Well, the Easter Holidays are officially over and week 3 is complete. Between seeing my pupils and staff members it almost feels as if I never left school. With week 3 over, that means I am already halfway through my placement- how time flies! After 2 weeks of sleeping in and socialising with some work on the side, I am reminded of how hard it is to get back into the routine of waking up early!
This week has allowed me to see the aspects of teaching we don’t always focus on. I have experience parts of being a true teacher including marking homework books and various worksheets from my lessons. Taking down wall displays is another job which teachers don’t tend to find enjoyable but it has to be done. I believe wall displays are a good way to increase self esteem as children take pride in their work and can show it to their families during parent/teacher interviews or school events. According to Education World (2015), “Visibility leads to value”.
I had the opportunity to observe two intensive reading lessons with two pupils. An initial assessment is required to determine the entry level for each child. First, I watched a P2 pupil for his 21st lesson. The lesson begins wth reading familiar books that the pupil has read many times before.
Next is reading the book they read for the first time the day before in school and then at home. The teacher fills out a form with page numbers on it. For each page, the teacher must tick as the child reads and put a tick if the child reads the word correctly and note any issues e.g. if the child said ‘said’ instead of ‘is’. It is important to go over any difficulties with the child to ensure they learn from their mistakes. This can be done by asking the child to try a word again or by practicing through the use of magnetic letters. We spent some time looking at the word ‘dad’ and what words rhyme with it. The child replaced letters in ‘dad’ to create new words e.g. sad, pad, had, mad then ham and sam.
Next, the child wrote a short story that happened in the book e.g. Dad put a hat on the snowman. They have a practice page in their workbook for any words they are struggling to spell or sound out. The sentence is written on lines on the page beside the practice sheet. The teacher helps the child if there are any tricky words e.g. snowman. Any words the child struggled to write are noted e.g. he wrote ‘no’ instead of ‘on’. The teacher writes the story on a piece of paper and cuts it up to separate the words. They are then jumbled and the child puts the sentence into order. It is stuck into the child’s book at home and then the high frequency word they struggled with is practiced at home by copying it out 3 times. Finally, a new story is introduced by looking at the pictures and discussing what is happening throughout the book. The child tries to read the book and any words they struggle with are noted.
The second child was a P2 for their 3rd lesson. Once again, the lesson started by reading familiar books. This child was looking at the letters ‘c’, ‘d’ and ‘u’. She began by grouping the letters and then the teacher said words beginning with the letter or the letter name or sound e.g. umbrella. The pupil had to place the correct letter in the teacher’s hand. I found this activity beneficial as the child becomes familiar with words beginning with that letter whilst practicing the sound. A letter book is used to write the letter and think of a word which starts with it e.g. j-jelly. The child can then draw the word and completes 2 letters per session. This pupil also completed a sentence- “I have a dog.” Once again, the features of a sentence are considered and the child starts a new book. The pictures were used by the child to help them figure out the words.
A huge focus during these lessons is encouraging independence in the child e.g. get them to turn the page themselves and not guiding them with your finger. It is important to not only focus on the sounds of words but also writing features e.g. capital letters at the start of a sentence and for names. If a child knows a tricky word, they are usually asked how do they know it says that word which encourages them to sound it out. This was a valuable experience for me as it is an extremely useful insight into how to teach reading to young children. I think it can be easy to think that teaching a child to read is just about making sure they can read the word and not the components that make a sentence make sense.
I experienced something quite random and different on Wednesday afternoon when the class teacher led the children outside and told them to follow her and do as she did. It turns out we were going for a wee run around the playground-what fun! This was a reminder of how sometimes as teachers we need to loosen up and have some fun with the kids. The fresh air can do not only the children good but also stressed teachers!
During my placement last year I experienced a class trip outside of the school to the Dundee Science Centre. This week we had a trip come to us- a theatre group who put on a showing of The Secret Garden. It is important to consider the logistics and money involved in a school trip. Whilst the visit was quite expensive, the school concluded that it would be cheaper than paying for transport for the whole school and felt it was worthwhile as sadly this may be the only opportunity these children get to see a show like this.
I was hit with nostalgia when we had hymn singing practice. Although there is no longer a piano to sing along to and as with many things technology has taken over through Youtube videos on an iPad. I think that having things such as hymn singing scheduled into the school day helps children to develop an enjoyment for music.
