8.50 - 9.00 reading and registration
9.00 - 10.00 - I.T lesson
10.00 - 11.15 Mathematics lesson
11.15 - 11.30 break
11.30 - 12.40 literacy
12.40 - 13.30 lunch
13.30 - 13.45 Reading
13.45 - Art lesson
14.40 - 15.00 Assembly
W.O.W:
As part of the walk on wednesdays initiative, children who walk to school were given badges to congratulate them on taking part.
Learning Journals:
a record of each pupils best work throughout the year, it aims to show their progression in the curriculum.
House points:
Each pupil is a member of a house team, these are named after famous people:
King,
Ghandi,
Mandela,
Seacole.
Each house has a colour and these are warn as badges on their schooluniform.
Mathematics:
Finding the radius and diameter of a circle ( see examples)
Drawing flowers using a circle and a compass ( see examples)
Art:
S took the lesson and explained to the class she wanted them to find photos from magazines showing figures moving or in action. There were various examples e.g footballers, dancers etc. they were asked to cut around each figure and make an A4 collage.
Due to bad behaviour and neglect of instructions the class was terminated and the children who had not completed the task properly were asked to throw away their work. They were then asked to get on with other work in silence.
Assembly:
2 past pupils came in to talk to year 6 about their highschool experiences. Mrs M welcomed them and talked about how they had been nominated for this years oscars ( a prize giving service in the evening in a couple of weeks). Other nominations were given out to current pupils for various achievements:
good work and presentation,
continuous improvement in work,
improvement in attitude and behaviour,
The oscars are an annual event where nominees are asked to attend in smart dress with parents/ guardians to celebrate their success. Pupils are nominated for awards by their teachers and winners will be selected by governers having looked at the information put forward about them.
Behaviour:
Child J sent himself home when abusing the warning system. The warnfoling strategy states that if a pupil has been given 4 warnings they need to make a phonecall home to exlain what they have done wrong. J however told office staff he had been asked to call home when in fact he was fed up of being at school. When his mother answered he annonced he was unhappy withe the way he was being diciplined. She promptly arrived to pick him up and did not support teaching staff following the incident.
Saturday, 24 October 2009
4th Day Week 1
8.50 reading
9.00 - 9.50 maths
9.50 - 10.00 change for dance
10.00 - 11.15 dance
11.15 - 11.30 break
11.30 - 11.45 reading
11.45 - 12.40 literacy or phonics
12.40 - lunch
13.30 - second dance performance
note: South African teachers on exchange will be arriving next week as part of the schools international schools link.
Reading:
Child S forgot to bring in his reading book and as a punishment was made to read the dictionary during the reading session and at break, this will hopefully encourage him to remember to bring it next lesson. Child N completed a reading quiz on the computer and achieved 100 %, he was rewarded with a good choices sticker.
Good choices reward sheets:
Children who make 'good choices' are rewarded by collecting stickers for a chart. Once they have received 40 they will claim a certificate. Reasons why children receive these vary. One child collected stickers for bringing glasses and putting them on without being asked when reading, others will get points for making suitable suggestions in class or working/reading quietly without being told to do so.
Mathematics:
The introduction to this lesson consisted of a review of the previous lesson. B asked questions about the process of segmenting lines with a compass. She repeated how to use a compass properly and accurately and the key points for making a line segment:
the infinity line - a continuous line until it is broken by intersection.
intersection - where one line crosses another.
labeling - capital letters should be used.
We reviewed how to check for accuracy against a ruler when measuring, remembering to start at 0 and how to line up the pencil with the point of the compass.
W.A.L.T - we are learning today WILF - what I'm looking for
use a compass to draw line segments of given lengths. ( see examples)
W.A.L.T
use a compass to draw triangles with sides of given lengths. (see examples)
instructions given:
8. create the arc AC (the first letter of the line e.g A is where you need to place the compass to draw the arc).
9. create BC arc in the same way.
10.label where the arcs intersect as C
11. join AC and CB
The children were then asked to make the triangle below using the working example to help them:
AB = 7
AC = 5
BC = 8
B instructed children to turn their chairs towards the board so that they could see and were not twisting to read what was on the board. They were also expected to put down any pens and compasses when she was speaking.
Dance:
4 children were chosen to read opening introduction to the dance. 2 for the morning and 2 for the afternoon.
The performances were a success with each year providing a dance from a different culture or country: India, Ghana, England(contemporary), Africa.
The dance had allowe the pupils to express themselves through movement, work as a team, understand rhythm and a musical beat and keep fit. They enjoyed the performance on the wholeand were excited to see the other year groups attempts.
Parents, relatives and friends showed up to watch and support their children. The deputy head gave a speech regarding the schools interational school award.
Phonics:
As it was the last phonics lesson before half term the children were instructed to organise their files. They complete 4 books every half term and then review how they think they have improved or what improvements they could make in order to progress. Each child set themselves targets for after half term relating to their spelling, handwriting and learning of articular graphemes e.g. vowel sounds, 3 letter graphemes.
Some of the key areas suggested were:
grapheme rhythm,
root words,
sentence construction,
spelling,
the past tense,
complex speed sounds: vowels and consonants,
one letter graphemes,
two letter graphemes,
three letter graphemes,
simple speed sounds.
The pupils then practiced their speed words from the previous session.When learning spellings, pupils spell out words in terms of graphemes, they are encouraged to listen carefully and write down every one they can hear. Any words written incorrectly should be repeated until memorised.
9.00 - 9.50 maths
9.50 - 10.00 change for dance
10.00 - 11.15 dance
11.15 - 11.30 break
11.30 - 11.45 reading
11.45 - 12.40 literacy or phonics
12.40 - lunch
13.30 - second dance performance
note: South African teachers on exchange will be arriving next week as part of the schools international schools link.
Reading:
Child S forgot to bring in his reading book and as a punishment was made to read the dictionary during the reading session and at break, this will hopefully encourage him to remember to bring it next lesson. Child N completed a reading quiz on the computer and achieved 100 %, he was rewarded with a good choices sticker.
Good choices reward sheets:
Children who make 'good choices' are rewarded by collecting stickers for a chart. Once they have received 40 they will claim a certificate. Reasons why children receive these vary. One child collected stickers for bringing glasses and putting them on without being asked when reading, others will get points for making suitable suggestions in class or working/reading quietly without being told to do so.
