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LOGO Users?

Do your pupils use LOGO in their mathematics lessons? The Writing Group are developing some new materials for tessellations using LOGO and would like to trial them with a wider group of pupils. If you are interested, please contact the SMILE Centre.

Arst in a series of R esource

pr ograms

f rom SMILE..

Quad is a flexible resource program for investigating q uadratic equations and their curves. It allows you to transform quadra tic curves using reflection, translation and one-way stre tches and to see the effect of these transfo rmations on quadra tic equations.

SE London User Group Meeting on 3rd February 1993 at Eaglesfield School , from 4.15 onwards.

Smile 1948 y=ax2 and Smile 2079 A Sketchy Activity in Wave 8 arc two Micro+ activities w hich access this p rogram. The handbook accompanying Quad also has a range of suggested investigations .

Quad is available for Nimbus machines only at present. Single use licence £20, 20 station network licence £40. For orders and details of other price options contact Ilecc, John Ruskin St. London SE5 OPQ Tel. 071-735 9123.

The closing date for receipt of articles and any information to be included in the next SPLASH is 29th January 1993.

January 1993

Contents

To Aural or not. .................................... 2

INSET Out of London. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Subject Support Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

SMILE User Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Assessment of Levels 1 & 2 at Key Stage 4 . . . . . . . . . . . . . . 5

Answer Books . . . . . . . . . . . . . . . . . . . . . ............... 5

Pupils letters ..........................•.... 6/21/22/23

Dear SPLASH ................................... 7/17

Extendable tasks .................................. 8

Suggestions for Calculating Booklet .... o o o o o o o o o o o o o o. o .9

Commercial Reference Re- write ................. 0 ••••• 1 0

INSET form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ 12

Back Up Network. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

HyperSMILE . . . . . . . ............................• 15

SMILE Distribution .................................. 16

Preparing for SATS Support Group ............ 0 •••••••• 17

Teaching Vacancies .............................. 18/19

Off-Site Users Group ................................. 19

MicroSMILE .................................... 20

INSET .............................•.......... 24

DIARY .............................. Inside back cover

z

To Aural or not ?

For the GCSE in 1994 candidates will have to do an aural exam as 10% of their total

assessment. The tests, which can be administered any time over a 2 week interval in

classrooms, will be the standard SEG ones. The Board insisted that we would have to do

this for 1994 but we could look at devising our own alternatives after that. You can sec

examples of the SEG ones in the specimen papers sent to schools by them. In previous

meetings of the Smile NC Planning Group we have looked closely at the tests and we

came to the conclusion that the questions in the specimen did not test anything that could

not be tested by a written exam, but they did test a lot of language eg 'Give the 3 dimen

sional co-ordinates of vertex A of the cuboid shown'. W c have sent our comments back to

SEG.

At a NC Planning meeting a group of us looked at alternatives to the SEG aural tests.

Firstly we looked at what we would like an aural assessment to do. We thought it could

assess and/or give credit for -

(1) non-calculator methods & mental arithmetic.

(2) students being able to discuss work (cg game strategies).

(3) students being able to follow a mathematical explanation (e.g. it is worrying that some

students know the symbol for pi but don't recognise it when it is spoken).

We discussed how (2) could be assessed bearing in mind the rigour required by the Exam

Boards and we came to the conclusion that they could not be formally assessed without

either cutting into the reduced 20% teacher assessment of Mal or being assessed by

procedures that were very daunting for students (cg vivas done in the way Languages do

their oral exams), never mind the administrative difficulties. We thought that (3) was

something we would like to encourage as good practice and that (1) was not in itself

worth 10%.

The choice then seemed to be -

(a) have 20% Teacher Assessmcnt/80% Exam using another Board

(b) write our own Aural Exams

(c) use SEG Aurals

It may well be that other Boards will be required to adopt similar Aural tests and consider

ing the disruption that changing Boards would bring (cg we might lose the right to be

involved in writing the other exam papers), we rejected (a). We also rejected (b) given the

difficulty we have in getting the existing 6 papers written -never mind another 3 (for the

different Tiers). So we were left with the rather unattractive prospect of doing the SEG

Aural. From our experience of looking at the specimen papers, we did feel we could have

a positive role in improving these tests and so we have written to SEG requesting this.

Don Hoyle for NC Planning Group

Effective use of SMILE materials for the National Curricul urn.

This one day course will look at ways of using SMILE and MicroSMILE materials effectively to teach mathematics. There will be opportunities to try out SMILE activities in ways that you might not have thought of using them and non-SMILE network activities which will help to provide evidence for all five Attainment Targets. We will explore strategies for recording and assessing these activities afterwards and share approaches to fulfilling the Programmes of Study for the National Curriculum.