Over Easter I was considering how this placement was going for me and if I was growing in confidence in my ability to teach. I felt I was quite tense before Easter and for the first couple of days back but towards the end of this week I began to relax more. The children are starting to respond well to me and seem to engage well in my lessons. I have found it hard to gauge the level children are at when creating worksheets. This will improve the more I get to know the class and see what work they normally do with the class teacher.
Sometimes, a quick 10 minute lesson can be the most effective. I took a mental maths lesson which involved using cubes to demonstrate understanding of addition and subtraction. It was important to use a range of vocabulary to show that ‘plus’ and ‘and’ are the same and ‘minus’ and ‘take away’ mean the same. All children responded well to this and show a good level of understanding. The next step would be to work with bigger numbers. This will help develop children’s confidence in their mental mathematics ability.
I started the topic of length with the class this week. As they haven’t met this topic before, I need to introduce the topic using non standard units of measurement. Due to the business of school life and things cropping up, I only managed to teach one lesson on length. It was important to make the lesson as interactive as I could to ensure the children were engaged from the start of the topic and took an interest in it. During this lesson I had a cutting and sticking activity for the class, this involved 5 different coloured strips of paper per child meaning a lot of handing out. Instead, I should have grouped the paper with a strip of each colour in a pile for each child. Additionally, some pupils finished the activity much quicker than I expected. This meant I had to think on the spot for an extension activity but thankfully my brain was working that day and they were able to do more work! I will continue this topic next week by asking pupils to measure using cubes.
I was asked to plan a series of lessons on The Lighthouse Keeper series. I cannot quite believe I’d never came across these books before as they are brilliant and can be linked to many topics. I decided to start with The Lighthouse Keeper’s Picnic as my head began buzzing with ideas when I read the story. Unfortunately, the teacher decided my worksheet idea was too difficult for most pupils which is all a part of the learning curve in the life of a teacher. At least I can use the worksheet another year! A chat with her helped me to understand the level that children are working at better but I still struggle at times. As the class had been working on phonics ‘ee’ sound before Easter I decided it would be a good idea to refresh their memory and do a phonics worksheet based on ‘ee’ and ‘ea’. Some pupils found this worksheet quite tricky in places as they make the same sound but most pupils managed to complete the worksheet with little or no mistakes. This activity was a good way for the pupils to work on their recalling key events in a story and sounding words out skills.
As my one and a half years as a student teacher I’ve been made aware of the importance of collecting resources- it’s a shame I don’t have enough space to keep everything I think might one day be useful even if it is just a random piece of ‘junk’. Thankfully, my teacher head was on during Christmas when my Dad received a hamper in a lovely basket i.e. a lovely PICNIC basket. Yes, that’s right- the PERFECT resource for The Lighthouse Keeper’s Picnic. I was so excited for this lesson as I felt the kids would really engage with it and have some fun. Thankfully I was correct- they loved it, they were squeezing past to get a view of what was in my basket (probably not my best behaviour management during this lesson but hey they were excited and had just finished a lively session of PE)! The pupils loved guessing and then seeing what would be in my perfect picnic basket. They were keen to share their own ideas leading perfectly into the worksheet on where their perfect picnic would be, who they would invite and what they would do and have in their picnic basket.
I felt I was quite stressed during this lesson as it was to be about an hour but due to PE it got cut to 25 minutes. This meant I was worried about not achieving much during the lesson but the timing worked well in the end. We recapped the story and looked at my picnic basket before lunch (which ended up being a picnic outside-perfect timing or what!?) and then the children discussed their perfect picnic and completed a worksheet on it. This lesson was an example of having to change plans to suit unforeseen events. Overall, I think this lesson really taught me the impact that having two very engaging and lively lessons can have on the class. Next time, I would possibly consider doing a different lesson which isn’t quite as interactive but I felt I managed the situation quite well. There were a few children who acted up and I feel I wasn’t firm enough with them. I need to work on ensuring the whole class’ experience is not affected by a few children and instead move those who are misbehaving or consider making them go to their seat and miss the fun until they can behave. I felt my worksheet was well made to suit all children’s needs as there were words to help those who struggled and those who were confident enough to think of their own words tried very hard with their spelling.
