Subtitles

Associated Teachers TV programmeTeaching With Bayley: In at the Deep End

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(man) People, people, people.

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- Start listening. Pay attention.- (man) You're looking for capitals.

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(woman) At Chiswick Community Schoolin West London,

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newly qualified technologyteacher Bruce Duxbury

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has been thrown in at the deep end.

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Together with another colleague,he's responsible

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for both planning and teachinga brand new vocational GCSE.

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It's first thing Monday

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and Bruce has a doublemanufacturing lesson with Year 10,

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who can be challenging.

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He's asked John Bayley to offeradvice on pacing and planning.

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Many weeks ago, it's going to seem,

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you wrote a time plan with MissHolmes about what your plans were

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and when you hopedto achieve them by. All right?

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So I want you all...This is gonna be a bit messy.

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You've not left the drawerin the best of states.

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I want you all to get holdof all the work you've done.

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I'm gonna put this in the middle.It's going to be...

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This drawer is in a real mess.

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You need to get holdof all the work you've done.

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There we go.That is what I'm talking about.

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Someone's done it without a name.

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Yours is all at home.Yours is always all at home.

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I can't find it.

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(Duxbury) It's not surprising thatyou can't find your work in here.

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Every week you all just dumpyour stuff in here,

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then blame Miss Holmesand I for losing it.

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I want you to just noticeyour language there.

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You tell them it's in a mess,it's not gonna be successful.

0030 10:02:00:01 10:02:03:06

I was gonna say, from square oneI've been very negative.

0031 10:02:03:06 10:02:05:06

Yeah.

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I would like a bit more of, "Nice tosee you back. Brilliant half term."

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"We're getting out the projects.They are in the drawer. Sort them."

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"They might take a bit of sortingout, but I know you'll find it."

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It is my intention nowto have a very quick...

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How long have we got?About ten minutes.

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A very quick... but it's goingto be a group brainstorm.

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What I'm going to askeach of you to do now

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is to write in the very centreof that piece of paper

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a single wordwhich you think is relevant,

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hopefully with lots of possibleexplanations around it,

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but a single word relevantto this entire project. Right?

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So, you all know we are designing,Luke, egg timers.

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It's 26 minutes in,and to the outside observer,

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nothing happeneduntil 26 minutes past.

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We sorted out bits of paper,you showed us a lesson guide,

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but there wasn't anything to do,just write one word in a circle.

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Each of you,

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I want you to come up with five...

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five different wordsdirectly associated

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with the word you've got writtenin the middle of that page.

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All right? You've got egg timer. OK.

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Now, ideally,what you are now going to do

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is you're going to take that sheet,

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pass it on to your neighbour,

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right, or pass it round in a circle

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if that's what I asked you to doin the first place. All right?

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And that person then is goingto take each of those words

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that you've got on the outside,and put two more words -

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if you can think of them -two more words

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associated with each of those words.

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Tell me what you learnedfrom watching that.

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I got the impression

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of a teacher who was...

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not well prepared for the lesson,

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and it was all quite bitty.

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My intention originallywas to try and move things on

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and not get stuckon one thing for too long.

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- Are you gonna get drunk?- No, I can't.

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- What's "hot" got to do with it?- Egg.

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What's "scrambled"got to do with "egg timer"?

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- Scrambled, cos of scrambled egg.- Exactly.

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(Duxbury) Is it worth...? Ben.

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Is it worth spendinga little bit more time on this,

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or shall we move ontothe next thing?

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(girl) Move onto the next thing,sir. This is pointless.

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- (Duxbury) It's pointless? OK.- Yeah.

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Now, there aren't, again,enough of these for one each.

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I want you to havea look at them all.

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Right, just have a look at it. Havea look at the marks that are on it.

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Pass it aroundso everyone can see them.

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I can see the marks.The marks are on the plastic.

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Why are we looking for marks?

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(Duxbury) All of these marksare standards.