Those attending will be required to bring along the work and records for one pupil working at Key Stage 3 and one at Key Stage 4 in order to analyse present record keeping and assessment approaches and to share ways of 'streamlining' them. This course will run on three days;

Tuesday 9th February 1993 The Wyvern School Botley Road Fair Oak Eastleigh Hampshire S057AN

Wednesday 17th February 1993 Kings Meadow Comprehensive School Market Lane Dunton Gateshead

Friday 26th February 1993 Countesthorpe Community College Winchester Road Countesthorpe Leicester LEB 3PR

Time 9.30- 4.00 Cost £50

Anyone wishing to attend this course, please complete the SMILE Inset form included in this Splash on Page12 and return to the SMILE Centre.

3

Subject Support Meetings spring 1993

The SEC have arranged Phase 2 Support Meetings for Key Stage 4. Full information about the venues is being sent to all Examination Secretaries. If you wish to attend any of these meetings you will have to complete the SEC form and return it to the SEC.

There will only be separate SMILE meetings, run by the SMILE Team, at the following venues and dates.

Hampshire Leeds London Newcastle Leicestershire London Bristol

Date 8th February 1993 9th February 1993 10th February 1993 16th February 1993 25th February 1993 4th March 1993 10th March

Venue Wyvern School Thomas Danby College SMILE Centre Imperial Swallow Hotel Beaumanor Hall Tower Hamlets T.C. Cordano School

At all Phase 2 meetings teachers attending will be provided with coffee, lunch and tea, paid for by the S.E.G.

The meetings that the SMILE Centre arranged in the summer, where refreshments were not provided, to introduce the Key Stage 4 syllabus, raised £1066 which met the cost of the working weekend held in June.

If anyone has any bright ideas how to generate money to fund a working weekend for producing 1995's papers, please let us know.

These are some screen dumps created using MicroSMILE program TRANS.

Assessment of pupils at levels 1 - 3 at the end of Key Stage 4

SEaC has put a hold on the development and approval of appropriate syllabuses to assess pupils at Levell - 3 at the end of Key Stage 4. SEAC is recommending that Level 3 pupils are entered for the Foundation Tier of a GCSE syllabus and Level1 and 2 pupils follow the Key Stage 3 assessment route again. The NC Planning Group have written to Richard Brown at SEAC expressing their concerns.

? Answer Books How are they being used? •

Recently the Editing groups have started to write hints for the Answer Books about how to use spreadsheets or other types of technology when these are suggested on a card. For example the answers to 2038 Percentage Problems give help on using Excel to solve the "reduction in wood" problem.

Do your pupils make sensible use of these hints in the answer book? Should the answers for older activities for which a spread sheet could be useful have similar hints added when the Answer Books are reprinted? Please do give any feedback on these and other Answer Book issues so that the Editing Groups can write answers-suitable to your pupils' needs.

In your SPLASH envelope, you will have a received the SMILE INSET booklet for 1993-94. This year we are offering a range of longer courses at a wider variety of times and venues. If you would like additional copies of the SMILE INSET booklet, please do telephone. We have also included a copy for the school INSET Co-ordinator which we would be grateful if you would pass on.

5

From Carly lveson , Walker School, Tyne and Wear.

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Dear Splash,

I was interested to read Julie-Ann's letter in the November issue of Splash. I have also found activities from the Cabbage Pack, including Bags, can be used to generate exciting mathematics. I have used these activities with either a whole class or with a small group (sometimes a pair of pupils). An important point is that I have always introduced the activity by discussion with the pupils involved. I would not expect many pupils to engage with the Cabbage or Wrap lt Up activities after reading the instructions independently. Furthermore I would argue strongly that the network should include activities which teachers may wish to introduce in the ways I have described above.

Splash reports that a suggestion was made to axe Bags because pupils could not understand what the activity was asking them to do. The question can be asked, "should the network only include activities which pupils can read and then do"? To answer •yes" to this question is to lead to further questions about which pupils should be taken to represent the appropriate level of reading competence and about how the ability to read may limit access to mathematics not to mention questions about accessibility of work to pupils in the early stages of learning English. Umiting tasks to those which can be accessed independently will also limit the teaching strategies used. it is true that teachers are free to use materials not on the network and could therefore keep activities such as Bags in a drawer of back-up resources, indeed most teachers do this anyway. The well worn argument can be made against this; that materials are not used unless they are on the network.