I’ve had very little experience in observing PE lessons and only taught one last year on placement. As I am with P2/3 this year, PE lessons are very different compared to P6. The first lesson was taken by the class teacher and focused on looking around you for other people to ensure you do not crash into them. Something as simple as a bean bag works great for younger ones. The other lesson this week was taken by a football coach from outside of the school. Once again, a focus was watching for those around us. He was looking for children who were keeping control over their football. I like how the children receive PE lessons from both the class teacher and someone from outside of the school as I believe that having a different face can sometimes add a bit more excitement for the class. It can also minimise any anxiety the teacher may have if PE is not a strong point or major interest for them.
I decided it would be a nice idea to link the literacy topic of The Lighthouse Keeper to a craft by allowing the children to make their own lighthouses. This idea proved a little more difficult than expected- how on earth does one student teacher get 28 Pringles tubes to make lighthouses!? That’s where you just have to ask people and show your desperation on social media. I even had my parents ask their friends and I still only have 15 Pringles tubes. I was unsure if in this day and age I would be allowed to ask the children to bring in their own tubes considering Pringles probably aren’t the healthiest snack to be promoting to a class of 27 6/7 year olds. Thankfully a few staff members and a couple of children might be able to help me and bring a few tubes in next week. As I didn’t have enough tubes for the whole class and the task is quite hands on, I took the children out of the classroom in groups of 4. The children required quite a lot of help with sticking the strips of paper on the tubes so that they sat in the correct order and didn’t slip down. To stick the little tea light and cup onto the lid of the Pringles tube I needed to use the glue gun. This meant the children has less to do for the craft but next week they will paint a base and put rocks using tissue paper on it. I am glad I am doing this craft with them even if it takes quite a bit of preparation time as the children are really excited about it and responding well.
This week has been quite a mixture of things but I have enjoyed it overall. There have been ups and downs but I think once I am back into routine and teaching more, I will enjoy it more. Getting to see this huge selection of school events and teaching will help me in the future as I will hopefully be more prepared for the unexpected and elements which aren’t always focused on. Over the next few weeks, I really need to put my foot down when it comes to behaviour management and ensure there are consequences for pupils who consistently misbehave whilst ensuring there isn’t something deeper going on. My confidence is growing but I still have a long way to go- perhaps I won’t have that confidence in myself until I am left with my own class in probation year but I hope I will begin to believe in my ability and judgement soon. I find it hard to believe just how quickly this placement is going. 3 weeks down, 3 to go!
References:
Education World (2015) Children’s Work- Visibility Leads to Value. Available at: http://www.educationworld.com/a_curr/curr274.shtml (Accessed: 14 April 2018).
Thankfully, I managed to get some teaching fitted into this busy week! The usual Monday morning routine circle time proved rather successful on the theme of ‘Friends Letting Us Down’ to link to the Easter story when Judas betrays Jesus. I took a risk through introducing a new and quite complicated game which focused on lying. This risk proved worthwhile as the children seemed to really enjoy it and it got the message across. 
Several of my class attend ‘Cabin Club’ after school each day. This is for children who finish school at 2pm and cannot be collected until 3pm, perhaps due to older siblings in the school who only finish at 3pm. This takes place in the mobile classroom which is a play based learning classroom with an outdoor area including a shed, kitchen area and various outdoor equipment. It is not a homework club but instead a space for children to explore through play. I helped out with Cabin Club on Wednesday afternoon. As the weather was nice, the children played outside. I think this is a great idea as it allows children to get some fresh air and exercise after a day at school whilst also providing them with learning opportunities, often, without them even realising they are learning showing that learning can indeed be fun!
Whilst this week has been busy, I have enjoyed it and it has allowed me to see that sometimes things do not run as smoothly as we like and timetables are interrupted. As a teacher, I need to be prepared to change the plan for the day when something else crops up. It is good as a student to get out of the classroom and get involved with sports outings without the pressure of organising it. This prepares me for the future if I ever end up as the coach for a sport. It has been a speedy but hectic week with nose bleeds, sick children and tired teachers but hey I guess that’s the life of a teacher!
My main learning point in first year was that implementing behaviour management strategies is crucial. I had a rather difficult class last year who tested the patience of myself along with many staff. I found it extremely difficult to gain their respect and ensure their behaviour did not affect their learning. It felt like no matter what I tried, some pupils just refused to listen to anyone. This year, behaviour isn’t a major issue. Whilst I still need to use behaviour management strategies, I don’t believe it will be as difficult to maintain pupils’ attention and already think they have more respect when they are asked to do something. As it is getting closer to Easter, they are beginning to get tired and less willing to do work but they have still got on with their work when prompted. Last year, several pupils questioned the class teacher and myself on what the point was in what they were doing and refused to complete the work.
