My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
This is being posted in Black History Month: an important time in history, for a period, whilst curricula chose (for diplomatics reasons or otherwise) not to teach the young people of the UK about “the End of Empire” or about what preceded it or about life beyond what is now the Commonwealth - not to mention the tensions of integration in past decades as those, in the UK, who were less-well-educated and less-well-travelled had to get their heads around changes to the people and customs they were seeing. It was nothing new in some places. In others it was. “New” meant one thing in one place; another in another.
Times have changed, of course, since the 1950s, 60s, 70s, 80s, 90s and 2010s. What we watch on the internet or TV from overseas feels closer to “home”. What those fortunate few (who can afford the medical insurance, passports, flights, etc) to travel and see overseas and report back has changed too. Often it is forgotten, courtesy of the internet or TV, that the USA is a long way further from the UK than Europe and Africa and the Middle East. It is often more expensive to get to as well. It is also forgotten, at times, that British and American (and indeed European) history are not quite so intertwined, at all times, as we might perceive or wish to believe: fog in the English channel has also been fog in the Atlantic at times. Indeed, there has even been fog between London and other British cities - and between London and the countryside. Everywhere is not anywhere. Anywhere is not everywhere. Even if ubiquitous retail chains like McDonalds, Nandos, Tescos, Morrisons and others may make us feel like the opposite is the case.
There was a time, before the Empire (no I don’t mean Star Wars! that’s the point!), that David Olusoga advises saw the Catholic Church of the Mediterranean courting favour with African leaders. There was a time when King James I of England VI of Scotland had an Ambassador located in India. Presumably people travelled in both directions. Marco Polo and “Samurai William”, not to mention Caractacus in Rome, are worth a look too.
There’s a big planet out there - and many of the issues raised by Black History Month are human issues: as applicable in Western China or South America or Eastern Europe as they are in the UK; but to different peoples.
And, in that context, prejudice is an idea worth being careful with. So, just as the global history of all peoples matters in the other eleven months of the year too, here’s something to prompt a decent debate.
It does not even limit itself to skin colour - which is, in itself, is refreshing - as every straight Christian male of African heritage and a certain age will doubtless appreciate.
To be used after pupils familiar with use of #Pythagoras’ theorem, properties of #isosceles #triangles and #symmetry and sum of #internal #angles of a triangle.
Gentle, steady, step-by-step progress.
With many thanks to Don Steward for inspiration on Saturday 16 March 2019 at ATM London, IoE, UCL, London.
Cross links to ratio, sequences and gradient.
Square dotty paper is set as back ground for slides; so you can build your own or print and ask your pupils to create their own.
I’m certain you have access to more than enough questions on adding fractions.
This merely provides pupils with a different means to answer them; visually/geometrically.
Trigonometric Ratios from first principles & pythagoras’ theorem.
Set in context of tracking a star orbiting an Earth assumed to be flat (as it seemingly was at the time the principles were first developed!).
Differentiated questions with two different answer approaches:
Allowing progression by attempting one at each level of difficulty then marking before returning to try each again.
Allowing progression by attempting all at each level of difficulty and then marking before moving up a level.
A 4 question refresher (covering a few options / decisions re. estimating & rounding), with worked solutions. Useful for mini-plenary, plenary or starter. Designed to open pupils’ minds to variety of estimation/rounding methods required in different circumstances.
Self explanatory.
Identify gradient and y-intercept of line so correct shot is taken by laser to stop Kim Jong Il’s missiles. If the wrong equations are chosen, and the back-up fails, the consequences are clear…
At present it is a bit of a bind converting from Pearson “steps” from Pearson’s Key Stage 3 and Key Stage 4 (GCSE) unit and termly tests to GCSE grades. This spreadsheet simply undertakes the mapping and provides a -/on/+ range within each grade.
If anyone from Pearson is unhappy with this being placed on this website, please do contact me so we can discuss our comparable levels of time and effort and a just and equitable solution for busy teachers using the Pearson tests but needing to record and share GCSE-level marks for pupils, parents and internal and external reporting.
NOW UPDATED FOR PEARSON’S NEW KS4 UNIT TESTS (July-September 2018)
Snakes and ladders; but with fractions; and dodecagonal dice: sum the negatives *and* positives before you make *your* move!
Yes, you too can practice:
* calculating equivalent fractions, so you can translate the
* fractions on the
* faces of the dodecagonal dice you made and hence
* calculate the sum of the
* positive and negative fractions on respective faces of each and hence
* make your correct directed fraction move!
equivalent fractions | adding & subtracting fractions | directed number | nets | dodecagons | properties of solids
Aimed at (re-)opening understanding of triangles before (re-)entering consideration of their area, this slide deck provides:
* 4 Q&A Penary slides
* 4 Worksheet slides (printable as four-sided pamphlet)
* Consideration of different types of triangle (scalene, right-angled, isosceles) in the same rectangle
* An insight into proof (if used properly)
* A trailed means to identify and distinguish the perpendicular height
Ideal for extension at Key Stage 2, focus in Key Stage 3 and support/reinforcement in Key Stage 4 / resit.
Pupil-trialled and tested .
Revision of English Mathematics Key Stage 3 and/or Key Stage 4 basics.
Giant floor puzzle.
Print to A3 paper and then cut out the triangles. Laminate if you wish to reuse.
Testing suggests optimum size for groups is 8-10 pupils.
Alternately, give a couple of pieces to each pupil at the start; then as pieces placed and pupils sit in circle to watch the “core team” fit the pairs together, run substitutions in/out of the choir team from the chairs.
Alternately, insist each pupil holds a single puzzle piece and finds every match for his/her piece and then stands up holding their piece in the air. This requires an overhead fish-eye/sports camera looking down on your hall/room - and a bigger than A3 print.
