resource I used can be found at:
https://goo.gl/hv7W9F
Thank you to TES user cariad2



Most schools finished this one in 5-10 minutes so I asked a few extra questions on this base once they had finished to throw in a few extra scenarios. i.e. what if the fox could row the boat, can you safely get everyone across the river then? Does it take fewer or more steps if possible? What if the fox also ate the grain as well as the hen? Is it possible to get everyone across safely...etc.





Base 2 - 'Charlie's Shoes'
Another resource I found on the TES. This one I liked as the 9 grid of statements the children had to read through included some that were important to the problem and others that were not. They had to read the 9 statements and then answer the question given on one of the cards. I tweaked the wording of the cards slightly to suit the age and ability of the students. The hardest part of this task was to find an original price of the shoes based on a sale being 30% off. I briefed the teachers of each school prior to starting the task as to how they might support the students with this and then let them guide them from there.
The resource is available at:
https://goo.gl/sTUeIu
Thank you to TES user altypotter

You may have noticed the whiteboard books on each table and their accompanying correctable whiteboard pens. These are available from the Magic Whiteboard company. We have a class set of these for each teacher and are used in various ways in our lessons. You may want to read up on my previous blog post about these here.













Base 3 - 'Locked Up'
This activity was one my GTP mentor (Richard Cottyn) used to do as an end of term activity with his classes. It is one I am still very fond of, that creates a high level of challenge for students. The activity is based around a locked bag within which there is a prize. The lock is a 4-digit combination lock that students have to try and unlock. The students answer questions, in my activity they had 8 money based questions to answer. The sum of all 8 questions' answers should then give them the 4-digit code for the lock. All I did was write (took some questions from a text book) and ensured their combined answers added to the 4-digit code of the lock.
The students got very engaged with this activity and when getting the final answer wrong had to go back over their answers to check which was wrong. This I love as it got them checking eachother's answers and working together as a team to ensure they had all 8 answers correct before trying the code again. I put some sweets in the locked bag that, if they unlocked the lock, they could eat as they continued around the bases.
The questions I used can be downloaded here. (The number trail in question 8 was intended to be done from left to right and not applying the laws of BIDMAS).

The bag I used was found in my office (I think it was an old laptop bag). The combination lock was @MissJoyceMaths' gym lock...our Y9 helpers all now know when her birthday is!










Base 4 - 'Crack-a-lacking'
For this activity I used a 1-26/a-z codebreaker to set up a code for the students to crack. There were 26 questions (a-z) for them to answer, each with a corresponding number between 1 and 26. I made sure that a) did not equal 1 and b) didn't equal 2, etc so they had to think about it. The questions I used can be found here. The questions were all about properties of numbers and key number facts, etc. Once the students had their answers they new which letters to put in place of the numbers in the code that was on the instructions sheet. The code I used can be found here and can be edited for your own use. The code read 'Don't eat the marshmallow in the team challenge, you'll need it to win'.

What I liked about the code was that it did not contain every letter of the alphabet. So, although students may have worked out that the answer to question b) was 1, there were no 1s in the code and therefore no letter bs either. This got them thinking.








Base 5 - 'All Four 6'
The only remaining base activity from last year's problem solving day.
The students had 4 of each of the numbers between 1 and 9 and using any operation they liked had to make the 4 1s, 4 2s, 4 3s, etc, all equal 6. There were a lot of brackets used around the numbers and operations to ensure BIDMAS was applied correctly.
The 'All four 6' sheet is here if anyone would like to use it.

The students had a copy of the all four 6 sheet and the code to crack attached to the back of their answer pack, which is available by clicking on one of the previous links for the questions used in base 3 or 4.









Here's a picture of the students getting stuck into the first rotation of the bases...

We usually use our 'study centre' (school library) to host the event as there is plenty of space for all the children/staff. Luckily we were able to use this space again.

I was very fortunate that 8 of our Y9 students supported the event and were fantastic throughout. Each of them supported a school and then the left over students circulated between the schools offering help and obviously helped me out on the day too including escorting the children to and from our reception and tidying up the study centre afterwards. These students then helped out the department at our school's Open Evening later that week on Thursday.

Finally...The Marshamallow Challenge

20 pieces of spaghetti, 1m of string, 1m of sellotape, a couple of pairs of scissors and a marshmallow. The challenge...build the tallest structure possible in 30 mins with the marshmallow supported at the top of the structure. The height of each school's structure was measured and this height then gave them points to contribute towards their overall total from the 5 bases.