Mathematics:
The introduction to this lesson consisted of a review of the previous lesson. B asked questions about the process of segmenting lines with a compass. She repeated how to use a compass properly and accurately and the key points for making a line segment:
the infinity line - a continuous line until it is broken by intersection.
intersection - where one line crosses another.
labeling - capital letters should be used.
We reviewed how to check for accuracy against a ruler when measuring, remembering to start at 0 and how to line up the pencil with the point of the compass.
W.A.L.T - we are learning today WILF - what I'm looking for
use a compass to draw line segments of given lengths. ( see examples)
W.A.L.T
use a compass to draw triangles with sides of given lengths. (see examples)
instructions given:
- draw an infinity line
- place the letter A on the infinity line and draw a short line with a ruler where it intersects.
- open compass
- measure from 0 to 9cm
- place point of compass on A
- create arc on infinity line to make a line segment.
(never hold the pencil, hold compass from the top and twiddle) - where the arc meets the line label this B
8. create the arc AC (the first letter of the line e.g A is where you need to place the compass to draw the arc).
9. create BC arc in the same way.
10.label where the arcs intersect as C
11. join AC and CB
The children were then asked to make the triangle below using the working example to help them:
AB = 7
AC = 5
BC = 8
B instructed children to turn their chairs towards the board so that they could see and were not twisting to read what was on the board. They were also expected to put down any pens and compasses when she was speaking.
Dance:
4 children were chosen to read opening introduction to the dance. 2 for the morning and 2 for the afternoon.
The performances were a success with each year providing a dance from a different culture or country: India, Ghana, England(contemporary), Africa.
The dance had allowe the pupils to express themselves through movement, work as a team, understand rhythm and a musical beat and keep fit. They enjoyed the performance on the wholeand were excited to see the other year groups attempts.
Parents, relatives and friends showed up to watch and support their children. The deputy head gave a speech regarding the schools interational school award.
Phonics:
As it was the last phonics lesson before half term the children were instructed to organise their files. They complete 4 books every half term and then review how they think they have improved or what improvements they could make in order to progress. Each child set themselves targets for after half term relating to their spelling, handwriting and learning of articular graphemes e.g. vowel sounds, 3 letter graphemes.
Some of the key areas suggested were:
grapheme rhythm,
root words,
sentence construction,
spelling,
the past tense,
complex speed sounds: vowels and consonants,
one letter graphemes,
two letter graphemes,
three letter graphemes,
simple speed sounds.
The pupils then practiced their speed words from the previous session.When learning spellings, pupils spell out words in terms of graphemes, they are encouraged to listen carefully and write down every one they can hear. Any words written incorrectly should be repeated until memorised.
3rd Day Week 1
8.50 Children arrive read until 9.00
9.00 - 11.15 mathematics - line segments
11.15 break
11.30 literacy - continued autobiographies
12:00 phonics or circle time
12.45 lunch
1.30 return read and register
1.30 - 3.00 dance practice
3.00 children go home
3.15 - 3.30 briefing
Registration:
Children gave in secondary school application forms signed by their parents before the deadline later in the week. Praise was given to tables who set up quickly and for improvements in literacy work. Stickers and biscuits were given to particular pupils who had worked particularly hard. Extracts of work were read out and strong points were aknowledged. One child wrote a humerous extract which gave a positive desciption of his dad and another suggested he cried so much that he could have flooded the world.
B discussed different pupils strengths: neat joined up handwriting, effective use of similies, lively and entertaining storytelling.
As a class their writing was greatly improved and they were asked to give themselves a pat on the back.
Appearance:
Children are praised on good appearance it is important to be well dressed while in school, school shoes and jumpers must be worn and shirts need to be tucked in.
Mathematics:
interpreting data:
Children work in two books, one for geometry - a problem solving book, and one for mathematics. This separates the diciplines at an early age which helps their understanding. The problem solving book is plain paper and allows room for drawing shapes, lines and showing working out.
Pupils were given past sats paper questions to test their knowledge of interpreting data. Sheets were given according to ability, some were level three, others level four papers. Children worked in pairs to solve the problems given.
Line segments:
Compasses were kept in a tin before needed for health and safety reasons. B explained to the children the meaning of an infinity line, and how through intersection and labeling it A and B it becomes a line segment. B noted the importance of of using capital letters in geometry to distinguish it from the written word.
B showed the pupils how to make the line segment AB using a compass, letting them practice 'twiddleing' the compassess to make arcs and circles. They practiced adjusting the compass size with a ruler to provide accurate, presise and exact measurements. Children were told to use separate pencils for drawing and writing so as not to disturb the accuracy of measurements and to keep the pencils in the compass sharp.
Children began work in their books, starting with the date and W.A.L.T ( learning objective)
W.A.L.T - What We Are Learning Today
To draw a line segment using a compass
Whie B was talking children were made to cross arms so that they didn't play with the compasses and hurt themselves and were concentrating on her instructions. She told a story from her childhood about learning to use a compass, she expressed that she found it hard and showed them that they were not the only ones who found it challenging. The children could then identify with her experience.
'can't' and 'won't' are strongly discouraged
Following the lesson children gave themselves a clap for working well.
Literacy:
Grammer, tenses and punctuation was touched on at the beginning of the lesson, particularly full stops and capital letters. Other than this, feedback was very positive. The class are encouraged to be positive about each others work and support each other to resolve mistakes. Rubbing out is not allowed, this allows B to see where pupils are struggling and help them, she aknowledges the need for mistakes in order to learn. Children are aware of this rule and were asked if they had rubbed out any of their work. Those who admitted they had were thanked for their honesty but told not to do it in future.
'mistakes mean you are learning, errors tell adults what you need for your learning'.
The class continued their work on autobiographies, thinking of different ways to start sentences, improving description and attempting to include varied ages and events. When they had written it and had it checked over, they used post it notes to separate events and set them out chronologically.
I.C.T:
Small groups went to the I.C.T room to write up their autobiography booklets one their drafts had been checked through.
Phonics:
The school uses easily accessible modular books by spellboaund for use in phonics. They are each separated into sections:
phonic sounds,
graphemes,
new vocabulary,
a story including the new vocabulary,
comprehension questions on the story,
a writing task e.g write a play script
Children read out words through recognising graphemes, they work out the number of graphemes in each word and learn graphemes used in word roots and endings.
Circle time:
This is a chance for the children to express how they are feeling and any worries that they have. The most popular worries surrounded upcoming S.A.Ts and moving to highschool. B held a discussion to help ease the stress and worry they were feeling. Some children even highlighted that they were scared about travelling to and from their new school due to stories they had heard about attacks on buses e.t.c in the media and from older relatives and friends.