Some teachers are using SMILE material to teach in a more "thematic" way. This involves identifying good, open ended activities which form the basis of an extended piece of work within a particular area of mathematics which is introduced to a group and supporting this with individualised tasks at a level appropriate to each pupil. I believe that the network should include materials to support the variety of teaching and learning styles which teachers may wish to use. There may be a good case for indicating beside a task whether or not it is ·self-explanatory" or "best introduced as part of a wider discussion". I realise that suggestions have been

······ made in the past about identifying cards in such a way and appreciate the 1! arguments against this. I perceive a problem at present that the network (and I ~~:~~=~~~::;~;~C~&'~~~~~~,:;~i ,~,:~:'~~::~~:·P~~io~i del""lt, a

l·ll.t~~~tFt!ittn~&~Mwg::.rm~tm:~mw~:ntNW~ildMf:l~llWi~l~!M:m~w~~~~:n:~m~m:=Kff:~ilt:nr:l%iMMtt~~MWW~\M§ Groupwork and class activities

The NC Planning Group are compiling a booklet of groupwork and class activities, which are not suitable for SMILE card formal. The group are deciding whether to organise activities by Auainmenl Targel or another way.lfyou have any suggestions/ideas thal have worked well please send them lo the SMILE Centre.

7

Extendable tasks

At NC Planning we discussed the feedback received about indicating extendable tasks

on the network (see November Splash page 20).

lt was generally felt it would be useful. A small group looked through part of the list

produced and amended it. The criteria for putting a • by activities would be "indetermi-

nate weighting, depending on outcome; opportunities for the assessment of some Ma1

statements". Please give any feedback on this list. Of course, individual teachers or

departments may add • to other activities.

Amended list

0118 Who's Last? 0445 Points and Unes 1374 Nine Links 0126 Frog's Puzzle 0450 Trick or Treat 1428 Sum & Product 0229 Shearing a Reel 0454 Post Box 1433 Base -2 0256 Shapes and Nos 0455 Mid-points 1440 Locating Depot 0271 Pins and Polygons 0468 Watch Out 1450 Cuboids 0363 Painting Cubes 0469 World w/o Reels 1451 Parcels 0393 Loops 0490 Dots and Unes 1473 Slides to Order 0399 Cubes 0595 Best Fitting Peg 1481 String Knots 0403 Factor Chains 0660 Palindromes 1486 Threes and Ts 0408 Cube Moving 0667 Codes 1549 Lines of Sight 0409 Pins 0669 Pegboards 1555 Mystic Rose 0412 Bracelets 0675 Cube Cuts 1600 Slabs 0414 Si-Fractions 0728 Spiral Patterns 1601 Growing Squares 0415 Follow the Path 0779 Greatest Product 1616 Numbers Banned 0416 Eggs 0783 Cubes From Tri's 1619 How Many Sqs 0417 String 0815 With Sqs in Mind 1620 Billiards 0419 Chains 0822 Reduce to a Point 1626 Boat 0421 Cross Dots 0898 Keys 1642 Tris from Straws 0422 Some Sums 1289 Organising a Party 1651 Frog lnv 0427 Cut-Half Shuffle 1297 3 Numbers lnv 1664 Initial Survey 0431 Tower of Hanoi 1307 Sections 1674 Sq Dissection 0435 Cycles 1318 Square Cover 1684 Problem of Power 0436 Polyaimonds 1319 Consecutives 0439 Rectangle Diagonal 1328 Room to Move

These activities have not yet been looked at:

1724 Digit Division 1838 o• 1958 Ealing Broadway 1727 Point Circles 1843 Polys and R Angles 1960 Make a Model 1731 Rose (MICRO) 1845 Shading Strips 1966 Curve Stitching 1734 Islamic Design 1846 'L' 1974 Turkish Delight 1739 Again & Again 1848 Three by Three 1975 Wrap a Ball 1744 Yes/No 1869 Chinese Triangle 1977 Kit Kat 1762 From A to 8 1872 Back to Back 1988 Seven and Ten 1780 Symmetry lnv 1873 Polygon Symms 1989 Your No Una 1783 Calculating Bklt 1874 Sevens Out 2002 Real Spirals 1785 lnv Queens 1895 Flat Patterns 2008 Curves of Pursuit 1790 Chinese Triangle 1899 Number Words 2021 Stitching Curves 1797 Newtiles 1915 Drawing fr Mem 2026 No. Pyramids 1798 Quilts 1925 Hats 2029 Strings 1820 Parallels 1930 Opposite Corners 2033 Is it True? 1823 In and Out 1940 Dividing lnv 2040 xY Experiment 1826 y=mx 1941 Differences 2042 Ans and Exe 1827 Odd & Even Chains 1943 Lines and Sqs 2098 Four in a Line 1832 Minimum Into 1944 Odd/Even Tri's 2101 Logiblock sets 1836 Three in a Line 1950 Diagonal Multiples

8

Suggestions for the Calculating Booklet Tower Hamlets Users Group have suggested that the Calculating Booklet should be split up on the network so that it is used at the appropriate level. It is suggested that the page number could be given on the network to make it clear which activity is referenced. Will this work or will the page number be confused with the weighting number? Please give feedback soon so that changes can be incorporated on the 1993 SMILE network if they are acceptable.