Here are my Y9 helper's attempts...

An ingenious use of the scissors to support the structure here!

This one stood standing the longest...by far!

















Later in the year I will be running our Y2 Problem Solving Day, see previous posts about this here and here. Our school also do a cross-curricular Y5 carousel day that we will be providing a session for. More about these in due course.
Thanks for reading and I hope the resources are of use.

Sunday, 7 February 2016

Numeracy Ninjas

Massively inspired by this tweet by Jon O'Neil (@jonsmcest)
https://twitter.com/jonsmcest/status/690648802240434176?lang=en-gb
I have been putting up our very own Numeracy Ninjas Display this week.

If you are not familiar with Numeracy Ninjas then you must check out their website now and have a look at their free resource. http://www.numeracyninjas.org/
The numeracy intervention is working wonders at our school and we have all of our set 3 and 4 students across KS3 doing the programme. We typically have 3 or 4 classes on each side of our year groups and so we are mainly using with our 'lower-ability' groups.

The kids have taken to the Ninjas really well and after trialing the intervention programme in the first half term of the school year we were all happy to continue with it. I, personally, only have 1 KS3 class doing the 'Ninjas' and it has been a godsend in getting them in and settled and working silently for a sustained period of time. So much so, that I now do this with them every lesson, rather than just once a week like we started doing at the start of the year. The reason for this was that, without the Ninjas, the class just took ages to get settled and were very rarely quiet for sustained periods of time. Now, we have a good 10-15 minutes each lesson of focused numeracy.

After running the ppt for the 5 minute duration each session I go over the answers, the kids find out their scores/belt and then I choose 4-5 of the 'Key Skills' questions to go over as a class - some of these are chosen by the students as they ask how to do certain questions. This time is, in my opinion, the most beneficial as it is the moment where they get feedback from me and are learning more ways to do their basic numeracy. We discuss methods used by those students that answered the questions chosen correctly and I then tell them how I saw the question(s) and how I would approach them.

We have been doing the Ninjas in little A5 booklets in 10-session blocks. Each 10-session booklet has a table on the back where they can record their scores/belts. This makes it really visible as to how well they are doing and the progress can easily be seen.
I have even found other ways of using the class' numeracy Ninja results and building these into my class' learning. When covering unit 3 of our SoW (charts and diagrams), I got students to: draw a pie chart to represent the colour belts they had achieved in that 10 week session; draw a time series graph for their  results and we briefly looked at trend lines and tried to predict what score/belt they would get next session and we looked at averages too.
By linking their numeracy Ninjas intervention into their 'normal' learning it has helped keep them focused and engaged.

Now I have put up the display, inspired by Jon's, the students each have a ninja with their name on it tagged to the display board. Each week I will update the board if a student needs to move up (or down) to a different belt.
We have also bought in some of the rewards from the website. We have pencils and postcards that we have started giving students who have made a significant improvement, or have consistently achieved highly. These have been gratefully received so far.

 Here's the display board...
and again.












I have started to put the word out to staff about the display too, giving out a message in our staff briefings about the ninjas display and to get students to keep looking at the board/asking their teachers to move them up (or down) when appropriate. They're there for all staff to see and so my hope is that staff will see where particular students are, perhaps those that are in their form group or just those they are familiar with, and comment on how they're doing...'Joe, I notice you're on a red belt in your numeracy ninjas'...'Nicki, well done for getting a black belt, there's not many students on that belt is there...', etc! This should help encourage students and keep them engaged with their numeracy and motivate them to do better.

One of my students did say this week - 'oh sir, is this just one of those things that gets updated for the first week or so and then that's it'. No, no it won't be! I will aim to update the board as much as I can, at least after each 10-session booklet where we can take the modal belt for those sessions, or, for the classes that only do the ninjas once every week, their last score.
The only thing I can see 'negative' about the board is that for those students at the bottom it is a bit of a 'wall of fame and shame' - lets hope that instead of this we can encourage those students lower down to get into the green belt section (at least) and take every opportunity to move them up!

I love the Numeracy Ninjas and it has been a massive boost to improving students numeracy and engaging them in their Mathematics lessons in general.
I'm sure there will be future posts on how we are using the Numeracy Ninjas at our school.