The behaviour management strategies are quite familiar to me from placement last year and attending this school as a child. The methods used include the class teacher raising her hand and the child must raise their hands too. Once they have their hand in the air, they know they should zip the lips and listen and look at the teacher. This was used in my placement school last year. Sometimes the class teacher claps twice and the pupils know to look at her and be quiet. A new technique for me is the use of an egg shaker to quieten the children down.
A whole school reward system that has been used for years is House Points. There are four houses: Exorna, Dunboe, Benone and Mussenden. Pupils can earn house points through excellent work, sporting and academic achievements and good behaviour. Each month there is a focus on what children can do to earn house points e.g. March is all about good behaviour. I have tried to use as many of these strategies whilst teaching. Thankfully, I have not needed to use the Yellow and Red Card system as pupils have considered their behaviour and changed their actions when prompted.
The class have circle time every Monday morning which has been a new experience for me as P6 did not do circle time last year. 
This week has involved a lot of observation and supporting pupils as I am new and don’t know the pupils’ needs and routines well enough just yet to teach them as a whole class too often. I have led group work outside of the classroom such as spellings with Primary 3’s which has allowed me to see what level they are at and ensure they all get a chance to demonstrate their knowledge and understanding. One thing I realised during this was that I was forgetting just how young pupils are compared to my 11 year olds last year. I asked pupils to write the sentence “The cloud looked like candyfloss”. This was rather silly of me! They attempted the word ‘candyfloss’ but some struggled significantly. I need to remember to match the pupils’ level and needs. I have taken reading groups which has been interesting as some pupils are working at a Primary 1 level whilst some are exceeding expectations. It has been a great chance to relive my childhood as they still read The Magic Key books! One thing I have noticed through these reading groups and spellings is that it is important that pupils who are off sick are given the appropriate support to catch up when they return. We must ensure that they receive the same level of support as the pupils who were there during the initial teaching of a topic. Additionally, I was reminded of how much children can surprise us. I was reading with a girl who had been off on Monday and she was struggling with words such as ‘put’ at the start of the book and by the end she was able to say ‘water’ without any help. Children can really take us by surprise!
I have had opportunities to work with pupils in the Primary 5/6 class as 3 of them were sent to my classroom as their teacher was preparing for ITV news and the Mayor of Coleraine’s visit on Thursday for our Plastic Smart Campaign (You can read a bit about it here- 
Our class went to the computer suite to use a program similar to paint to draw an Easter bunny. Interestingly, it seemed that although many children are familiar with technology, many struggled with using a mouse. This may be due to the increased use of touch screens rather than a mouse. Nowadays, it is not uncommon for specialists to come into the school for subjects such as Physical Education. This was the case for my class when they played football in PE on Thursday. I quite like the idea of this because I believe that as primary teachers, it is important for us to be interested in all aspects of the curriculum, however, we cannot be experts in all aspects. By bringing in a specialist, it takes some pressure off the teacher and allows them to have some marking time or build a rapport with their pupils by joining in and having some fun with them.
Before clocks existed, many people relied on nature to grasp the concept of the passing of time. For example, the movement of the sun across the sky would indicate day and night. It is believed that in the past, ancient people divided the sun’s cycle into different timekeeping periods. For example, the ancient Egyptians built tall obelisks that would cast shadows to help divide the day into sections (Wonderopolis, 2017). We watched an interesting video on an elephant water clock in class (Luppino, 2015). I was fascinated by the mechanics and level of maths behind this to make everything work at the right time.
Whenever I was younger, I used to think that the whole world was at the same time of day as me. Obviously, I later discovered this was incorrect. The idea of time zones is just amazing and very relevant for me. I have several family members in Canada including my brother and friends in places such as New Zealand. It is therefore necessary for us to consider each other’s time differences before we Facetime. This is especially strange with Kiwis as they are 13 hours ahead which means they are often a day ahead in a sense.