Below is a list of the suggested placing and method of recording on the network.

Mystery level3, Productive levelS 1783 (p 2-3) bottom of Mixed flow. 1783 (p 14) bottom of

Multiplication flow. 2 Puzzles level4, 1783(pS) bottom of Mixed flow. Hot&Cold level4,

1783 (p 1S) Directed Number flow. Missing level6, Digit Mixed flow above Target200 level S, Mixed flow 1783 (p 8) Missing Digits. 1783 (p 16) after Get to One 1662.

Operations level4, Missing Signs level6, 1783 (p 9) top of Mixed flow 1783 (p 17) Mixed flow.

Rumour level 6, top of Graphical Date of Birth levelS, 1783 (p 10) Representation flow. 1783 (p 18-19) Mixed flow.

Ticket level4, Escape• levelS, Sales Mixed flow below 1783 (p 20-21) Pattern/Generalisation. 1783 (p 11) Which Buy? 1290.

Problems levelS, Patterns level 6, Types of Number 1783 (p 22-23) Length/Weight 1783 (p 12-13) flow, below Turn the

Tables 1394.

"This is the same as Chains 0419, but better presented. If this approach for referencing the Calculating Booklet is accepted, should 0419 be deleted?

An alternative approach has been suggested by the Writing Group. They suggest that individual activities from the Calculating Booklet are given a new SMILE number and referenced via the Commercial Reference Book. They have suggested referencing Mystery Isle, 100up, One digit dif, Problems and Patterns at much the same levels as those suggested by Tower Hamlets.

Advantages Tower Hamlets On 1993 network

Writing Group Less confusing

Disadvantages could be confusing not supported

but answers tests etc until1994 (could print CR sheets in Splash)

Please give feedback soon so that a decision can be made in time for the 1993 SMILE Network which we hope to have available in May 1993.

9

There are still some places left for the 1993 SMILE Conference at Nottingham Polytechnic, now called the Nottingham Trent University. For application form and more details see November SPLASH or

contact the SMILE Centre . . . but hurry!

'-- We are hoping to provide a creche at this Conference.

10

If you are interested in using it please contact the SMILE Centre not later than January 31st. with your needs.

•

Holes in the network

•

There was a suggestion that SMILE networks should have holes punched on both sides for ease of recording. Due to the lack of enthusiasm for this idea, t has been dropped .

r r---------- -------- --+ T~onstorrning

Commercial Reference Rewrites Tnangles

Editing A have accepted a new version of the CSE reference 1157. It has different answers so it will have a new number. When this activity becomes available in Apri11994, 1157 will be deleted if there are no objections.

l

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11

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R~r;:J CAS:ill~

Application form Please return to : SMILE Centre, lsaac Newton Centre, Lancaster Road, London W11 105 . Tal : 071 - 221 8966

Name -----------------------------------

Establishment ----------------------------

Address

Please return this form 1? days before the date o the course that you wish to attend.

Tel. no. _____________ L~ta=~tu~s~----------------------

Please Indicate which course and date you would like to attend.

• I enclose a cheque for LI_£ ________ ...JI payable to 'RBKC SMILE'

• I require an invoice for I £ I addressed

to

• My LEA has bought into the INSET package. D

tn ...,.,. of )"'Uf' canceluon t.e IN 11

not normoly relun6od

Tlllt

Back Up Network

In Septembers SPLASH Andy Taylor started off his article on the Back up Network (BUN)with the words ' Put simply . .'. I think most people thought otherwise! Put much more simply the BUN will look like a SMILE Network but will reference materials which are 'not suitable' for the SMILE network. e.g .lesson enders, whole class activities, record keeping ideas etc .. The BUN would be kept in the front of each class folder enabling quick reference for teachers. We are still compiling the fisrt version and the most important thing is to get some of YOUR ideas to put on the network. We do want the BUN to be a shared resource at a 'grassroots' level, so the more involvment by a wide range of people the better. All you have to do is ... ..