Art Project:
B gave me and Minty an art project for the next art lesson, featuring collages of moving figures.
Extension class:
These are children who have english as a second language or hold a different dialect to standard english. They focused on the past tence and using the ending ...ed.
with the exceptions e.g.
draw - drew not draw - drawed
Behaviour:
Four children were sent to a lower year as punishment, due to an argument the day before.
9.00 - 11.15 mathematics - line segments
11.15 break
11.30 literacy - continued autobiographies
12:00 phonics or circle time
12.45 lunch
1.30 return read and register
1.30 - 3.00 dance practice
3.00 children go home
3.15 - 3.30 briefing
Registration:
Children gave in secondary school application forms signed by their parents before the deadline later in the week. Praise was given to tables who set up quickly and for improvements in literacy work. Stickers and biscuits were given to particular pupils who had worked particularly hard. Extracts of work were read out and strong points were aknowledged. One child wrote a humerous extract which gave a positive desciption of his dad and another suggested he cried so much that he could have flooded the world.
B discussed different pupils strengths: neat joined up handwriting, effective use of similies, lively and entertaining storytelling.
As a class their writing was greatly improved and they were asked to give themselves a pat on the back.
Appearance:
Children are praised on good appearance it is important to be well dressed while in school, school shoes and jumpers must be worn and shirts need to be tucked in.
Mathematics:
interpreting data:
Children work in two books, one for geometry - a problem solving book, and one for mathematics. This separates the diciplines at an early age which helps their understanding. The problem solving book is plain paper and allows room for drawing shapes, lines and showing working out.
Pupils were given past sats paper questions to test their knowledge of interpreting data. Sheets were given according to ability, some were level three, others level four papers. Children worked in pairs to solve the problems given.
Line segments:
Compasses were kept in a tin before needed for health and safety reasons. B explained to the children the meaning of an infinity line, and how through intersection and labeling it A and B it becomes a line segment. B noted the importance of of using capital letters in geometry to distinguish it from the written word.
B showed the pupils how to make the line segment AB using a compass, letting them practice 'twiddleing' the compassess to make arcs and circles. They practiced adjusting the compass size with a ruler to provide accurate, presise and exact measurements. Children were told to use separate pencils for drawing and writing so as not to disturb the accuracy of measurements and to keep the pencils in the compass sharp.
Children began work in their books, starting with the date and W.A.L.T ( learning objective)
W.A.L.T - What We Are Learning Today
To draw a line segment using a compass
Whie B was talking children were made to cross arms so that they didn't play with the compasses and hurt themselves and were concentrating on her instructions. She told a story from her childhood about learning to use a compass, she expressed that she found it hard and showed them that they were not the only ones who found it challenging. The children could then identify with her experience.
'can't' and 'won't' are strongly discouraged
Following the lesson children gave themselves a clap for working well.
Literacy:
Grammer, tenses and punctuation was touched on at the beginning of the lesson, particularly full stops and capital letters. Other than this, feedback was very positive. The class are encouraged to be positive about each others work and support each other to resolve mistakes. Rubbing out is not allowed, this allows B to see where pupils are struggling and help them, she aknowledges the need for mistakes in order to learn. Children are aware of this rule and were asked if they had rubbed out any of their work. Those who admitted they had were thanked for their honesty but told not to do it in future.
'mistakes mean you are learning, errors tell adults what you need for your learning'.
The class continued their work on autobiographies, thinking of different ways to start sentences, improving description and attempting to include varied ages and events. When they had written it and had it checked over, they used post it notes to separate events and set them out chronologically.
I.C.T:
Small groups went to the I.C.T room to write up their autobiography booklets one their drafts had been checked through.
Phonics:
The school uses easily accessible modular books by spellboaund for use in phonics. They are each separated into sections:
phonic sounds,
graphemes,
new vocabulary,
a story including the new vocabulary,
comprehension questions on the story,
a writing task e.g write a play script
Children read out words through recognising graphemes, they work out the number of graphemes in each word and learn graphemes used in word roots and endings.
Circle time:
This is a chance for the children to express how they are feeling and any worries that they have. The most popular worries surrounded upcoming S.A.Ts and moving to highschool. B held a discussion to help ease the stress and worry they were feeling. Some children even highlighted that they were scared about travelling to and from their new school due to stories they had heard about attacks on buses e.t.c in the media and from older relatives and friends.
Art Project:
B gave me and Minty an art project for the next art lesson, featuring collages of moving figures.
Extension class:
These are children who have english as a second language or hold a different dialect to standard english. They focused on the past tence and using the ending ...ed.
with the exceptions e.g.
draw - drew not draw - drawed
Behaviour:
Four children were sent to a lower year as punishment, due to an argument the day before.
Tuesday, 20 October 2009
2nd day week 1
timetable for day:
8.50 - children arrive
8.50 - 9.00 registration and children read chosen books.
9.00 - 9.30 mental maths test
9.30 - 10.00 mathematics - bar charts/ interpreting data/ data problems
10.00 - 10.20 school council assembly
10.20 - 11.15 literacy - autobiographies
11.15 - 11.30 PLAY
11.30 - 12.45 literacy continued
12.45 - 1.30 LUNCH
1.30 - 2.45 Dance practice
2.45 End of day
Class jobs:
Class management:
Entering and Leaving the classroom:
Pupils line up quietly in single file when entering and leaving the form to go out to break or assembly. When pupils are dismissed at the end of the day they are picked by table, usually for those that have cleared away the quickest or are the quietest.
Toilets:
There are two sashes hanging by the door to the class, these are for children leaving to go to the toilet. This way it is not necessary to disrupt the class to ask and it is always known how many people have left the room.
Talking in class:
Children are taught to respect others when talking and listening in class. Interruption and talking over the teacher or another pupil is not tolerated and they can often be issued with a warning.
Behaviour management:
In addition to individual warnings (recorded on a warning sheet), the class may be issued with class punishments if they have been particularly rowdy or uncooperative in class. Their morning break is 15 minutes long, but will have time taken off it according to behaviour. 2 minutes are taken off at a time and usually by the second warning the class are willing to work quietly and listen in order to keep their break, or if they are especially good, win it back. Table points are also given for enthusiadm in lessons, so good behaviour and interest are encouraged.
Uniform:
Pupils are regularly checked for tucked in shirts and proper shoes instead of trainers. The school believes pupils should dress respectably to show they are ready to learn and raise self esteem and the school image.