Maths is crucial in timetabling as you need to schedule different lectures for different times and ensure that no room or lecturer is double booked. This is a complex process and something I don’t think I could do! The idea of sitting with pages of names, subjects, rooms and lecturers to sort into a timetable just freaks me out! Would it be easier to use computer timetabling to get an automatic timetable for all students and lecturers? Whilst it would probably be a lot easier and quicker, there would be a lack of personal touch in that nobody wants a 4-5pm lecture on a Friday! Furthermore, a lecture could finish at 11am in the Tower Building and the next one start at 11am in Dalhousie. There is no way you could make it to lectures on time if this was the case.
Whilst at school, I studied A level Applied ICT. This involved creating a game, another aspect of computing that requires maths. The idea of direction was crucial in my game as it was a maze game. The number of coins that were collected needed to be calculated up and the character needed to only be able to move within the game path. I also used the programme Scratch where I created Sprites. This involved programming the sprite to move X steps in a particular direction and turn different angles. This is something I would definitely consider using in the classroom to allow children to see basic maths in action within gaming.
We started off the lecture by considering a restaurant which had 2 choices of starter, 3 choices of main and 2 choices for dessert and how many different combinations the restaurant could serve. I worked this out by giving names to each dish e.g. Tomato soup, steak and chips and chocolate fudge cake. I then wrote out each starter and completed the meal by changing the main and dessert each time. I concluded that there could be 12 different combinations. This would be a good starter activity in the classroom to get children thinking about the probability of getting a certain selection of dishes.
In the counter intuitive maths lecture, we considered this idea with socks- 4 black, 4 red and 4 blue and how many socks you would need to make a pair. The answer is 4 as you only need 1 more sock than the number of different colours. Again, this is something which could be explored in the classroom.
A die is one of the most commonly used objects within probability and is used a lot in gambling. It is unlikely I will use gambling as a main tool to teach probability, however, I will use the idea of rolling a die. Some activities could include getting children to record what they roll for a certain number of throws or asking them to calculate the probability of rolling certain numbers e.g. the chance of rolling a 5 on a 6-sided die i.e. 1/6. They could then look at throwing a 5 on both 6-sided dice i.e. 1/36. The probability of this happening is actually calculated by subtracting the probability of it not happening away from 1. I have explained this below:
Before this input, I would not have known that this can be used in gambling and slot machines to work out the chance of winning or losing. Maths is used when designing the likes of slot machines as the probability of an outcome multiplied by the pay-out/prize for that combination will never equal to 100%. This means that slot machines will always win and earn a profit, never the player. Additionally, this can be ‘weighted’ so that bigger prizes or frequent smaller prizes are paid out, resulting in more money for the casino (Holme, 2017).
There is more to gambling than just luck, there is fundamental mathematics behind it. For me, I don’t think that gambling is worth the time or the money unless you are crazy and rich enough to do as Mandel did. However, a lot of countries have now banned this technique so it’s probably not worth your while really! I think I will keep to the likes of rolling dice and flipping coins to explain chance and probability in my classroom!
As someone who does not consider themselves musical, I hadn’t really put much thought into how maths is needed in music. I love listening to music and find it a great way to relieve stress whilst belting out a song! However, I studied music in school and absolutely hated it. I would dread walking into that classroom to be asked to play the Eastenders theme tune yet again on the recorder or be asked yet another music related question that I had no clue how to answer and to be frank didn’t care about! I knew of the basic elements of music e.g. tempo, rhythm, dynamics but I didn’t fully understand how maths held such a great purpose in music. After our input with Paola, my eyes have been opened!
In pairs, we had to think of as many links between maths and music as possible. Megan and I came up with quite a few including the note values, beats in a bar, the actual making of an instrument and counting songs. Other ways in which maths and music link include tuning instruments, figured bass, scales and even the Fibonacci sequence! This is because there are 13 notes in an octave e.g. from C to C. A scale is composed of 8 notes. The 5
I have always known that there must be some level of mathematics behind medicine and health care, however, I did not realise just quite how important it is in the world of medicine. As the daughter of a nurse, friends of medical students and someone who considered nursing as a career, I have a basic knowledge of the aspects of maths involved in medicine.