1. Enlarge the sheet overleaf. 2. Write in any ideas you want included. 3. Send to Sue Turner, Ouintin Kynaston School, Marlborough

Hill, London NW8 ONL

·- ..... Type No lea

A _ll_rld and Ion counters Ora 5 GWI Pro-0215 acllvlly exploring simple COO<d relallonshlos

lMo ltQJ' l.oot<:CAT ~- .... Eu • .f.o ...... Hhtt.. lo..leld-~~~~ ~Mmaterlalawtllhe

available from: •

~~h-T'TalNS M ! '"" io.lcrrt ioJ:u At../t.h iU.<.(. · • :n.._ .to..~ hllw!.:... . "i ¥...-r.:.--+ 1\:1(. ~-: .-.. k4...t....,.t.-_ ... j.;,.pk ..,.~~ -~~fl h""'-tJ

":-\.. .~o..r,# ... ~ .f...1LcT ~..:lool: L. ~ Contact Addrast:

~ ...... V l>o... \1. . ..,1<.. Stni'I' • .U.Ia-... f'~ fo.:x 4- &,WM w~ ~ .r Jooo.M ..__~'f-.. ,,.~ ... .d. ~ ... ~<>.~ T~ .!.£.. T

· ~- ..r_ 'il.w" ~~ ... '-+ ~ : ....... ~.~. .... 1-. lli9. .. k e.t .._, I. .'i: .. Nw! 0:::21 !:n: :1o:1.3....__

- - '--

- ~JPO 01 AcUvily Codts:

- -kJ . o."'-" W•WiloleCW. .umon..-

This is an example of how easy it is . . ·· - - ·· - ... ~- . I • I<NeStlgaiMI

P • PoSior

I J.c .r .. o:::roneeded

: John L. Davies P\JS your own!

N.W. London SMILE Development Group - - ----- -- .. )3

TIll e Flow Level Type Notes

A _yrid and ten counters Gra 5 GWI Pre-0215 acl ivlly exploring simple coord.r elati(inships

These materials will be -----available from: -----------------------------------

-------------------------------------~----------------~------~---4------------------------------------------

Contact Address:

----------------~-------1----r--------------------------------------------- l--------------------

1---------+---~--t---------------------------- /;=========~ Type Of Activity Codes:

-----------~----~--~----------------------------------------------IIG = Group l-----------------l-------l---1-------------------------------------- W =Whole Class 1---------------- t---------1-- ------ ----- ------------ - --- ~- . - --1-------------------r------------------------------------------------------------------------l----~- ------------------------------------- ------ ~ --------

------------- ------- -------------

L = Lesson ender

I = Investigative

P = Poster

M = Micro needed

Plus your own!

--------------------------~==========~

HyperSMILE ITCU were funded by TEED (previousl y known as t he Training Agency) to demonstrate t hat a compl ete curriculum, i n this case , mathematics , could be put onto CD- ROM . ITCU decided t hat they would like to use SMI LE materials in this demonstration and RBKC granted permission in April 1990 . The project became known as HyperSMILE.

The aims of the project were to develop an integral student assessment and record keeping system; provide for easy addition, amendment and deletion of items; develop a well validated system that can be used by people with no specialist computer knowledge.

The duration of the project was two years . Four schools were chosen to pilot the software initially (Parliament Hill, Quintin Kynaston, St Paul's Way and St Thomas More.), but an additional teacher, with a physical disability, became part of the pilot. The project was extended for a further three month s to allow for changes resulting from the 1991 National Curriculum. In June 1992, interested schools were invited to become involved in the piloting of Version 3. The schools involved were Quintin Kynaston, St Thomas More, Hackney Free & Parochial, Walworth, Deptford Green, Southlands, Oakbank, and Elizabeth Garrett Anderson . Parliament Hill and St Paul's Way decided not to continue .

It has been decided that HyperSMILE should not be sold in its final form. This decision was taken by the Steering Group meeting (made up of members of ITCU, RBKC, SMILE Team and an external project manager employed by TEED) in October 1992.

This decision was taken for the following reasons. • The majority of teachers who have been piloting

HyperSMILE reported that the management system still has 'bugs '. They do not believe that the software is ready.

• The SMILE materials on t he system still have many errors.

In terms of the aims of the project listed above • The record-keeping needs of teachers are changing, and

HyperSMILE cannot r eflect these changes . (See November 1992 Splash, Pages 6-8) .

• The 'updating' of the network and the materials can not be completed without 'expert' knowledge, thus placing

Continued ..

15

16

the SMILE Project under greater financial burden and conflicting responsibilities to existing SMILE schools . HyperSMILE has only been found successful by teachers who are both confident and very interested in computers.

An analysis of how HyperSMILE would affect SMILE showed that a large proportion of department's budgets would be spent on

i) purchasing sufficient Apple computers (one per teacher) to make it work,

ii)paper (for 36 classes using SMILE a 'back of an envelope' estimate from one of the present piloting school , is £1100 per year) The only people to benefit from HyperSMILE being launched would be Apple dealers and paper manufacturers.

