A really good discussion regarding whether society's ills are a result of income differential or whether it is just bad maths....take a look...

http://bbc.in/MpKYib

Is this maths being used to help real world problems or the wrong tool for the wrong job?

Are we returning to grammar schools.....are local schools not good enough?

The Telegraph recently reported (Click me - a return to selective education?) that Theresa May wants to allow new grammar schools to be opened to improve "social cohesion" and ensure that students have the opportunity to capitalise on all of their talents.

A laudable aim if ever I heard one.  Who wouldn't want students to do the absolute best they could?

But, I'm left wondering if a return to selection at the age of 11 is akin to just shifting the deckchairs around on the deck of the titanic?  It might look good, it might even help a few students but the problem you are trying to solve will essentially remain unresolved.

I strongly believe in parental choice for the type of education their child should receive and also believe that many problems of education could be resolved if parents took a far more active role in their child's education - just like the parents who are calling for new grammar schools are actually doing.

And, if enough parents want a grammar school in their area, as they feel this is what is best for their child, then they should be allowed to have it.

However, those in charge should look at the underlying reasons as to why some are asking for a return to grammar schools.  Grammar schools select only the most able.  Let's say, for arguments sake, that this turns out to be the top 10% of students in the area.  These students should then achieve in the top 10% of GCSE and A Level results which would be mostly A*'s and A's across the board. (Or 9's and 8's in new money).

We will ignore the reality here that many don't achieve this and wait for this year's Progress 8 scores to highlight that some grammar schools have the exact same problem as some "non-grammar" schools - that academic progress is tepid at best and ask "why is it that parents feel only a grammar school can give this type of academic education?"

In many parts of the country, sadly, I feel they are correct.  Academies, aka Comprehensives, don't always demand the academic standards and rigour from all (not just the most able) that they should. Schools are rightly responsible for teaching a whole host of important skills to the students, in conjunction with parents, but too many seem to have forgotten that they are the only place where students can study academic subjects.

I believe more schools need to have an insistence on academic performance from all, not just their more able, and this would help reduce the clamour for new grammar schools.

Surely, we should be able to expect that our children can go to the local academy and get fully stretched, motivated and enthused academically by top class teaching whether they are academically able or not?  What does it say about our schools when parents don't trust their local school to get the best out of their child academically.  (And please note, we are not talking about 1 or 2 parents but enough for the government to take note and act upon).

Until all schools are able to stretch the most able and challenge those who are not as naturally able to do the best they can, parents will call for a type of education that challenges their child to reach the peak of their academic ability.

If the local school down the road does it then why would anyone send their child out of the catchment area to a grammar school?

UPDATE:  Just came across this excellent discussion of grammar schools on Radio 4's Briefing Room.

Take a listen

Radio 4 - Briefing Room - Grammar Schools

GCSE (9 - 1) Sample Assessment Material (SAM)

The SAMS can be downloaded from here - Sample Past Papers

Take a look at the worked solutions for Foundation Paper 1 - Click here for Foundation Paper 1

test

GCSE Results Day 2015

So, another Results Day approaches.

This time next week students will have received their results and maths departments across the country will have found out if they are any good or not...

I hope for 3 things from Results Day this year...

• That the quality of mathematics required for each grade remains consistent to last year.  I       am fed up of thinking to myself that students would have done so much better, or worse, if they had been in  a different year group.  This doesn't necessarily mean that grade boundaries should not move but it does mean that a student who gets a B in one year should also have received a B if they had been in last year's year group.

• That students get what they deserve and have worked for.  Many students, across the country, will have approached their GCSE exam with a pleasuring maturity.  They will have sat past papers, in exam conditions, and achieved a consistent grade.  They revised diligently and comprehensively.  They deserve to get the grade they have worked for and not be disappointed by poor marking or wild grade boundary shifts.

• That the media and the government refrain from using the GCSE results as a political football. For example, claiming that results have gone up because these GCSEs are too easy and this is why we are bringing in tougher assessments simply shows a lack of respect to 16 year olds who have worked hard for their grades.  (And even if the exams were too easy - it is certainly not the fault of the students who sat them).

I have my fingers crossed but am not too optimistic...

Let me know your views and see you next week!

New Year's Resolutions.

As the clock ticks towards the only mathematical event of the year that gets recognition (this year we will all celebrate a 4 turning into a 5) I turn to my resolutions for 2015.

I'll spare you my personal ones regarding fitness, alcohol and calorie intake along with spending money I don't have and focus solely on my teacher resolutions.

I could have listed several hundred but have decided to focus on 3.

1.  Marking 

I am determined to mark more work and feedback in a more coherent manner to students.  For some reason, when I get busy, marking is the first thing that doesn't get done.  Additionally, I will insist upon a response to my marking....now where did I put those green pens.... 

2.  Presentation of student work 

For most of September and the first week or two of October most of my students present their work in a logical and coherent way.  But, before I know it, rulers become an optional extra, diagrams are completed in pen and some spend more time on graffiti than they do on the maths.  I reckon this is also linked into my drop off in marking....

I know it seems petty but good mathematicians lay their work out in a logical and coherent manner that others can follow.  Writing number on the page, with a hint of randomness throw in, isn't what we are after.

3.  Energy and Enthusiasm 

I know that my mood and energy levels often sets the tone for the lesson.  When I am enthusiastic and upbeat the students respond with positive determination.  I need to make sure I still have this in deepest, darkest February.  Diet and rest are essential to this.

What are your top 3 teacher resolutions for 2015?

A Level Worked Solutions

Core 1 OCR (MEI) June 2006 Solutions here - http://goo.gl/zgmfGX

(Questions here - http://goo.gl/eQAdzf )