I went to the Royal Belfast Hospital for Sick Children for a week where I spent time in the Infectious Diseases ward, Oncology and Haematology unit as well as exploring the other aspects such as renal dialysis and lumbar puncture. During this time, I experienced maths in medicine by doing rounds of observations. This involved taking the oxygen saturation levels, blood pressure, respiratory rate, temperature and heart rate. All of which are mathematical measurements which need to be recorded to determine a score on the observation chart. As observations need to be on frequently e.g. every 2 hours, you can easily compare whether the patient is getting better or deteriorating as it forms a line graph. In primary schools, often charts are made from a tally of cars that have drove past. This is quite irrelevant as a topic, however, the skill of creating and reading graphs is developed through this which is a key skill in medicine for not only doctors but also paramedics and nurses.
A further example of using charts in medicine is for measuring a baby during pregnancy. If there is sudden growth noticed in the chart, this will be cause warning bells in the doctor’s head. They will want to get the pregnancy checked out in a scan to see if there are any complications.
I also looked at the idea of calculating drug doses during my work placement as it is different in adults and children. For adults, initially everyone is given the same dosage, no matter their age, weight or height meaning a frail 89-year-old woman would get the same dosage as a tall, obese 30-year-old man. Whilst in paediatrics, the drug dosage is calculated per kg of weight to ensure the child is administered the correct and safe dosage. Another aspect that involves maths is intravenous drips- it is important to calculate how much fluid the patient has lost and how much they need whilst ensuring there isn’t too much fluid going in that the electrolytes end up diluted.
Blood pressure is a ‘mathematical representation’ of two forces. The top number known as systolic is the force against the artery walls when the heart beats and the bottom number known as diastolic is the force against the artery walls between the two beats of the heart (this is when the heart is in a relaxed state). A blood pressure range of 110/70 to 120/80 is considered normal (Medindia, no date).
Maths is required in prescribing medications as it is important for doctors to prescribe only enough tablets to complete the planned time e.g. a course of antibiotics for 2 weeks. An example in my life is when I went to Canada for the whole summer, I needed enough tablets to do me for 11 weeks. This required calculating how many of each tablet I need each day multiplying that by 7 and then that by 11 to determine the exact quantities I would require to ensure I didn’t have to miss out on medications.
Biomechanics was mentioned during the workshop which is all about the forces required to cause fractures. We also looked at pharmacodynamics and biochemistry. This involves the amount of a medicine administered depending on how fast it leaves the patient’s body which depends on kidney function and how much the patient urinates.
Something I was not aware of before today was the value of Twitter in medicine. Twitter has been used to discover the waves of diseases e.g. the flu. People tweet about having flu like symptoms which helps the NHS to know that in a short time, there will likely be an increase in patients coming into their local GP practice with the flu due to the spread of it. I was fascinated by this as it could be used to help predict future diseases.
Maths is not only required once you are a qualified doctor, it is required even before you enter university through the UKCAT test scores, UCAS tariffs which consider your upbringing and where you live. The idea of deprivation is considered and it has been found that those from a rich area and with parents who have jobs in professional settings such as doctors, teachers, lawyers etc are the most likely to apply to medical school. However, it was interesting to see that those from a poorer background with parents in manual jobs which don’t require a degree were more likely to apply than those from a rich background with parents in manual jobs. This may be due to schemes to encourage the more deprived who are capable to attend medical school and bring in variety to the world of doctors. By having doctors who are from poorer backgrounds, it helps to break barriers as they can relate to patients and therefore the level of trust may be higher.
Statistics play a huge part in medicine and predicting future illnesses and life expectancies. Life expectancy is calculated by taking the average age of death for everyone that year e.g. if the average age of death was 76.9 in 2017, then the life expectancy for babies born in 2017 would be 76.9. It has been seen that men tend to die approximately 5 years younger than women. This may be due to men, in general, being worse at visiting the doctor and waiting longer to seek help if they have a health concern. Living in a poor area has also been shown to decrease life expectancy, particularly if you are male.
Maths in Medicine could be explored in the classroom in various ways. Role play could be used where children run a doctors’ clinic and must prescribe the correct number of tablets to each patient. Medicine could be brought into maths problems where students must determine how much IV fluid is required to keep a patient healthy. Pupils could consider the different angles required to x-ray a particular part of someone’s body. Older pupils could look into health statistics and even create their own surveys for a topic such as healthy eating or exercise within the class. They could look at the average, mean, median and mode of these figures. Maths is clearly a skill required in medicine and we need to educate pupils on this as for all we know we could be educating a class full of future doctors!