Some of the teachers piloting HyperSMILE have found it to be a valuable resource. They are continuing to meet regularly and it is hoped that the group will find ways of adapting the present system so that later some of the facilities can be made available to other schools, e.g. a quick way of marking tests. There are two main functions of this group; i) To provide support and to share different ways of using the

existing system. ii)To identify areas of future development that are within the

skills of the group.

The next meeting of this group is on Thursday 21st January 1993 at St . Thomas More school from 4.30 - 6.00.

~ Distribution Just a reminder that SMILE Distribution is now based at 191-195 Southampton Way, London SES 7EF. If you are ordering Level packs orders will take a bit longer than other types of orders as packing takes time. If you still owe money for goods purchased from the old Distribution Company, Highmeads, please send cheyues to the SMILE Centre as we are handling these directly.

Thank you.

D9ar SPLASH,

We have recently started to use SMILE at our Special school for physically handicapped pupils and wondered how t o record our results on the network . We decided to use the idea of "traffic lights" to show how well a particular workcard was tackled. • A red outline loop is drawn if the workcard was not

done at all well . • A yellow outline loop is drawn if the workcard was done ' fairly well' . • A solid green circle is drawn if the workcard is done

well. Since each workcard set has the number of the matrix beside it, a pupil can see when he/she tried a certain workcard and will often want to have another try at a red or yellow circled workcard a few matrices later so that it could be coloured in solid grePn if done correctly.

The colours also help to give a quick guide to pupils and teachers of the levels achieved in various ATs and is also useful for parents evenings .

Janet Hoad, Brookfield House, Waltham Forest

f>U'S[P)Slll'i lr'D@ ff@U' Sfo\ 'fS ~GJ[P)[P)©II'~ ©lli"'tdl Devs~©[t»me~rD~ Gir©~[P)

The next meeting of this group is on Friday 29th January 1993. The group is producing overlays for teachers to use as an aid for the 'end of Key Stage assessment'. So far the group has completed work on Level4 and has almost fmished Levels 3, 5 and 6. The data included on each overlays:

T - to indicate that there is a test T + - to indicate that the test matches the So A. PoS - to indicate where activities address the PoS on a different level.

The level4 overlays are being piloted in schools, and it is hoped to complete all levels by the end of the next meeting.

Anyone interested in coming should fill in the INSET form.

17

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::::·:·:·:·:·:-:-:-:-:-:-:-:-:-:-:-:-:-:·:·:·:·:·:·:·:·:-:-:-:-:-:·:-:-:-:-:-:-:-:·:·:·:·:·:·:·:·:·:·:·:·:-:-:-:-:-:-:-:-:-:·:-:-:-:-:-:-:-:-:-:-:-:-:-:·:·:·:::::: ; j

THE HOLY FAMILY COLLEGE 1 Shemhall Street

Walthamstow, London E 17 3EA Telephone 081-520 0482/4658

Acting Principal: Mr E G Breen

.·.· .......... ......... ... .... ................ ...... .... ...... .. ............... ... .. •.·. \\( ;~~ ·~~·~~ ·~·~~~·i; ·~~~·~~~·~· ;~··~ . ~·i~~~: ·~·~;~·~~~~~··~;~~~ ... Ill { Catholic school of almost 1000 students aged 11-19 :}