Jewellery/personal belongings:
Jewellery is not allowed in the classroom at any time and any personal items such as phones, keys, money is kept in a class tin until the end of the day when children can collect it to go home. This ensures concentration in class, security and secures against inevitable loss or theft.
W.O.W
Walk on Wednesday posters are displayed within the classroom suggesting their support of children walking to school for their health, exercise and social well being.
Class setup:
8.50 - children arrive
8.50 - 9.00 registration and children read chosen books.
9.00 - 9.30 mental maths test
9.30 - 10.00 mathematics - bar charts/ interpreting data/ data problems
10.00 - 10.20 school council assembly
10.20 - 11.15 literacy - autobiographies
11.15 - 11.30 PLAY
11.30 - 12.45 literacy continued
12.45 - 1.30 LUNCH
1.30 - 2.45 Dance practice
2.45 End of day
Class jobs:
- Every student in the school is given a water bottle to encourage them to drink more during the day. children volunteer to fill them in the morning before the lesson ready for start of lessons. These are kept next to the sink for easy access(note pupils are given a water bottle and a book bag which they are responsible for. If they lose or damage them they are expected to replace them with their own money from the school shop.)
- Books are handed out before the lesson and pencils given out.
- A pupil collects the register.
- The computers are turned on.
- (later) school council team set up the hall for assembly - benches
- A pupil brings the lunch bag trolley at the beginning of the day to the classroom to collect packed lunches and at the end of the day. This keeps food out f the classroom.
- Follow instructions given by all school adults.
- Keep hands, feet and objects to myself.
- Never name call, tease or use bad language.
- Keep these rules at all times during the day.
Class management:
Entering and Leaving the classroom:
Pupils line up quietly in single file when entering and leaving the form to go out to break or assembly. When pupils are dismissed at the end of the day they are picked by table, usually for those that have cleared away the quickest or are the quietest.
Toilets:
There are two sashes hanging by the door to the class, these are for children leaving to go to the toilet. This way it is not necessary to disrupt the class to ask and it is always known how many people have left the room.
Talking in class:
Children are taught to respect others when talking and listening in class. Interruption and talking over the teacher or another pupil is not tolerated and they can often be issued with a warning.
Behaviour management:
In addition to individual warnings (recorded on a warning sheet), the class may be issued with class punishments if they have been particularly rowdy or uncooperative in class. Their morning break is 15 minutes long, but will have time taken off it according to behaviour. 2 minutes are taken off at a time and usually by the second warning the class are willing to work quietly and listen in order to keep their break, or if they are especially good, win it back. Table points are also given for enthusiadm in lessons, so good behaviour and interest are encouraged.
Uniform:
Pupils are regularly checked for tucked in shirts and proper shoes instead of trainers. The school believes pupils should dress respectably to show they are ready to learn and raise self esteem and the school image.
Jewellery/personal belongings:
Jewellery is not allowed in the classroom at any time and any personal items such as phones, keys, money is kept in a class tin until the end of the day when children can collect it to go home. This ensures concentration in class, security and secures against inevitable loss or theft.
W.O.W
Walk on Wednesday posters are displayed within the classroom suggesting their support of children walking to school for their health, exercise and social well being.
Class setup:
- Number lines and rulers are stuck onto edge of every desk to help children with their maths, particularly adding and subtracting minus numbers.
- A working wall displays current projects and relevant vocabualary for the topic, it is an evolving and changing display and is not used to display children's work.
- The children's reading books, pencils, pens, rulers e.t.c are kept in the middle of each table in a box, there they are accesible to the children when they enter the classroom and can be easily cleared away at the end of each day.
Absence/ sickness/ lateness:
A pupil arrived in school who had been vomiting the day before in school. He was informed that technically he should have stayed home as the policy for illness states that children who have been sick should leave at least 24 hours before rejoining the class.
Pupils are expected to justify their lateness and this is monitored.
Reading:
Personal Reading:
Children read their chosen books (or one chosen for them) at the start and end of the day, this encourages frequent reading of varied texts which increases vocabulary, reading ability and hopefully enjoyment. This is particularly important for those who are not engaged with reading at home, alone or with parents.
Reading Comprehension:
Once pupils finish a book they fill in a multiple choice ICT quiz/ comprehension to test their ability to understand the content. They are expected to score between 80% and 100 %. There are 10 questions relating to the plot and characters.
The system logs the pupils progress and shows previous book quizzes and scores, targets and points. After completing the quiz a report is printed stating their score which is stored by B.
Class Reading:
At some point every day B reads to the class from a fiction novel. This proves effective for their listening and comprehension skills and helps them become more creative in their own work. B asks questions about the text which relate to the characters and situations, often these link with P.S.H.E issues such as bullying and friendship/relationships. It is an alternative method for introducing behaviour morals to the children without them coming across as rules.
Mental maths:
Answer sheets were handed out to the pupils (in the mental math S.A.T.S format) and the children were clearly instructed where to answer and the rules of the test.
Rules:
'If you let someone see your answers 10 marks are deducted'
'If you copy someone else's work you get no marks.'
Every question had a time limit of 5, 10 or 15 seconds and was repeated twice. Throughout the test pupils visualised shapes (particularly 3D) and jotted notes to help them. Once finished the answers were read out and the children marked their own work in another colour. One boy found to be changing his answers had 10 marks deducted from the total.
Mathematics:
Pupils have been studying bar charts and today moved on to interprating data. Through class discussion and worksheets they read of bar and pie charts. They are developing their knowledge of how to set out results and a firmer understanding of the X and Y axis. Through paired working, they worked together to answer questions relating to results presented in different formats.
School Council assembly:
Today assembly was taken by the school council, a range of students from the higher junior years. The 'councilors' sat at the front of the hall to adress their fellow students and to bring news and questions on current school issues. Tchicovsky played as everone entered the hall. The meeting began with greeting the headmistress and the councillors. The assembly was run by the pupils, with the headmistress working as a mediator. She explained expected proceedures and the manner which others should be adressed.
The children sat quietly and listened attentivly to their colleagues, they were encouraged to speak up and ask quieter ones to project to the group to build their confidence of public speaking.
The topics covered were as follows:
Book sale - The pupils were introduced to the plan to hold a sale of old, donated books in the hall. They would be expected to contribute to the collection. Pupils were asked to take a vote as to where the proceeds would go. The options given were: to the school for new resources, to charity or split between the two. The vote was a unanimous and humbling decision to give the profits to charity. Pupils stood up to explain their choices and prefered charities, two suggested were Shelter and Cancer research. Many of the children expressed the need to help those less well off than themselves.
