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Struggling with workload (D&T)

Discussion in 'New teachers' started by chrisharveyonline, Jan 24, 2011.

  1. chrisharveyonline

    chrisharveyonline New commenter

    Hi, hopefully someone out there can offer some words of advice. My girlfriend is in her NQT year having completed her PGCE last year. Although her specialism is in resistant materials, her post is combined and she's teaching all of the strands of Design Technology (food, textiles, etc etc). She teaches years 7-10, which means that she has approx 350 students that she teaches in total. She's really struggling with handling the workload of teaching all the strands. All the way through her PGCE she lived off the buzz of teaching despite the assignments etc, but the workload now has taken the enjoyment out of it. I'm a primary school teacher so i know the pressures, but also how important it is to be excited by teaching and learning, so it frustrates me that the extra admin and workload is taking that away from her. Is this type of post common? (everyone else apart from 1 other in her department teaches no more than 2 strands). Can anyone suggest any working practices or advice that might help? Thank you.
     
  2. chrisharveyonline

    chrisharveyonline New commenter

    Hi, hopefully someone out there can offer some words of advice. My girlfriend is in her NQT year having completed her PGCE last year. Although her specialism is in resistant materials, her post is combined and she's teaching all of the strands of Design Technology (food, textiles, etc etc). She teaches years 7-10, which means that she has approx 350 students that she teaches in total. She's really struggling with handling the workload of teaching all the strands. All the way through her PGCE she lived off the buzz of teaching despite the assignments etc, but the workload now has taken the enjoyment out of it. I'm a primary school teacher so i know the pressures, but also how important it is to be excited by teaching and learning, so it frustrates me that the extra admin and workload is taking that away from her. Is this type of post common? (everyone else apart from 1 other in her department teaches no more than 2 strands). Can anyone suggest any working practices or advice that might help? Thank you.
     
  3. Hi, If it is at all possible, your girlfriend needs to raise this as a concern at her next mentor meeting with both the school and if appropriate the LA. Her school based mentor and tutor will either challenge her to find ways through the mountain of planning and assessments etc in the most effective way possible or will discuss alternative methods of time management and organisation that are available to her. It is conceivable at the point of curriculum and timetable planning that the school has attempted to broaden the range of experiences and subjects so that she is able to achieve as many of the induction standards as possible within the year. (Or she just ended up with the lessons that the HOD couldn't/wouldn't put on other colleagues) Once her concerns are minuted with action points, criteria for success and with review dates built in, the school is obliged to support her. If they do not and her NQT year is unsuccessful there might be grounds for appeal. (This is something which the school doesn't want - believe me!) She must also make sure that she has the 10% additional NQT time outside of meeting times and PPA slots to help with the planning, preparation and assessment activities. She must also make sure that she uses her PPA's for that very reason. As you know, little things like talking to colleagues and making teas etc. can eat very quickly into this time.
    I would also advise your girlfriend to look at arranging (where possible) for all assessment points to either coincide or stagger so that the work load becomes more manageable. I'm not a fan of differentiation by outcome but sometimes this needs to be considered in order to facilitate effective assessment and especially when so many DT areas are being delivered by one colleague.
    Q: Who has arranged the schemes of work? Who put them in place and what associated resources are already in place? I would hope that your girlfriend hasn't been responsible for sorting those too? I would definitely elicit the support and management of the HOD for this. If there is no luck make sure her concerns are logged at every NQT meeting as a concern for her own benefit.
    All the best!

     
  4. littlemissraw

    littlemissraw Occasional commenter

    I can send her all the SoW I had to plan in my NQT, have one for Graphics, and about 4 for RM plus Food & Nutrition resources I've made. x
     
  5. TC7

    TC7

    I have to ask did she know at intrview that she would have to teach all the strands? Are the KS3 groups on a circus and therefore rotate after 6 weeks, so she can repeat the projects. Does she have 2 year 8 groups to repeat lessons.I have to say the work load is heavy I have 60 students entered on three different exam courses with 60% coursework. We are always under target reviews and how we are going to meet them as someone said last week no one asks the kids how they are going to meet them! I always say my Exam work is the most important classes, but there are loads of resources on line e.g. www.licencetocook.org.uk for food, http://www.helenhudspith.com/ for every strand of DT. Ask for help from her Hd of Dept. As my Hd of Dept says keep tasks simple, refer to levels when introducing tasks, and peer assess or get higher level students to explain whats been going on in the lesson as a plenary. I never catch up.
     
  6. TC7

    TC7

    I have been on the training and your school is then registered, has the school already been registered? I suggest you go to contact them and see what happens, also under news are some of the resources for free use. The resource contains complete lessons, recipes, powerpoints, very short videos of using a knife correctly, making pastry etc, there are also information areas for the students which you set up with passwords, and then they can complete the modules at home for homework ( find out if any do not have internet assess ) and questions you can see who has done what or do it in school if you have computer assess. Schemes of work should be completed by Hds of subjects although there should be flexiblity within them to do say a different recipe doing the same skills. Levels are a pain but we have weeks of binge marking at the end of projects having developed a good system and spreadsheets for recording levels. We have just bought in as a school sam learning which also contains good homework tasks for dt.
     
  7. littlemissraw

    littlemissraw Occasional commenter

    Unfortunately [​IMG] incorrect
     
  8. TC7

    TC7

    In my school Hds of subjects complete all paperwork regarding schemes of work as part of Ofsteds drive to use tlr holders to middle manage. Obviously if a teacher without a tlr only teaches the subject or project then then they might do them. Other staff also have imput if they teach the project or have a exam class. The actual writing up, risk assessments, linking to pos, ordering, exam entries, budget management, monitoring of targets etc is done by the tlr holder. Thats why the Hds of subjects were working to 7pm nightly prior to our recent Ofsted to update everything into the required format, completing the 16 section SEF, while other staff went home. An NQT needs lots of support day to day if lessons are'nt going well, and help with behaviour management, we often sit round with ours and offer support, alternative solutions to lesson management, behaviour management, otherwise they sink and lose confidence. Each project has aims, objectives and pieces work done for levelling, spreadsheets for recording levels and to identifying those below target, perhaps we have a a well developed department.
     
  9. littlemissraw

    littlemissraw Occasional commenter

    Sound like you do [​IMG] need another member? lol. x
     

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