:·:: wrth a sixth form of approximately 150. :::-: :::: HEAD OF MATHEMATICS :::::

~~~ A well qualifie;::i:::::::~~::matician wrth ill } proven qualities of leadership and inniative is ~{ ? required. The SMILE scheme is used throughout the l~ { school. 'A' level is taught following the AEB Pure {: { Maths wnh Statistics Course. The successful ~? } candidate will need to have a thorough knowledge of ~{ i all key stages as well as having successful ~f { experience of 'A' level teaching. He/she will lead a {: } team of 8 teachers. }~ ~~~~:-:-:-:-:- :-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:-:·:·:·:·:-:-:-:-:-:- :-:-:-:-:-:-:-:-:-:-:·:·:·:·:·:·:·:·:·:·:·:· :·:·:·:·:·~~~~~ ~f Application form and job description can be obtained {~

I For any f::~e:hi:f::::i:::::e con lad ••.• Acting Principal on the above number. ---

CLOSING DATE 29 January 1993

~: ~:~:::::: :::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::.::::::::::::::::::::::::::~=~=~

r----------------------, Vacancy fora Head of Mathematics.

Hamilton Community College {SNS + 'D' allowance) Roll 630. Maximum class size 24.

Vacancy for a Head of Mathematics Department from Easter 1993. A suitably qualified and experienced teacher is required to lead the faculty in this 11-16 Community College. SMILE is used throughout. Interested candidates please send a large sae for details to the Principal: L Taylor, Hamilton Community College, Keyham Lane West, Leicester LE5 1 RT.

L----------------------~

Off-site users Support and Development Group

The next meeting of this group is on Thursday 11th February 1993.

It is hoped to have a representive from SEG to answer queries about 'special consideration' and entering pupils for GCSE in Centres other than mainstream schools. There will also be an opportunity to discuss assessment of GCSE and Key Stage 3 coursework as well as looking at using Logo and other software.

Anyone interested in coming should fill in the INSET form.

19

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Micro~++++ Many MicroSMILE activities have "No answers required" and "No Test". At a Conference working group last year some additional answers and tests were written. These will be included when the books are reprinted. Is there a need to produce some form of 'MicrO+ type' activities, either to help pupils produce a write-up, or to provide teachers with a bank of "questions to ask a pupil when they have finished the program"?

The following trial Micro+ activity has been developed by Frank Monaghan at North Westminster Community School. Please send any ideas that you use in your classroom, to the SMILE Centre.

Taxi

The following questions will help you write up the work you did on the computer.

Descrrbing the activity:

• How many cabs were there? What d1d you call them?

• How much d1d your fuel (petrol) cost7

- How d1d you w()(k out what to charge 7

1748

- How much profit / loss d1d you make? What about your partner?

- Did you get better at bidd1ng? Can you expla1n why or why not?

What maths did you use7

(add1ng. counting. d1V1d1ng. guessmg. mult 1ply~ng . subtracting .•• )

Here Is part of a street map What Is your bid for the ride from the station to the hotel?

~ ~

Shamim Kassam, from Kingsmead School Enfi Id . . work on Urdu Multiples. e 'notJced the followmg when doing

I

A~h .. (" l'n<ld d.ofl €. ·~ Co.'f'c\ on urc\v ,\J...,)\\.', t>\€5 I Meik.ed .4'1 C~<ci o.nd ..Sho~.<:Q d M..'1 LVOr~ \-0 \-'ne /:;Q. o.c.he.r IIJ'r\Q~ \r S c."i..s ''Wh41- o~'ner nvmbQr PC\trerns <:an '(Ov \'>"lCl~'<., \1"\ U"t"du") \ '-J•'ch! .·

~ r', y , /\I I.(! I If-', lr', JLL \f\ , P}t.

G), Ill , IQ , t-' tr / t' ~ ~ p , ~ c;;).

And U:hen Mi l:ec.x::her ~\o.rl-<od \1- 1-.Q .s~o\ \-o Me .. "Goot\. yov hc.vc:. ~O,..IQ \r Cchc;c\-\'{

11

o.nd hx. pv f- eke. ) " ~V'O\-.on re f"lcz. ' .Do you .SQQ. CN\'f l"'l...S~Cik(! If) \-"e_ c.o...,,\ • And. l;c\d m~ t-o 80 boc.4, o.no\ ~ 11~ ~ L~k;'"6 a\- . \-he. Co..<'d \ nob O?cl C:f-o.r ~ks<? pa. l-1-e~ fl5 o.~ca.. Wr•r'rtn ~""''€ h~....;5 .

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\ f'lof-ic.ed bho.,\- 't:>ot-'r- \)o."'\-<>ff\5 O.f"Q. '-'li';H-C!il ~ro...... r:8hl" 1-o \ e~ \- I a.nc\ M 'f par~Q.<"flS <~<l$ c-:r; rren (lrOf·l le~~ \-o "··aht-onc.l r nob ced. thu\- ;-h •. ~ V:.C\S ;-\-.( ~~~QfC.n{Q b\2 ~Q(!f"\ ~""""' C.O.rcl o-ncl lh, "e ·S o I v .. :cnr hc,\'l"\'1 1-1:' '"'~ 1-~c<hc:>f" · ~ teac'ner o .. nd he.,~ CA. d.,ot: .• :.::.s: o" o-S re H-.<2., 'f"'I1-:) .J \I- o~