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If I put a salad inside this,I'm guaranteed,

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because it's got this mark,the cup and the fork, on it,

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I'm guaranteed that whenI eat that salad, right,

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there will be no plastic in it.

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None of this plastic boxwill go into it.

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Now, what I'm asking you to do now,

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when we go upstairs,

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is to have a look

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at what standards apply

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to an egg timer.

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We're up to...

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We've been going about 50 minutes,and we're onto standards now.

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In about three quarters of an hour,I'll ask Joachim

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what a standard is,and he doesn't know.

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I think structure is the big issue.

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Here it is, straight fromthe key stage 3 strategy.

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The larger picture,the local picture,

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the lesson as a series of episodes,

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a method of work for each episode.

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Make sure that the start,middle and end are linked together.

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That's kind of what the basic ideaof the key stage 3 strategy is.

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The kind of shape and coherenceof lessons.

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(Duxbury) I've put togethervery quickly a repeat sheet

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of a sheet I gave youa few weeks ago

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about quality, standardsand regulations.

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Joachim. I see from your facesyou don't remember it.

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(giggling)

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Do I know about youthat you're a semipro dancer,

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- or a competition dancer?- Yes.

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So you know about performance,structure, planning, pace,

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verve, all of those things.

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If I was teachinga course like that,

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I'd want someone to sit down withonce a week or once a fortnight

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and say, "We're doing this.We're doing that."

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"Do you think that'll work? Wouldyou do more of this, less of that?"

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Does that strike a chord with you?

0121 10:07:47:18 10:07:51:08

- I think it would be a good idea.- Yeah, OK.

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It's the same as planning a danceor a performance or anything else,

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because if you go out there, you'rea bit of a lamb to the slaughter

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if that plan isn't in place.

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Having watched myself teach...

0126 10:08:05:23 10:08:08:16

In your words, there's a coupleof performance issues

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that I can certainly explore.

0128 10:08:13:01 10:08:17:10

Perhaps I could let the teacherthat's dying to get out of me

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get into that classroom.

0130 10:08:19:18 10:08:22:20

(Bayley) Yeah. That's what I want.What's that teacher like

0131 10:08:22:20 10:08:27:05

- who's dying to get out of you?- Absolutely crazy.

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And by that do you meanmore prepared to experiment,

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- more prepared to take risks?- Yes, absolutely.

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- Bruce, let him out.- Yeah.

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Because that...

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Yeah, let him out.

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(woman) John's planning to meetsenior managers to explore

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how the school might offer Brucemore support with lesson planning.

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Meanwhile, Bruce himself is hopingto impose a tighter structure

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on his next lesson.

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Now, there was a few thingscame to light on Monday.

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A few things became quite clear

on Monday when we were talking.

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One was that perhaps what we'reactually doing has been lost.

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It was so long ago, you've startedforgetting what we're doing.

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OK. You've started forgettingwhy we're doing it as well,

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so we're going to quickly talkabout what we're doing and why.

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We're then goingto cover standards.

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Now, what became clear on Monday

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was that perhaps that the verybasics of what a standard is

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and why we have them wasn'tentirely clear in everyone's head.

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What we're going to do is spend abit of time - I've said 15 minutes -

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a little bit of time talking aboutwhat they are, why we use them.

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Open to you. What are we doing?Someone tell me what we're doing.

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- (boy) Designing egg timers?- Designing...?

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- Egg timers.- (Duxbury) Right.

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I want you to now tell mewhat a standard is.

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A few people werenot sure last lesson.

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What is a standard?

0159 10:10:02:15 10:10:05:17

- (boy) Is it a regulation?- Lots of suggestions. Good.

0160 10:10:05:17 10:10:07:20

Is it the safety,

0161 10:10:07:20 10:10:11:02

if the egg timer's gonna ruin yourfood or anything or poison you?

0162 10:10:11:02 10:10:14:18

Good, so we're trying to preventbad, wrong things from happening.

