Luke\’s RMPS Blog

Today I had the opportunity to organise anti-bullying sessions as part of the S1 induction day. The task, although daunting, was worthwhile and I feel pupils found the sessions I ran challenging. I decided that, rather than formally present the schools anti-bullying policy to the pupils, it would be more helpful to have an informal discussion about the causes and effects of bullying. All classes were open and honest and appeared to display real empathy with the topic in hand. However, a question which kept on being raised was ‘are teachers doing enough to eliminate bullying?’ and ‘What does a zero tolerance approach to bullying look like in practice?’
See www.bullying.co.uk for more information.

It doesn’t seem long ago that I was told ‘these are the most important exams you’ll ever sit,’ which makes preparing pupils for them a bit unnerving. Today I have been assisting in the Learning Support base. The experience was an altogether humbling one and I’ve got to admit, I struggled helping a pupil complete a General Maths paper.
After my time in LS I taught a revision lesson to my Int2 class in preparation for their NAB.
A really helpful resource that Liane Adam (fellow RMPS teacher at Knox) has introduced me to is ‘the dartboard.’ Pupils have various Buddhist concepts on green cards and they have to place them on a dartboard depending on their importance. Terms which are of great importance are placed near the centre and less important terms are placed towards the edge. This method of formative assessment is useful as it involves pupils communicating with one another before a group feedback session, giving them more confidence to vocalise their opinions to the whole class.
Core S4 have began studying the Derek Bentley case, again a highly recommended resource to use is ‘Let Him Have It’, a film which tells the story in an engaging way.

Students from the Intermediate 2 class appeared to have enjoyed their experience at Edinburgh University yesterday. Two of them even expressed an interest in furthering their study of Religion and Philosophy. A point that I often find discouraging with the Intermediate 2 class is their lack of faith in themselves. They appear to have an inbuilt mechanism that constantly tells them ‘they can’t achieve.’ Such an attitude was displayed when they spoke about going to university… ‘But we’ll never go there.’ ‘Why?’ I Ask – ‘Because we’re thick.’ Its hard pinpointing where, exactly, this belief has come from, but I’m trying my hardest to change it. I’m wondering whether any other teachers of Int2 pupils have the same problem. If so, please share your comments.
The Standard Graders appeared more willing to revise today. However, it is proving hard to decipher what topics they are familiar with. The problem, I believe, with the Standard Grade course is its layout. Pupils are examined on material that they have learnt up to one and a half years previously. Even for an honours level student it would be a challenge to retain that amount of information. I am a firm believer that the Intermediate examination system is better suited to learners’ individual needs. Regular NABS ensure pupils are examined whilst information is still relatively fresh in the pupils mind. Additionally, a NAB ensures pupils who are struggling with any aspect of a course can receive additional support they may need in order to raise their attainment. When a pupil is being examined near the end of a course, it is heard to rectify any problem areas that might appear. What do you think?
Finally, on a lighter note, I was asked to be a food taster and critic for pupils entering the Future Chef competition. Although, initially, I was slightly apprehensive I must say I was blown away by the quality and presentation of the food. The Home Economics Department at Knox Academy should be commended for the hard work they put into preparing pupils for the competition (don’t read that the wrong way).

Yes, the blogging phenomenon is infectious and I have caught it. I don’t know if this will ‘revolutionise’ my teaching career as Don Ledingham suspects but I’m willing to give it a try.
Today has been an interesting one. Classes wise it is my busiest day. First thing this morning I taught my 4th year standard grade class. The lesson (on Christian beliefs about the Incarnation) went well but I’m beginning to wonder who is more nervous about the impending prelim, them or me. Although there is a good number taking the course (17 pupils) it is definitely a mixed ability class and it is proving a challenge to cater for the variety of levels and learning styles present in the class. I am wondering whether to seat pupils according to ability, or would this just segregate the class further?
The Int2 class was fairly empty since the majority of pupils were attending the New College (Edinburgh University’s School of Divinity and Religious Studies) open day. Those who were left watched the final instalment of Seven Years in Tibet, which has served as a great resource to introduce both the Dalai Lama and the Chinese occupation of Tibet.
Core 4th year are continuing their unit on Capital Punishment. This week we are looking at the Moors Murders and I must say pupils have been stunned and shocked by what they have learnt. It’s always a surprise when a whole class is, literally, speechless. One pupil commented how Brady and Hindley were ‘beyond punishing.’ This eventually led to a stimulating debate about how someone who doesn’t believe they have done anything wrong should be punished.
Core 1st year last thing on a Wednesday is always a bonus. The class are amazing and have engaged well with the course so far. Today we continued looking at Ultimate Questions and pupils freely discussed a range of issues from ‘life after death’ to ‘is there a God?’ They were actually keen to do a homework assignment on today’s topic. (What is going on with the world?!)