-\"h;.s f'•'h.Sio.l<,(.' .

\n yovr irtllltiple flq!-rt: rn c~- 1 Sc."f / 3 's the pt• 1- h-•-'l l:s · \ 1\ j JC) I I I I 9 I lf I fN J.. +-}~.V~

CJ O D'f oJ ~e 'oolle.::. '5 ~'ne.~e. t-'r-.(.

I~ C' r '2.1

IS C r .S/_") Ant:J "'t~·!> or.Q l5 Co c"n < 1- 1(:.. '-'"' •-'.;:e t-o (-~11<:~,., \<0' or ;;> 1 Yovr ~-A.c. .Ot•Ofl to r~tlll r ',(j\, r ~c lt>f: t-c.t VJ

r.,.~ •••ll b <? cc-rr~cr- And thar ~ ~ rh"- 1"\,_s h .. l<l> ·

'" rru,> T•l'\l1(',j Tc.).:IE

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From Louise Brooks, Morpeth School, Tower Hamlets.

~(" S fJ\O.Sh. ,

I 11-:, ~~ k: \-~ ~. \L (\e..£c:l ~ \-c:J<L Ot\~ \-~a ~ . 6~~ 'J k',\:tl \s ~i~ b o.. ct;~ ''= doesn~o ~ ~ ~se no al"\e.. ·,,:, ~ 'ro c..ore... o'l:Oe"""" \er ~c..ks ~\JS~ htr clo.r-c,'o ~,

23

Problems with M a 1 16th January

Details of all INSET courses run by SMILE can be found in the SMILE INSET brochure, for a copy of it or for more information about SMll..E INSET, please contact Helen Wright, Jacqui Bowers or Kim Shaw at the SMILE Centre on 071 -221 8966.

Most one day courses cost £50, unless your borough has 'bought in' to the INSET package, in which case there is no further charge.

Starting spreadsheets in the SMILE classroom 3rd February

Exploring software for the NC 4th February

Data-bases and data-handling In the SMILE classroom 5th February

Not another work card 12th February

Mental activities for the SMILE classroom 25th February

Developing Discussion in the SMILE classroom 26th February

;,~-po--v~~:~~Y£1~~~.!~"··.:·-A~ ~R~lrJ~::i§Mru~i1w~~~!nr-uns:!~~r;m~z:l;\~'·"slilil±lli~~~ru

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New to a SMILE school 27th January

Starting from scratch - a crash course in setting up and gelling started with SMILE 2 day course- 2nd and 3rd March

DIARY 14th January 8.30-6.30 Thinking of SMILE

SMILE Centre

15th January 8.30-6.30 Thinking of SMILE SMILE Centre

16th January 10.00-3.30 Problems with Ma1 SMILE Centre

19th January 9.30-4.00 SMILE Centre

Editing A


NC Planning

21st January 4.30 St Thomas More

HyperSMILE Users

25th January 9.30-4.00 Editing 8 SMILE Centre


New to a SMILE school

28th January 4.30-6.30 Tower Hamlets College

Tower Hamlets Users Group


Preparing for SATs support and development

2nd February 9.30-4.00 SMILE Centre

Writing Group

3rd February 9.30-4.00 Starti~ Spreadsheets SMILE Centre in the MILE classroom

4th February 9.30-4.00 Exploring sottware for SMILE Centre the NC

5th February 9.30-4.00 SMILE Centre

Data-bases and data-handling in the SMILE classroom

8th February 10.00-4.00 SEG/SMILE KS4 Phase 2 Wyvern School presentation

9th February 10.00-4.00 SEG/SMILE KS4 Phase 2 Thomas Danby College presentation

9th Febrauary 9.30·4.00 Effective Use of SMILE Wyvern School materials for the NC

Continued on the next page.

DIARY continued.

1Oth February 9.30-4.00 SEG/SMILE KS4 Phase 2 SMILE Centre presentation

11th February 9.30-4.00 Off-site support and SMILE Centre development

12th February 9.30-4.00 Not another workcard SMILE Centre

16th February 10.00-4.00 SEG/SMILE KS4 Phase 2 Imperial Swalllow Hotel

17th February 9.30-4.00 Effective use of SMILE Kings Meadow School materials for the NC

23rd February 9.30-4.00 SMILE Centre

Editing A

25th February 10.00-4.00 SEG/SMILE KS4 Phase 2 Beaumanor School

25th February 9.30-4.00 Mental activities for the SMILE Centre SMILE classroom

25th February 4.30-6.30 Tower Hamlets Users Morpeth Group

26th February 9.30-4.00 Effective use of SMILE Countesthorpe College materials for the NC

26th February 9.30-4.00 Developin[ Discussion SMILE Centre in the SMI E classroom

1st March 9.30-4.00 Editing B SMILE Centre

2nd March 9.30-4.00 Starting from scratch SMILE Centre (Day 1)

3rd March 9.30-4.00 Starting from scratch SMILE Centre (Day 2)

4th March 10.00-4.00 SEG/SMILE KS4 Phase 2 Tower Hamlets TC

5th March 9.30-4.00 NC Planning SMILE Centre

~~~~ MATHEMATICS

lsaac Newton Centre for Professional Development, 1 OB a Lancaster Road , London W1 1 1 OS

Tel: 071 ·221 8966

I I ;dj '- . I tl~~ m

Documents