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Something we test things by to makesure that they're going to be OK.

0164 10:10:20:18 10:10:23:17

That's a good definition.To make sure they're safe.

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Why do you think we need standards?Byron, why do we need standards?

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If we get... if we get acrossthat our standards are good,

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then it's more likelyfor our products to be sold.

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(Duxbury)Very good definition as well.

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I've picked outsix types of standards,

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six organisations,and there's no prizes in here.

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(boy) Bingo!

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There's a few sentences at the topthere about what a standard is,

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then underneath thatit tells you what your task is.

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We're going to go up to the computerroom so you can do this.

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(Duxbury) I've given youan address there to look at.

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What shall I do now I've read it?

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(Duxbury) You know everythingthere is to know about the HSA.

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- Basically.- Find out if they deal

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with the health of peoplemaking your egg timer,

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- or the health of people using it.- (boy) All right.

0181 10:11:38:13 10:11:42:06

- (boy #2) All right, guys.- (boy #3) I got poked in the head.

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(Duxbury) Byron, you know whatstandard you were doing.

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Go and sit at that table, please.

0184 10:11:48:11 10:11:52:01

Rena, tell me a little bitabout the CE mark.

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- I don't know what it is.- (boy) Can't you read, Rena?

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Yeah, I can,but I still don't know what it is.

0187 10:12:00:19 10:12:03:02

(Duxbury) Ben,what can you tell me?

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- (boy #2) It's European.- (Duxbury) Yes, that's good.

0189 10:12:07:15 10:12:09:13

That's all I found out.

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- You didn't give us a lot of time.- (Duxbury) You had 15 minutes.

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No, but everyone gettingthe right page, getting sorted out.

0192 10:12:16:09 10:12:20:16

Joachim, can you tell mewhat the Environment Agency is?

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It's to help keep the world a moresafe and more nice environment,

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and to keep the water clear,the air clear,

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and making it more safefor another day.

0196 10:12:32:04 10:12:36:06

- (Duxbury) That's very good.- Goodness, gracious me.

0197 10:12:36:06 10:12:40:17

That was a very good descriptionof what the Environment Agency does.

0198 10:12:40:17 10:12:42:07

Very good.

0199 10:12:42:07 10:12:44:18

I tell you, here's a test.What's a standard?

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What's a standard?A standard is a means of checking

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that things are the wayyou want them to be.

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(Bayley) That's right.It's a benchmark

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or it's a means of checking foruniformity or minimum standards.

0204 10:12:57:15 10:13:02:10

It's interesting, isn't it, that atno point in the lesson do we get...

0205 10:13:02:10 10:13:06:20

The only time I saw it written downwas when you gave it to sort out.

0206 10:13:06:20 10:13:11:16

If I'm 13 or 14, at some pointI do want it bigged up.

0207 10:13:11:16 10:13:16:21

In the course of making my egg timerI had to meet standards,

0208 10:13:16:21 10:13:19:08

and a standard is...

0209 10:13:19:08 10:13:22:19

The big picture, I want youto big that up even more,

0210 10:13:22:19 10:13:26:11

so more or less when you walk intothe lesson, the story so far is:

0211 10:13:26:11 10:13:29:04

We're making an egg timer.

We've talked to designers.

0212 10:13:29:04 10:13:31:05

We've talked to metallurgists.

0213 10:13:31:05 10:13:34:16

Today we're talking to standardspeople. That's where we are.

0214 10:13:34:16 10:13:38:21

Number two, today we are goingto be doing A, B and C.

0215 10:13:41:13 10:13:43:14

And I want you to doeven more of that,

0216 10:13:43:14 10:13:46:16

but I thoughtit was a big difference.

0217 10:13:48:23 10:13:51:23

Go on, it's all rightto look pleased.

0218 10:13:55:19 10:13:59:14

Visiontext subtitlesby Margaret Burke

0219 10:13:59:14 10:14:01:24

www.visiontext.co.uk