Polydron 3D Shapes

During the last few weeks, when we have been busy with our Christmas play, I needed an exciting maths project to keep the children focused during lessons. Earlier in the year we purchased Polydron apparatus for exploring 3D shapes.



I decided that I would use this as part of our study of 3D shapes.







We used the prisms and pyramids packs to explore the properties of these shapes. This created lots of discussion about edges, faces and vertices. It was fun to predict this for different prisms and pyramids.



We then used Polydron squares to find the eleven faces of a cube. Only one group found all eleven! In the past, this activity was done using card which the children had to draw their nets on and then test the shape. Using Polydron was so much quicker. We also had time to find the eleven nets of an octahedron in the same way.



We then talked about which 3D shapes could be considered to be 'regular'. These shapes are called 'platonic'. They are tetrahedrons, octahedrons and icosahedrons which all use triangles; cubes (squares) and the dodecahedron (pentagon). Each shape was described with the number of faces which meet at each vertice. Once each one had been designed, we explored the different nets of these shapes.



We also spend some time exploring archimedean solids - solids which are made up of faces of different shapes. Each shape was described using notation like 3.8.8 which meant a triangle, octagon and another octagon meet at each vertice. We had great fun building all sorts of different shapes. We had chance to explore the difference between a dodecahedron, an icosidodecahedron a rhombicosidodecahedron and a truncated dodecahedron. We find out what it means to truncate a shape.



The work was lots of fun and did keep the children focused. They learned about being systematic when it comes to investigating - and the equipment allows them to work more quickly. They learned the properties of the shapes. They considered how to modify the shapes.



The Polydron packs that we used were the Prisms, Pyramids and Archimedean Solids. They aren't very cheap at all, but if you interested, they are available here.

Pictures of our work can be found on our Year Six blog here.

Rose Blanche

In the middle of all of our rehearsals for our Christmas production of Peace Child we delivered a short poetry unit of work based around Rose Blanche by Ian McEwan and Roberto Innocenti. This is a sad tale about the discovery of a concentration camp through the eyes of a little girl, Rose Blanche. (Incidentally, it reminds me of The Boy In The Striped Pyjamas which I watched recently - what an ending!)

I wanted to try to inspire the children and ensure that I got good work from them even though their minds were on something else. I enjoyed reading about @arsenalchris's experiences of Voicethread and have used Wallwisher in our school website. So I decided to try these two excellent sites for the first time in the classroom.

Voicethread allows you to comment on a picture. After uploading a picture, you login and then use your microphone to record your comment. As many comments as you like can be added. The picture then plays back with the comments over the top.

Wallwisher allows you to gather messages by adding 'sticky notes' to the wall.

The children were asked to write a haiku based on the one of the pictures in Rose Blanche. Once they had drafted and edited their work, they added their work to a Wallwisher. This was a great way to see all of the poems at once. Something that I wish I had done was to produce a Wordle of all of the poems so that the children could see the strong themes that were emerging.

After adding their work to Wallwisher they shared their poem on a Voicethread. Each child was given an identity so that they could add their poems. The first time using this website proved to be remarkable simple.

The entire unit of work only lasted for a couple of days so I think with more time the quality of work could have been a little better. But the use of these two websites certainly kept the children focused at a time when it's easy for them to lose interest.

Now, as I've said, this was the first time I've used both in the classroom. After Christmas I plan to use them in more detail. Our first unit when we return in January is one based on The Borrowers. I wonder if we can use them in this unit...

ICT Survey

After reading @DeputyMitchell's blog recently I was inspired to carry out my own survey of the social networking skills of the pupils in the year group.

The results were interesting and one thing they did reveal was that there was a big difference the use of computers at home between our two classes. One class had hardly anyone with a computer in their bedroom whilst the other had quite a few.

The questions I asked were the same as the ones asked by @DeputyMitchell.

Number surveyed was 49.
47 children have a computer at home. (96%)
47 children use the computer at least once a week. (96%)
7 children use the computer each day. (14%)
Pupil computer usage:
1 to 30 minutes: 9 children
31 to 60 minutes: 30 children
1 to 2 hours: 2 children
2 to 4 hours: 5 children.

10 children (20%) use social networking websites and 3 children's parents helped to setup their account.
11 children (22%) have a computer in their bedroom. 5 of these have webcams.
20 children (41%) know that their parents check their internet history. (Isn't this poor? Maybe parents just don't know how to do this.)
12 children (24%) know how to delete their internet history. (Interesting.)
20 children (41%) have buddies in MSN.
8 children (16%) have buddies they have never met or they don't know who they are. (Very worrying.)
18 children (37%) admitted to seeing things on the internet they know they shouldn't have seen. (And I'd like to bet that they haven't talked about what they have seen with parents.)

