Unnecessary shite that bogs us down...

[DrMadelineMaxwell]

And has little to no impact to the pupils....

I'll start the ball rolling with ...Reinventing the topics frequently when the curriculum hasn't changed (yet) to avoid becoming 'stale', or to take on board pupil voice.

Biggest one for me, however, has been the legal requirement for the last couple of years to actively plan and prepare for the new curriculum that is only finally available now and won't be live until 2022 (Wales).

Reading and making sense of it all will also take quite a while, I imagine. Never have I read such a wordy document!

Rewriting SoW in different templates to suit the latest fad.

Being told about the latest eduevidence and then everyone having to demonstrate it in their lessons

Evidence then changes or doesn't change but silly buzz words do.

Making up shitey data like this kid in Y7 is predicted to get a 7 at GCSE. Like I can tell.

Even worse, this kid in Y7 is predicted to get a 7+ at GCSE.

‘Have you contacted home?’ About every single little thing. If you’re doing it all the time for minor stuff, it totally loses impact.

Oh yes Noble that too

Is that a word? Or a typo = eduevidence ?

Sorry not a teacher but had to ask!

I remember a 3 hour training session after work around 18 years ago on Brain Gym. 3 hours of how this amazing technique would reawaken students and prepare them for the lesson- a theory now utterly debunked and dismissed as nonsense.

Rinse and repeat. For 20 years.

Writing up everything you do for a Deputy Head for Ofsted evidence.

Being a two person subject and still needing to justify your curriculum planning (intent, woman!) and write it all down because Ofsted and in case you leave or die (I quote).

Pointless meetings to discuss cross curricular links with people who teach the same subject as you. And then writing it all down.

@atankofskunks yup def rinse and repeat for 25 years here. Sometimes I can't even lift my head up off the table in CPD anymore. I just want to stand up and scream,"Stop telling me what do" a la Alan Partridge

@tobee I made it up but it sums it up well

One school you had to put something positive at the start of marking the work.

I once had to write, "You have left enough space to do your work" seriously, if a kid can't be bothered to do their homework why do I have to say something positive? How does that actually help?

In the final year of my final job (before retirement) I was an interventions teacher; literacy, numeracy and behavioural matters etc.
Member of SLT announced that all teachers must input any interventions for every student. He had set up a complex incomprehensible spreadsheet on SIMS which we were all to complete IMMEDIATELY and update weekly.
I did it - and as you can imagine it took b**y hours!
2 weeks later SLT did one of their reshuffles and It was never mentioned again.

Another Welsh teacher here! I completely agree with you op. We have spent inset day after inset day after twilight trying to make our new curriculum for our school. Even before the what matters statements were out 🙄🙄 such a waste of time.

Annotating bloody plans with notes and whether each child has met objectives. Writing plans at all, in fact. Primary is nuts for this. When I was in secondary I just had a page planner and no-one ever looked at it. Primary planning is scrutinised and it's nonsense! Why do I have to write it down in shitty typed format? If anyone asks me about any child I know where they are in terms of progress.

Also bloody response to marking. Let me use verbal feedback as it actually bloody works.

And the latest thing is representing daya on a fucking venn diagram for combined results. I've just done the shitting spreadsheet - use that!

Thank god it's half term.

Intent/vision statements.. for no-one other than Ofsted.

I had to do that for a one person department, too... in case I haven't told myself my own plans, I assume.

Sending plans to the head on a Sunday night
Giving the ta the full plan when they needed the clear cut down plan with their section on it
Producing a full written plan instead of the clear plan I'd teach from if needed
Including VAK on every plan
Having to teach an identical lesson as the other class, after all one size always fits all
Not being allowed to deviate from the plan

Having to find the correct colour highlighters to appease the powers that be. Eg. Go for green / think pink etc.

Evidence files. Evidence of planning, evidence of intervention, evidence of quality first teaching, evidence for pupil premium. 🙄 I can tell you more about these things by showing you a random sample of books and having a discussion than a stupid folder will.

Supply teacher - trying to remember which school does ticked pink, Green to grow, which one does pink to think, green is great. And if you send a birthday card to friend's kids, which colour should you not write in to avoid looking like teacher correcting their work. I think I'm safe with red these days.

And if it's purple for spag or something else..and is it orange for autumn, green for spring and yellow for summer when highlighting the progress grids for each child.

Don’t forget with 3 levels of challenge is the green worksheet the easy one or the hard one if using red, amber, green. This resource uses Bronze, Silver, Gold, can I get away with it? What about chillies?

And actually, I think the 3 levels of challenge thing is total timewasting workload-creating bullshit anyway.

Oh yes, bronze/silver/gold on the same sheet and children choose which they want - and then you have the ones who should have chosen bronze struggling with gold to the point of tears and the ones who could do gold chosing bronze and then messing about because they are bored. Then there are the ones with five different levels in the class and having to do different work for each one.

Colour coding schemes of work. Fundamental British values.