I started my first algebra unit with Year 7 on Monday. It’s the essentials of algebraic manipulation: adding, subtracting, multiplying and dividing terms, including those with indices, as well as expanding and factorising single brackets, all pretty standard beginnings in algebra. In the past I think my first lesson on algebra would consist of a brief introduction then some simple collecting like terms. From what I’ve seen, that’s generally what comes up first in most schemes of work. This time, though, I’ve tried to be more deliberate and more pedantic over the details. Really, really pedantic, because it’s insecurity with the small details that causes so many mistakes for the rest of our students’ experience. I’m starting out by assuming they have done no algebra. Many of them have done a little but I’m not prepared to risk that all their different primary experiences were the same, or solid. (This is a not a criticism of primary teachers, more that I want to take sole responsibility for something so important). Continue reading “Algebra: you use the letter ‘x’ more than you ever have done in your whole life!”
This is post 2 in a series. In post 1 I discussed why we’re beginning a mastery scheme of work, some of my initial objections, and a brief description of “mastery” in its current incarnation.
In this post I will describe the process that produced my scheme of work, and share the working draft of the scheme itself. Continue reading “Adventures in Mastery 2: Writing a Scheme of Work”
When you’ve been in education a while you see plenty of fads come and go and you become carefully cynical about the latest big pronouncement or the new product that’s going to “transform” your practice. And so it was that I responded (in my mind) when everyone started to talk about mastery. Continue reading “Adventures in Mastery 1: Starting Our Journey”