Differentiation SIG Intro

My aim - to collect resources and ideas for teaching low/below pupils in Business and preparing them for their controlled assessment.

What are your viewpoints on differentiation?
Resources - edited the book.
Not publicising the fact they need extra support but allowing pupils to have the choice.
Questioning
Reflecting on realistic targets - May be not completing a task.
Emphasising the positive
Not dwelling on what they haven't done.
Helping them/more support without the pupil realising.
Dealing with being wrong/failing.
Interpretation of questions.

Definition of Differentiation:
Making a task accessible to all students whilst ensuring they are still be challenged.

CPD Day

Points covered:

General Studies starter quiz (5 out of 5!)
Cyberbullying starters and full lessons
SIG group feedback

Storify - use it for Nelson Mandela. Answer: Who is he? What did he do?
ICT starter/plenary tasks - add ideas to Google spreadsheet.
ICT/Computer Science and Business trip ideas.

RQT Independent Enquiry Feedback: 

• Pupils need training
• Lower ability find it easier to get started.
• MAT pupils don't like not knowing if they are wrong or right. (More scared of failing.)

Updated the Wildern Business VLE for Unit 1.3.

Numeracy SIG Update - Business Exam Questions

Looking through the Business Studies finance exam papers, I found several numeracy topics that appear regularly.

These are:

• General arithmetic (summing costs/sales)
• Reading values off Break Even charts (finding where the revenue and costs lines meet and being able to take figures from it)
• Profit margins (Ratios and percentages)

As well as this we encourage pupils to calculate their total marks and percentage scores. We also get them to work out timings per question based on the marks available.

In the Year 9 Induction we also look at currency exchange as well as budget setting and costs in producing a product.

Each subject shared the numeracy terminology we used and the equivalent used in Maths lessons will be given to us next time so that terminology can become consistent across the curriculum.

We were also asked to write down how we explain some of the numeracy methods to see if we just give pupils formulae and get them to memorise them or if we go through how the formulae are formed and why we use them.

Numeracy SIG

Funny Calculation:

Group aims: 1. To explore numeracy across the curriculum.
2. To ensure consistent use of numeracy key terms and teaching techniques.
My aims: 
1. To explore numeracy in the Business finance unit.
2. To support a set 6 with numeracy in the spreadsheet unit.

Bar chart challenge 
Food names are discrete data and so should have gaps in between the bars. Continuous data should not have gaps in between bars. 
Discrete - Pie chart, bar chart.
Continuous - line graphs.


Key Words - FREQUENCY, CONTINUOUS, DISCRETE

QWC now tested in Maths exam.

Skills Map
How we use numeracy:
IT - Scales in graphics/formulae and graphs in spreadsheets
Business - Breakeven graphs/balance sheets