Football rota- This was an attempt to allocate fair times for play. A schedule had been drawn up to gve every year the opportunity to play at some point during the week.
Literacy:
In literacy the children were asked to carry on writing extracts from their own autobiographies. They aimed to focus on three or four experiences which were particularly memorable. B told them a story from her own life giving emphasis to detail, feelings and excitement. The pupils will present their autobiographies in word processed booklets using publisher, with each paragraph detaling a different event.
Pupils were encouraged to use different starters for each sentence to keep the reader engaged and the story interesting. They were expected to arrange instances chronologically and give a varied range of events from birth until the present.
When B recalled a story from her own childhood, the class took turns to repeat the story back in as much detail and in the most interesting way possible. Story starters were offered and B explained how structure should be used to present information.
The children read through their work before continuing writing to ensure fluency in their writing style, it also gave them a chance to proof read.
Marking:
We looked through a few of the 'red' english books during and following the literacy lesson. B talked about the importance of focused writing and marking. She writes three or four tasks for improvement after every piece of work and allows the children to read them through at the beginning of the following lesson so that they can assimilate them into their future writing.
Dance:
The dance from yesterday was continued, with four particularly able children taking the lead and tutoring their peers through demonstration. The two groups worked alternately so that they could partake and watch to internalize the movements. They all worked as a team to synchronize their movements, give constructive criticism and discuss improvements which were then incorporated. Although not all of them achieved the full routine by the end, their were significant improvements and on the whole they tried hard.
There was practice with and without the music and some pupils found working with the music easier as they could 'feel the beat'.
One pupil created a wordprocessed invitation for the class to give to their parents to share all their hard work with their family.
Monday, 19 October 2009
First Day on Placement
After looking over school policies and safety regulations I sat in on my first lesson. The children were expected to walk in to the classroom quietly and continue reading while the register was taken. They appeared to be well behaved as this must be a daily routine which they have become accustomed to.
Attendance and absence:
Attendance and absence are taken very seriously and children are closely monitored. Through positive reinforcement they are rewarded for arriving on time and attending all lessons. The school uses a teddy bear and rabbit as a symbol for the least absentees or tardiness. If the class have these in their possession for the greatest amount of time in a half term/term they will be rewarded by being allowed to wear their own clothes in for a day.
Reading:
Children are expected to read books that they have chosen at the beginning of their afternoon session. The room has a library corner and a selection of books displayed from varied backgrounds and cultures. B shows her interest in what the children are reading and asks questions to prompt thought and to give encouragement. To keep track of what is being read by who a system is in place to sign for books.
Dance:
Each year is putting on a performance for the rest of the school and any parents who would like to attend. Every year has been asked to produce a different genre of dance - thinking particularly about dance from different cultures. Earlier in the week dancers came into the school to teach routines choreographed to suit their age group. These performances were recorded so they can easily be watched back via the electronic whiteboard, allowing pupils to dance along to practice and memorize routines.
The class worked as a team ( following clear, repeated instructions) moving tables and chairs to prepare the room for the session and returning it at the end, thinking about health and safety (not blocking exits, leaving furniture where it would be obstructive or tripped over).
They class were split into two groups to practice, chosen by B so that they were fairy evenly distributed in ability.
Behavior:
Behavior is taken very seriously and treated with a firm approach. Bad behavior is not tolerated
but good behavior is rewarded and praised. Individual children have star charts and each table collects table points. A 4 step warning and discipline strategy is in place which is echoed throughout the school for consistency and maximum effect.
Class Jobs:
Children assist with collecting and returning registers and the trolley with the lunch bags.
Homework:
If homework is not completed, children are expected to attent 'homework club' to finish where a teacher will be present to assist.
Staff Meeting:
These are held every Monday and Wednesday to discuss any recent news and school developments. This week teachers had visited a maths make sence school, to learn about different techniques for maths education. Value Added results were presented much to the delight of contributing teachers for achieving a value added score of 130. An international school award was also mentioned.
Attendance and absence:
Attendance and absence are taken very seriously and children are closely monitored. Through positive reinforcement they are rewarded for arriving on time and attending all lessons. The school uses a teddy bear and rabbit as a symbol for the least absentees or tardiness. If the class have these in their possession for the greatest amount of time in a half term/term they will be rewarded by being allowed to wear their own clothes in for a day.
Reading:
Children are expected to read books that they have chosen at the beginning of their afternoon session. The room has a library corner and a selection of books displayed from varied backgrounds and cultures. B shows her interest in what the children are reading and asks questions to prompt thought and to give encouragement. To keep track of what is being read by who a system is in place to sign for books.
Dance:
Each year is putting on a performance for the rest of the school and any parents who would like to attend. Every year has been asked to produce a different genre of dance - thinking particularly about dance from different cultures. Earlier in the week dancers came into the school to teach routines choreographed to suit their age group. These performances were recorded so they can easily be watched back via the electronic whiteboard, allowing pupils to dance along to practice and memorize routines.
The class worked as a team ( following clear, repeated instructions) moving tables and chairs to prepare the room for the session and returning it at the end, thinking about health and safety (not blocking exits, leaving furniture where it would be obstructive or tripped over).
They class were split into two groups to practice, chosen by B so that they were fairy evenly distributed in ability.
Behavior:
Behavior is taken very seriously and treated with a firm approach. Bad behavior is not tolerated
but good behavior is rewarded and praised. Individual children have star charts and each table collects table points. A 4 step warning and discipline strategy is in place which is echoed throughout the school for consistency and maximum effect.
Class Jobs:
Children assist with collecting and returning registers and the trolley with the lunch bags.
Homework:
If homework is not completed, children are expected to attent 'homework club' to finish where a teacher will be present to assist.
Staff Meeting:
These are held every Monday and Wednesday to discuss any recent news and school developments. This week teachers had visited a maths make sence school, to learn about different techniques for maths education. Value Added results were presented much to the delight of contributing teachers for achieving a value added score of 130. An international school award was also mentioned.
Friday, 16 October 2009
Thursday, 17 September 2009
Rights respecting school
UNICEF UK rewards schools which hold the 'Convention on the Rights of a Child' as central to their curriculum. Scince 2004 over 800 schools, both primary and secondary, have been recognised as Rights respecting schools.