Saturday, 23 January 2016

Teaching Trigonometry

Before the end of Term 1, I attended the #Christmaths event that @mathsjem organised up in London. Unfortunately, I was a bit late getting there and so missed a few of the presentations, but did manage to catch @Kris_Boulton's presentation. He got me thinking about how I taught Trigonometry and whether this was the right approach/best approach to it. What Kristopher said made a lot of sense...he suggested that the way in which we teach topics makes a big difference to whether students really understand what they are being asked to do or whether they have just temporarily learnt a process/method to follow, which is often later forgotten, leading to you having to teach the topic all over again.

Our Y11s had their mock examinations before Christmas and I had marked these before the #Christmaths event and so knew that my Y11s hadn't answered correctly the trigonometry question that was on their paper(s), despite being taught it last year, and most didn't even attempt the question...nothing. So, when I heard Kristopher talking, I thought about how I had taught them Trig and what I could do next time when teaching it to my current Y10s so the topic sticks next time. Kristopher was discussing about how we shouldn't be re-teaching topics every school year and that if we taught it 'right' the first time round, there wouldn't need to waste time re-teaching the topic(s). I know I'm going to have to go over trig with my Y11s again, before their actual GCSEs, so I decided to try my best to improve how I teach this topic to my Y10s so I'm not in the same position next year.

When planning the lessons, I've also incorporated some of the changes to the NEW 1-9 GCSE and I've made the lessons suitable for Foundation students too, when I need to cover this with them (probably, later on in their Y11 year). Initially, though, I have taught the below unit of work/series of lessons to my Higher set 2 Y10s.

Here's my new approach/how I've tweaked things...
This resource is available FREE on my TES resources if you think it would be useful when teaching the topic yourself! See here: https://goo.gl/eR1iNO

The lessons are all on SMART Notebook and on each slide I have 'pull tabs' that allowed me to refer back to learning outcomes, the trig formulae and other self assessment activities at the end of a series of tasks/questions.

I start the series of lessons/unit of work by getting students to measure lengths of similar right-angled triangles and divide pairs of these lengths by each other and see what they find. I then held a discussion with the class as to what they found and why the numbers come out the same, what this means, etc.
After I have discussed this, the ratios between different side lengths being the ratios, sin, cos and tan I then got the students to just focus on labeling the sides of right-angled triangles, dependent on where the angle is.

 After they had comfortably understood the labeling of the sides I then gave the class some examples of how to find the missing length of a right-angled triangle using the sin ratio. During the examples, I refer back to the measuring task at the start of the lesson, bring up my Casio calculator emulator to discuss the importance of typing in the calculations correctly (using brackets), used the SOH triangle and linked to SDT/physics lessons and even referred to the sin graph. I just drew this on the board when a question cropped up about what sin (34) or sin (27) was...I drew the graph and wrote the 90, 180, 270 and 360 angles on the x axis and then drew a line up to the 'wave' and across to the axis to roughly show the value of it, we checked it on the calculator, etc.

 All of the above additions/discussions continued or came up when students were then answering questions themselves.
These slides had 6 questions on them, 3 finding the opposite length and 3 finding the hypotenuse so they'd have to use the SOH triangle both 'ways'.
I got students to round to 3sf at all times as this is something we had covered previously in the year and I wanted them to continue practising this skill as the questions often ask for this degree of accuracy.
There were plenty of opportunities to discuss the rounding to 3sf too, when the answers were, say 8.99542 and the answer would end up 9.00, or when 8.596 came up as the answer and they had to round to 8.60...when they included 0s, when they didn't consider them 'significant', etc.

When introducing COS, after having covered finding a missing angle using SIN in a similar way; with me giving examples, showing them the emulator on the board and typing in the calculations, why we use 'shift SIN' and what that meant (what the inverse function was), etc...again drawing back to the graph and showing certain values on here, I gave students some basic notes to copy into their ex books. They had  a similar set of notes to write for SIN.
 After covering the slides/lessons on SIN and COS, finding both missing lengths and angles I did a plenary style task whereby students had to identify whether to use SIN or COS - I found students were discussing why it could/couldn't be one of them based on what they were shown quite a bit here and they were convincing each other whether they should or shouldn't stand up.
 I then gave them more practice questions, but this time they had to decide which of SIN/COS to use and whether they were finding opposite, adjacent or hypotenuse. I used the 'pull tabs' lots here, referring back to the formulae for each.
The NEW 1-9 GCSE includes students knowing exact trig identities, so at the start of one lesson I just put all the trig values students need to know on the board and asked them to write down exactly what came up on their calculator (not to press the S->D button)!
After revealing the answers I dropped the bombshell  that they had to remember each of these and be able to recall them in their actual GCSE (just like their times tables)! I said we'd do a timestablesesque quiz soon to test their memory of these. I wrote them on the board so that they could see a pattern between the values. By putting SIN, then COS, SIN, then COS from 0 degrees to 90 degrees you get a pattern emerge - see the slide. I said as long as they remember the first 5 they just reverse the order of the answers for the 2nd 5. As for the TAN values...I just said they'd have to remember these as they were as I didn't see a better way of remembering them!? Has anybody any ways of them remembering these?

