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I'm not facilitating on this thread.  I'm just talking.

I'll grate your cheese any day Mumbai xx

Tell me your name and I won't get it wrong curdles.

We have two large primary schools in our town Curly.  One serves the posher end of of town, the other is in the council estate.

The former scores 'outstanding' on ever count.

The latter school has a Montessori influence.  Reception and Year 1 self plan multisensory tasks.  The focus of the curriculum at this stage is on socialisation and building the concrete experiences of the world on which students education is then constructed with strong foundations (the wider experiences continue throughout the school).

The reception class are famous for being seen crocadiling round town, on visits every week.  By the summer they join the whole school on a long hike.  As soon as it snows they down tools and learn to snowball fight safely.

The students all get along - there is very little bullying and there are few factions.  The school absorbs the students who have failed or been bullied at other local primary schools easily.  Poor behaviour ceases to be an issue because the skills assumed and taught are different.

Parents are invited into the classrooms at the beginning and end of the school day so that issues are rapidly, easily and effectively resolved.  The is a major autistic unit and all the autistic children are integrated into the main school to the fullest extent possible.

There are no issues with this school (academic progress is very good given the cohort) but instead of scoring all 1s, like the first school (where the parents wait outside the school wall at the end of the day) it scores all 2s.

So now it's to be improved by the first school.

Why's that then curlygirly?

I'm not primary, I don't understand.  

I have a couple of books at least I think probably from the 1970s (early) but possibly from when I took them  (1966/1967/1968 were my years for O level, then additional O then A level).  However, am busy with Bett this week and will probably forget about you in all that rush.  I will try to share with you after this week.  Not sure how to share email so we can pass on the details off list.

One of the interesting aspects I have noticed is that diagrams are rarely given in older papers.  When I was young we listened to radio and I am sure that skill made it easier for students to conjure up the diagram described by the text.  To-days questions more often have the diagrams but often there is a lot of less crucial text dressing up the maths and for dyslexics, for example, who can be good at Maths, the additional, often confusing text means they need high literacy to be able to demonstrate their maths skills.  I first taught Maths in 1972 so have seen quite a lot of changes!

Tricia

nelletap:

I have a couple of books at least I think probably from the 1970s (early) but possibly from when I took them  (1966/1967/1968 were my years for O level, then additional O then A level).  However, am busy with Bett this week and will probably forget about you in all that rush.  I will try to share with you after this week.  Not sure how to share email so we can pass on the details off list.

 

One of the interesting aspects I have noticed is that diagrams are rarely given in older papers.  When I was young we listened to radio and I am sure that skill made it easier for students to conjure up the diagram described by the text.  To-days questions more often have the diagrams but often there is a lot of less crucial text dressing up the maths and for dyslexics, for example, who can be good at Maths, the additional, often confusing text means they need high literacy to be able to demonstrate their maths skills.  I first taught Maths in 1972 so have seen quite a lot of changes!

 

Tricia

Hi Tricia,

Would be great if you manage this at some point.

You can host the pdf at a basic hosting site and link it.