Evidence has shown that pupils benefit from the school ethos, resulting in better behaviour and more positive attitude, a greater knowledge of global issues and improved inclusion within these schools.
Schools promote respectful behaviour to one another and provide a better understanding of where children stand within their environment and the world as a whole. It helps children better understand their rights and their responsibilities.
Rights respecting schools award
Rights respecting schools website
Evidence has shown that pupils benefit from the school ethos, resulting in better behaviour and more positive attitude, a greater knowledge of global issues and improved inclusion within these schools.
Schools promote respectful behaviour to one another and provide a better understanding of where children stand within their environment and the world as a whole. It helps children better understand their rights and their responsibilities.
Rights respecting schools award
Rights respecting schools website
Tuesday, 15 September 2009
A Grey Elephant from Denmark
1) Pick a number between 1 and 9
2) Subtract 5
3) Multiply by 3
4) Square the number
5) Add the digits of that number together, for example, if you number is
83, you would add 8 and 3 and get 11.
6) If the resulting number is less than 5, add five, otherwise subtract 4
7) Multiply by 2
8) Subtract 6
9) Assign a letter to your number. A=1, B=2, C=3, D=4, E=5, etc
10) Pick a country that begins with your letter
11) Pick an animal that begins with the second letter from your country
12) think of the color of that animal....
Convention on rights of a child - UNICEF
Guiding principals
Protection
Participation
Survival and Development
There are 42 articles stated under the convention on rights of a child which dictates what is necessary for the successful development and well-being of a child. It explores how countries individually and internationally can meet the needs of all children and help create a better quality of life for them. It discusses the rights to food, water, shelter and education in addition to others.
Protection
Participation
Survival and Development
There are 42 articles stated under the convention on rights of a child which dictates what is necessary for the successful development and well-being of a child. It explores how countries individually and internationally can meet the needs of all children and help create a better quality of life for them. It discusses the rights to food, water, shelter and education in addition to others.
Praise Pod
An innovative new invention hoping to tackle badly behaved children by acknowledging positive rather than negative behaviour. This works on the belief that children striving for attention will need to show positive traits and good behaviour in order to gain attention, praise and earn rewards. Good behaviour will be recognised and recorded.
Children will we sent to the pod for particular instances during the school day for example if they have been particularly polite, tried hard on a homework task, helped an adult or another child e.t.c. They will then get the opportunity to record and burn to a dvd their achievement, which they can then show their parent or carer. Children are also given the opportunity to praise other children or adults in the school, which reinforces positive thinking and respect for one another.
Although this is still being tested, the schools using the praise pod have recorded successful results: improved behaviour and higher self esteem from pupils.
newsround article
praise pod website
Children will we sent to the pod for particular instances during the school day for example if they have been particularly polite, tried hard on a homework task, helped an adult or another child e.t.c. They will then get the opportunity to record and burn to a dvd their achievement, which they can then show their parent or carer. Children are also given the opportunity to praise other children or adults in the school, which reinforces positive thinking and respect for one another.
Although this is still being tested, the schools using the praise pod have recorded successful results: improved behaviour and higher self esteem from pupils.
newsround article
praise pod website
Cross Curricular Studies - 6 areas of learning
Sterile debate harms education debate
•Understanding English Communication and languages,
•Scientific and technological understanding,
•Mathematical understanding,
•Understanding the arts and design,
•Human social and environmental understanding,
•Understanding physical health and well being
more emphasis on play in early years, more weight on computing introduced by sir Jim Rose, traditionalist fears, executive summary, promotes challenging subject teaching, progressives, modernists, lack structure
•Understanding English Communication and languages,
•Scientific and technological understanding,
•Mathematical understanding,
•Understanding the arts and design,
•Human social and environmental understanding,
•Understanding physical health and well being
more emphasis on play in early years, more weight on computing introduced by sir Jim Rose, traditionalist fears, executive summary, promotes challenging subject teaching, progressives, modernists, lack structure
Compulsary sex education and relationships in primary schools from age 7
New 'compulsory' lessons on sex
what's involved video
aims: To reduce teenage pregnancy rates (highest in western Europe) and improve sexual health
Abortion rates and sexually transmitted infection rates rising even through sex ed is taught in high school.
Christopher Winter project - be able to go to secondary school understanding and being able to talk about sex articulately without embarrassment
concerns: break down children's natural reserve? natural inhibitions and modesty - safeguards against casual views of sexual intimacy.
removing restraints previously put on children
research: The better informed children are the later they will engage in sexual activity
age 7 - important vocabulary, difference between themselves and others
age 10/11 - puberty, question box where important questions surrounding reprodction and contraception can be answered.
video example of children's first sex education lesson year 3
example of a secondary sex education lesson year 10
Too young for sex education? video
Netherlands example of where sex and reltionships taught from an early age may have provided 7 times less teenage pregnancy and 11 times less abortions although other factors such as family values and units would have to be taken into account.
what's involved video
aims: To reduce teenage pregnancy rates (highest in western Europe) and improve sexual health
Abortion rates and sexually transmitted infection rates rising even through sex ed is taught in high school.
Christopher Winter project - be able to go to secondary school understanding and being able to talk about sex articulately without embarrassment
concerns: break down children's natural reserve? natural inhibitions and modesty - safeguards against casual views of sexual intimacy.
removing restraints previously put on children
research: The better informed children are the later they will engage in sexual activity
age 7 - important vocabulary, difference between themselves and others
age 10/11 - puberty, question box where important questions surrounding reprodction and contraception can be answered.
video example of children's first sex education lesson year 3
example of a secondary sex education lesson year 10
Too young for sex education? video
Netherlands example of where sex and reltionships taught from an early age may have provided 7 times less teenage pregnancy and 11 times less abortions although other factors such as family values and units would have to be taken into account.
Phonics
Talking point - phonics
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
Work Experience, year 6 notes
Questions for a thinking classroom:
•Can you teach it to someone else?
•Can you: sing it, dance it, draw it, write it, paint it make it?
•What are the problems?
•Can you split up the problem?
•Can you use these ideas anywhere else? (transferable skills)
assess yourself according to learning objectives.
WOW words
These encourage pupils to use new vocab and express through language.
Worry Box
A means to help pupils with problems remain anonymous to their fellow pupils . This can be a nice way of easing their mind and helping them without peer pressure.
Reward Schemes
Positive reinforcement can achieve great results! if pupils receive the praise they deserve then they are more likely to respond in future and strive to get good results.