In the next set of questions, there was one which comes out as cos-1 (8/16), so cos-1 (1/2) when finding one of the missing angles - at this point I referred back to the trig identities and asked if anyone would know what the answer would be before we even typed it into the calculator, based on what we had done before. Some then had a 'light bulb' moment, shouting out 60 with glee!!

Once all 3 had been covered, in the same way, keeping the consistency between my approach each lesson so the only thing that was changing was SIN/COS/TAN or what length/angle we were working with, rather than the style of questions, ppt/resource I used, etc, I then gave them a mixture of questions where they had to decide upon what ratio and what they were working out, emphasising that they would not be told which to use in their examinations.
I then gave them some extended problems that used a combination of triangles and needed the use of Pythagoras or Trig.
That's where I'm up to now. I have only just (after 5 lessons) mentioned SOHCAHTOA and have set them the homework task on the resource to find a suitable mnemonic for them to figure out which one to use for any question they're asked.
Next...I plan on giving them more basic practice questions where they have to decide which to use/work out. Then, I will be giving them some contextualised questions include bearings and combinations of triangles using a different set of resources I have used in the past - just a worksheet of 'wordy' questions. As I understand it...Foundation students will be given a 'simple' type question where they are merely given a right-angled triangle and asked to find a missing length or angle. The 'wordy' contextualised questions with other topics combined with them will be saved for the Higher tier?!

So, I did manage at one point to refer back to our work on Surds and hinted at the fact they may get you to use the trig identities in surd form to calculate a missing side/angle and put your answer in surd form. This went slightly over their heads and may have been too much at that point in that lesson when they had only just been told about knowing these 'off the top of their heads'!

I felt much more confident lesson to lesson when teaching the topic this time round. I thought more about how I was teaching it as I went through the lessons and covered many more questions/misconceptions as I previously had as the students weren't just given SOHCAHTOA in the first lesson and told a method/process to follow as I may have done in previous years...basically just teaching them how to answer a question, without much understanding of what/why they were doing what they were told.
I will see, soon, whether this approach/series of lessons has had an impact. We are following Pearson's 2-year SoW and I'm currently up to Unit 5. In their Unit 5 assessment there are plenty of trig questions that will test their understanding and, of course, in future past papers we give them/specimen papers I'll see if it has 'stuck' this time and hopefully, they won't need teaching it next year.

Please let me know if you've found this useful or have used this resource. There are bits of the resource that I have collated from other teachers...I've used a few of the fantastic Diagnostic Questions from Craig Barton and there are a few slides from other TES users too, which, if they are you (I can't remember who/where I got them from) please let me know so I can give you a mention/shout out here!

New Y11 Display - Key Info/QOTW

Last week I put up a 'new' display in our corridor. I say 'new' as the display has been up since the start of the school year...we just hadn't written anything on it until recently.
So, I found some very rare spare time last week and decided to start writing important information for our Y11s. The board is directly outside our ICT suite, which each class uses once a fortnight and is in the centre of our department, so the chances of the information being seen/used is pretty high!

I have just put the dates of the actual GCSE exams, the dates of their next assessments (1st week back after half-term) and then a 'Question of the Week' (QOTW). These questions will be taken from their mock examinations that were completed before Christmas. The one I chose first was the algebraic proof question you can see in the image below, as a few of our 'top set' students have been asking about this topic.

I will aim to update this and change the question each week, oh and patch up the hole that has been created (students generally line up outside the room and so their bags, etc, rub against the display...bit of a pain)!

I wanted to write this post following @mathsjem's Twitter chat this week about displays and add to what I've previously written about the display's in my room/our department this year (see here and here).