We also asked the questions about toilets that @DeputyMitchell used in his survey.
9 children avoid going to the toiler whilst at school.
5 children drink less water on purpose to make sure they don't need to go to the toilet.

I plan to repeat the survey each term to find out about changing attitudes in the year group. Next time I will also ask questions about use of mobile phones.

E-Safety is something that has featured in the news a lot this week. One thing I have been able to do is invite an LA advisor in to talk to parents about e-safety. I think it would be worth sharing these results with parents too... Lots of food for thought.

Leadership Pathways: Revisiting Community

The second online unit I completed for this course was Revisiting Community. I found this rather a odd title for the unit. I mean, I hadn't actually 'visited' the commuity yet on the course. Ah well.

Overall I much preferred this unit to the last one as I found it contained practical advice and strategies for developing as a leader making clear references to the standards for headship.

The unit begins with a rather deep notion - that the school and its head should be entirely accountable to the community. Blimey; is this unit really going to suggest that the school should be accountable to the local community as well as being accountable to its pupils, parents, governors, LA and DCSF? The thinkpiece article even goes as far as to suggest that the community owns the school. Luckily I realise that this is very theoretical and is not being promoted as fact. I strongly agreed with the idea that the school should be a hub for the community. Hmm... could this be a possibility for my change project?

There was an exemplar of a brilliant ICT project from a school that refurbished and redistributed computer equipment to its parents to enable home learning.

Later in the unit I considered the ways that our school informs, consults with, involves, collaborates with and empowers the community. I realised that we are very good at informing, involving and collaborating with the community. Perhaps my change project could look into ways that we consult and empower the community.

After completing this unit I finally feel like I'm making some headway in selecting the change project which I must begin in order to complete the course. I want my project to be about involving the community, and I could use some of the learning conversation skills that I learned in the previous unit.

So after nearly 9 hours of online work I've completed 2 online units. Only three more to go!

Leadership Pathways: Leading Through Influence

The first online unit I completed in the course was Leading Through Influence. I wish I'd began with a different unit as this one wasn't exactly inspiring. But it did include some good practical advice.

The first part of the unit looked at learning conversations and made you think about how to get the most out of a conversation so that a conclusion is reached and each party can be satisfied.

Next I looked at communication and the way that communication should always be two-way. This was hardly groundbreaking stuff.

The next part was a bit more interesting. It was about psychological contracts. "What on earth are they?" I hear you ask! Well these are unwritten agreements that a member of staff has with the school. This might include leading an after school club, for example. The unit explored the effects of breaking psychological contracts on staff morale. It made me realise that we need to be aware of the psychological contracts in school so that I am aware of the efforts from every member of staff. At the same time I wouldn't want to turn them into written or spoken about contracts. When wanting to make changes I must consider the mutual trust between school and its staff.

I learned that staff meetings should begin with a 'checking in' where staff share ideas and thoughts from the week. They should end with 'checking out' where the main points of the meeting are reviewed.

There were different 'frames' suggested for conversations which could apply to different situations. Workshops are used when the conversation group comes together to share resources and create new ideas and solutions. Consultations are used when the group comes together to share knowledge about the focus and receive feedback. A forum is used to problem solve and debate and challenge. Hotseating is used when a member of the group needs to share their personal learning journey and so the group learns by asking questions.

The process of stakeholder analysis was a brilliant concept. When introducing change it makes sense to prioritise the stakeholders. You consider each person for their power and influence and for their interest in the change. You then decide where best to channel your efforts.

Overall I gained some good ideas about how to organise staff meetings and departmental meetings etc.

Diagram from 'Stakeholder Analysis and Management: Winning support for your projects' by R Manktelow.

Leadership Pathways

Over the last few months one of the things I have been busy with is this interesting course from the NCSL.

The course involves several processes through which you make changes and improvements to your leadership skills.

It began with a questionnaire which needed 10 people to complete some really awkward questions about you and the way you work. I also had to answer the questions about myself. The results were then amalgamated and I received a printout showing the average results with a comparison of my own answers. This all revealled that I actually had quite a good understanding of what people thought of my skills. It also highlighted areas that I could develop as a leader.

The areas were then used to help me choose online units and skills workshops which will help me to improve skills.

I am midway through the whole process now, so it's time I recorded some of my thoughts. Over the next few weeks I'll try to post these.

Printer chaos

During the last couple of weeks in school I've broken the news to staff that nearly £2000 has been spent on printer inks.

What an obscene amount of money!