It is important to take into account different abilities and award pupils accordingly, awarding for trying, working hard and getting to grips with something is much more important than merely praising a clever child every time they do well.
Sticker charts, stamps on homework, certificates, being elected class prefect/ monitor, star of the week, numerator of the week, reader of the week - these will all boost self esteem and encourage good behavior. Many children crave attention, it is much better to provide a positive outlet for them to get noticed than a negative one.
Different types of learner/ Brain Breaks
a way to show each and every pupil that they are good at something and identify what it is ( could be a useful introduction to later life personal statements and listing qualities)
The teacher asks pupils to raise their hand if they are :
number smart
people smart
english smart e.t.c
Involving the class in their learning community
•Table groups named after sequences of things/people/places e.g planets and inventors.
•School council involves pupils in important decision making and creating the learning environment they need to achieve.
•Classroom Charter: a fantastic idea which allows both the teacher and pupils to work together on agreeing reasonable rules. All parties sign the agreement with expectations of teacher and pupils included.
e.g
•As your teacher I promise to include everyone, to help you all achieve to the best of your abilty.
•As your teacher I promise to try to make lessons varied and fun.
•As your pupil I promise to listen when someone else is talking
•I promise to complete my homework on time.
Lesson plans whats involved?
Objectives (mental/oral)
activity
objectives (plenary)
introduction
main activity
key questions
new vocab
During periods when pupils are 'working by themselves' how can you check that they are still engaging with the work?
Ask pupils questions by name
Make them show workings out (it is easier to see who is copying)
Ask pupils to see the teacher at different stages e.g after the first 5 or when they get to section B.
this allows you to assess the working speeds of pupils, whether the work is too difficult or the time given is unreasonable, it also provides insight into how each pupil finds the work and if they are achieving to the best of their ability.
•Can you teach it to someone else?
•Can you: sing it, dance it, draw it, write it, paint it make it?
•What are the problems?
•Can you split up the problem?
•Can you use these ideas anywhere else? (transferable skills)
assess yourself according to learning objectives.
WOW words
These encourage pupils to use new vocab and express through language.
Worry Box
A means to help pupils with problems remain anonymous to their fellow pupils . This can be a nice way of easing their mind and helping them without peer pressure.
Reward Schemes
Positive reinforcement can achieve great results! if pupils receive the praise they deserve then they are more likely to respond in future and strive to get good results.
It is important to take into account different abilities and award pupils accordingly, awarding for trying, working hard and getting to grips with something is much more important than merely praising a clever child every time they do well.
Sticker charts, stamps on homework, certificates, being elected class prefect/ monitor, star of the week, numerator of the week, reader of the week - these will all boost self esteem and encourage good behavior. Many children crave attention, it is much better to provide a positive outlet for them to get noticed than a negative one.
Different types of learner/ Brain Breaks
a way to show each and every pupil that they are good at something and identify what it is ( could be a useful introduction to later life personal statements and listing qualities)
The teacher asks pupils to raise their hand if they are :
number smart
people smart
english smart e.t.c
Involving the class in their learning community
•Table groups named after sequences of things/people/places e.g planets and inventors.
•School council involves pupils in important decision making and creating the learning environment they need to achieve.
•Classroom Charter: a fantastic idea which allows both the teacher and pupils to work together on agreeing reasonable rules. All parties sign the agreement with expectations of teacher and pupils included.
e.g
•As your teacher I promise to include everyone, to help you all achieve to the best of your abilty.
•As your teacher I promise to try to make lessons varied and fun.
•As your pupil I promise to listen when someone else is talking
•I promise to complete my homework on time.
Lesson plans whats involved?
Objectives (mental/oral)
activity
objectives (plenary)
introduction
main activity
key questions
new vocab
During periods when pupils are 'working by themselves' how can you check that they are still engaging with the work?
Ask pupils questions by name
Make them show workings out (it is easier to see who is copying)
Ask pupils to see the teacher at different stages e.g after the first 5 or when they get to section B.
this allows you to assess the working speeds of pupils, whether the work is too difficult or the time given is unreasonable, it also provides insight into how each pupil finds the work and if they are achieving to the best of their ability.
S.W.A.T
State the rule
Warn of consequences on second occasion
Act
Time out
Important:
use of praise.
consistency - show the same consequences for every pupil. If you say you will do something follow through.
Start tough then ease off
be positive, start with a smile
clear and defined speech rather than raising your voice shows authority
selective ignorance
instead of shouting wait and be quiet until they are ready to begin
Warn of consequences on second occasion
Act
Time out
Important:
use of praise.
consistency - show the same consequences for every pupil. If you say you will do something follow through.
Start tough then ease off
be positive, start with a smile
clear and defined speech rather than raising your voice shows authority
selective ignorance
instead of shouting wait and be quiet until they are ready to begin
Piaget - Child as a Scientist
Piaget's 4 main stages of cognitive development:
age 0 - 2 Sensori - motor
knowledge acquired through actions, egocentric, lack of object permanence (realizing that something is still there even when it cannot be seen)
age 2 - 7 Pre - operational
knowledge acquired through perception, egocentric ( find it difficult to take on board views other than their own), lack of conservation ( cannot comprehend that quantity is not changed merely by transforming how it looks, e.g pouring water from a tall thin glass into a short wide one; because of the height change of the liquids, pre - operational children would believe the volume was less) . Pre - operational children can group and classify objects, but only according to one feature e.g colour or shape but not both at the same time.
age 7 - 11 Concrete operational
adult logic in concrete situations, can logically think about objects and events, ability to conserve mass (7), weight (9) and number(6), now able to classify according to several features and order in series.
age 11+ formal operational
age 0 - 2 Sensori - motor
knowledge acquired through actions, egocentric, lack of object permanence (realizing that something is still there even when it cannot be seen)
age 2 - 7 Pre - operational
knowledge acquired through perception, egocentric ( find it difficult to take on board views other than their own), lack of conservation ( cannot comprehend that quantity is not changed merely by transforming how it looks, e.g pouring water from a tall thin glass into a short wide one; because of the height change of the liquids, pre - operational children would believe the volume was less) . Pre - operational children can group and classify objects, but only according to one feature e.g colour or shape but not both at the same time.
age 7 - 11 Concrete operational
adult logic in concrete situations, can logically think about objects and events, ability to conserve mass (7), weight (9) and number(6), now able to classify according to several features and order in series.
age 11+ formal operational
School Uniforms and Changing Social Policy
CAB changing social policy - school uniforms
Following the success of Lancashire's CAB campaign to ask for school uniform grants, other CAB's have jumped on the band wagon. Until now, council's have not provided money towards pupil's uniforms, but have instead insisted on specific school branded uniform bought from a particular firm, this made uniforms very costly for all but especially those on low income, benefits or families with a number of children. Many Primary and Secondary schools now offer an alternative. Where as pupils will still wear a uniform which unites and protects them, supermarkets now offer unbranded items at a fraction of the cost.
