I'd happily do something similar on internal tests but not on mocks. They should reflect the GCSE marking expectations. That way they can give the students the most accurate idea of how they would have performed had this been the real thing.
I've not seen this done on mocks before.
Could this be to prevent cheating? They could be worried that some students have found the MS online and memorised answers.
Especially if they are sitting multiple papers. Students can figure out which paper they are sitting after the non-calculator paper and find the answers for the calc.
Yes!
Probably outdated already but I love "delulu"
Never seen one walking around, but so many at their desk or sitting on the mat (primary). During lesson time. With student voices.
It blows my mind that they think it's acceptable. And that they don't get stopped by their senior leaders.
Are schools going to need to have this written in policies?
I'm also wondering how 2% got to "they don't need to be able to do this".
Is it interpreting the question as saying that *every* child should be able to do it?
Or do they actually not see a need for the majority of students to be able to do this?
I knew answering yesterday that the results would annoy me. Adolescence is not a teaching resource.
It puts a number of very real issues in the public eye. It doesn't explain or show how to prevent any of them.
Show it to adults who have teenagers and pre-teens in their lives.
Aside from the pointlessness of showing kids a fictional drama rather than actually doing some legislating, I find it fascinating that officials thought that the barrier to showing a 4hr Netflix drama in school was the subscription, and not a spare 4 hours to show it. www.lbc.co.uk/news/uk/adol...
It's worth noting that in two of the 1h schools, students could have their lunch during their first break. And most did.
In the schools I've worked at:
1 hour
1 hour
1 hour 40 minutes
1 hour
Adding this to my lesson on sampling
#UKMathsChat
I make a point about it when teaching about discrete and continuous data.
Since the students don't usually know the difference between fewer and less, it doesn't help them with the maths.
However the other way is a little easier:
There are more ...
vs
There is more ...
When doing the register for the first time with a class, I ask them to correct my pronunciation of their names if I get it wrong and thank them when they do.
Same thing with nicknames that aren't on the register. Eg. Samuel prefers to be called Sam, I'd like to know that straight away.
Seating plan on the board and in my hand. Starter activity on paper handed to students coming in.
Explain expectations of "normal" class entry, repeat at the end.
Personal focus on names.
No books given out to limit the number of new information/expectations given - make it easier.
KS3/4 Maths