The first step I have taken in order to try and reduce this amount is to write a policy stating where things can and cannot be printed. In a nutshell, the policy states that our printers in the computer suites are far more expensive to run and so these should purely be used by the children to print out work. All professional work must be printed using our classroom printers.

But after speaking about it on Twitter I have realised that the problem goes deeper. I mean, what exactly are people printing anyway? What was so important to be printed that the best part of £2000 needed to be spent?

The general message from people on Twitter was that we should be trying to print as little as possible. Indeed one Twitter user is trying to make his primary school paperless. Now, I realise that we are a million miles away from achieving that goal, but we must take drastic steps to reduce the amount of printing that we are currently producing.

Useful websites

Now it's the summer holidays I thought I'd share some websites that I have discovered during the last academic year which I plan to embed firmly in the Year Six curriculum next year.

Twitter: I know that this is hardly 'a discovery' as it's been hard to escape from it this year. But Twitter is a brilliant social networking website which school has used to share news about events. This year we have used the site simply as a reporting tool, but next year we plan to use it to engage with our parents more effectively. Our Friends of the school could use it to communicate, too.

Wallwisher: This website will be useful for creating class surveys, but also for sharing thoughts. Next year I want to use it for character studies in English to give the children a way of sharing their ideas. In Maths I can use it for problem solving so that the children can share solutions. It's also great for simply celebrating news events - allowing pupils to offer their own best wishes.

Vimeo: Owing to the number of digital cameras the school has purchased (many through voucher collection schemes) videos of the children's work are becoming more frequent. We have created a channel on Vimeo (which I just feel is safer than YouTube for our children) to share videos.


Wordle: Since introducing Wordle to staff it has mainly been used for display purposes. I intend to use it as a tool for analysing the main messages in a piece of work. It could also be used for examining language choices and investigating the features of a style of writing.

Flickr: We use Flickr for sharing photos from school. Our school newspaper reporters use it to find suitable pictures for their articles. We also use it for work on Photo Story and PowerPoint as it's so easy to find pictures to illustrate our work.

Voicethread: A recent discovery is Voicethread where pupils can have a conversation about a picture together. It is really clever and very easy to use. I think we could use this to explore settings and characters in English and also to use it as a basis for problem solving in maths.

Webspiration: Great for mindmapping and for planning!

Etherpad: This is an awesome collaborative writing website. Up to 8 people can work on the same piece of writing at the same time. We used this to work on radio advert writing and also for writing play scripts. I just think of all the times that I've asked pupils to work as a pair on one piece of writing and then seen only one person doing the work. Never again!

Memiary: This very simple website allows you to share five things that you have done today. Next year I plan to use this as a daily review of what we have learned.

Do you have any new websites that you plan to use with the children next year?

Grow A Pound Week

In June we held our annual Grow A Pound Week.

Each child was given a pound by our Friends of the school association with the intention of growing their pound into more.

The children had to form companies of up to 4 people. Each company had to carry out some market research at break times before preparing a business plan where they indicated what service they planned to offer to the other children. Business ideas included lots of game stalls, jewellery making and hats and headwear.

Each company had to prepare a billboard poster, a radio advert (using Audacity) which was played in the school corridors and give a presentation to the children in an assembly.

The week went well and the children were really busy during their lunchtimes offering their services and goods for sale.

Each day the children kept accounts to show the sales and expenses for their company. They also wrote a 'secrets of our success'-style business biography about their stall.

In the end they made over £450 (in four days), meaning their pounds grew into over £7.50 each! The money raised was used to fund a leavers' treat and also to purchase a few items for the school. The two top stalls chose how the money should be spent.

Careers Day

One of our Summer topics is money and careers. As part of this topic, this year we organised a new special event - Careers Day.

Now I know that Year Six is very early to start thinking about careers, but the idea of the day was to encourage the children to develop goals and aspirations, not necessarily to force them to choose a career. It was intended to be a very exciting and inspirational day where they got to hear about different jobs and ask questions.

A few weeks before we sent out a request to parents in Year Six to ask if they would be prepared to come in to speak to the children about their career. We had eight responses and our headteacher agreed to make this up to nine.

The children heard from a human resources director, a bank manager, a policeman, a graphics designer, a librarian, an animal behaviour councillor, an NHS manager, a teacher and a semi-professional footballer. It was amazing to see how every person had taken the brief for the day and approached it in a completely different way.

The children were enthralled. Many of them had a career in mind before the day, but they said that listening to the speakers had encouraged them to think about personal qualities they needed to develop for the job, and to think about necessary qualifications. Some pupils were inspired by our speakers and decided they might go down a similar career path. Others still couldn't make their minds up. Whatever they felt about their careers, everyone said they had thoroughly enjoyed the day.