Following the success of Lancashire's CAB campaign to ask for school uniform grants, other CAB's have jumped on the band wagon. Until now, council's have not provided money towards pupil's uniforms, but have instead insisted on specific school branded uniform bought from a particular firm, this made uniforms very costly for all but especially those on low income, benefits or families with a number of children. Many Primary and Secondary schools now offer an alternative. Where as pupils will still wear a uniform which unites and protects them, supermarkets now offer unbranded items at a fraction of the cost.
Bringing up Baby
This program airing on Channel 4 early last year (2007), explores different methods of bringing up children, each popular in different decades during the 1900s.
Firstly the 1950s harsh routine, depriving the child of attention from the mother and visitors, the baby has to fit into the parent’s schedule, not the other way around. Secondly, the 1960s liberal method, where free love and affection was the mood of the time and baby could be held for as long as the parents felt like, there was no routine other than loving the baby as much as possible. Thirdly, a method originating to the native way of life, where the baby was carried everywhere with the mother in a sling ensuring constant mother baby contact and encouraging the baby to feed whenever it needed. This method believes to strengthen the bond between children and parents and became extremely popular in the 1970s.
The program has been heavily criticized for exploiting these babies at their most vulnerable, at the earliest stage of development. There is not enough evidence to show if these initial methods will affect them in later life. They are being televised merely for the amusement of watching adults, the Child's needs and welfare are neglected. Not only is this an important issue to the children in the series, but also future generations where parents have picked a method from television to bring up their child. Mothers will be easily influenced by any advice given.
Firstly the 1950s harsh routine, depriving the child of attention from the mother and visitors, the baby has to fit into the parent’s schedule, not the other way around. Secondly, the 1960s liberal method, where free love and affection was the mood of the time and baby could be held for as long as the parents felt like, there was no routine other than loving the baby as much as possible. Thirdly, a method originating to the native way of life, where the baby was carried everywhere with the mother in a sling ensuring constant mother baby contact and encouraging the baby to feed whenever it needed. This method believes to strengthen the bond between children and parents and became extremely popular in the 1970s.
The program has been heavily criticized for exploiting these babies at their most vulnerable, at the earliest stage of development. There is not enough evidence to show if these initial methods will affect them in later life. They are being televised merely for the amusement of watching adults, the Child's needs and welfare are neglected. Not only is this an important issue to the children in the series, but also future generations where parents have picked a method from television to bring up their child. Mothers will be easily influenced by any advice given.
Pupil Power
in citizenship
Independent learning
Philosophy for children
School Councils
Peer Coaching
Key skills:
Problem solving,
Thinking,
Independence
Develops:
high self esteem
risk taking
trusting of other people
Independent learning
sign self in on register
independant learning time first 45 mins
children choose own activities but must be able to explain what they are doing and why and reflect on how this will help with their studies, for example consolidating previous work or building on it.
While learning is lead by children, staff assist in order to make sure national curriculum guides are met.
Lets children take ownership or their own learning giving them a focus and purpos to their learning.
Philosophy for children
Start with stimulus from which children will develop questions. Let them think of relevant explorations, discuss them and work together. The adult is a facilitator for the discussion, not to answer questions. This allows them to develop reasoning by sharing ideas, agreements and contradictions and voicing their own opinion. They will learn to recognise what is a philosophical question, one that can be thought about which may have different conclusions, rather than closed questions only requiring a one word answer.
This develops interpersonal skills as children will learn through debate that differences in opinion do not mean you are unable to be friends with or trust another person and that you can still work together while having contrasting views. In this way respect will be shown for one another and empathy.
School Council
The importance of having a voice, and the impact this can have on your own learning, knowing your rights and what is available for you.
Peer Coaching
It is very important to give back to the community, as well as having rights and being given opportunities. Taking responsibility for others provides a good social community, and helps children develop desirable relationships and respect while learnin from each other. In this system, older years will help younger years with parts of their knowledge of subjects, while at the same time by teaching this reinforces their own knowledge.
These systems give children space, let them voice their own opinions and make their own mistakes. This makes them responsible for their learning and allows them to take ownership for their actions.
Independent learning
Philosophy for children
School Councils
Peer Coaching
Key skills:
Problem solving,
Thinking,
Independence
Develops:
high self esteem
risk taking
trusting of other people
Independent learning
sign self in on register
independant learning time first 45 mins
children choose own activities but must be able to explain what they are doing and why and reflect on how this will help with their studies, for example consolidating previous work or building on it.
While learning is lead by children, staff assist in order to make sure national curriculum guides are met.
Lets children take ownership or their own learning giving them a focus and purpos to their learning.
Philosophy for children
Start with stimulus from which children will develop questions. Let them think of relevant explorations, discuss them and work together. The adult is a facilitator for the discussion, not to answer questions. This allows them to develop reasoning by sharing ideas, agreements and contradictions and voicing their own opinion. They will learn to recognise what is a philosophical question, one that can be thought about which may have different conclusions, rather than closed questions only requiring a one word answer.
This develops interpersonal skills as children will learn through debate that differences in opinion do not mean you are unable to be friends with or trust another person and that you can still work together while having contrasting views. In this way respect will be shown for one another and empathy.
School Council
The importance of having a voice, and the impact this can have on your own learning, knowing your rights and what is available for you.
Peer Coaching
It is very important to give back to the community, as well as having rights and being given opportunities. Taking responsibility for others provides a good social community, and helps children develop desirable relationships and respect while learnin from each other. In this system, older years will help younger years with parts of their knowledge of subjects, while at the same time by teaching this reinforces their own knowledge.
These systems give children space, let them voice their own opinions and make their own mistakes. This makes them responsible for their learning and allows them to take ownership for their actions.
Sunday, 13 September 2009
QTS Standards Checklist 2. Professonal Knowledge and Understanding Assessment and Monitoring Q13
Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and raise levels of attainment.
QTS Standards Checklist 2. Professonal Knowledge and Understanding Assessment and Monitoring Q12
Know a range of approaches to assessment, including the importance of formative assessment.
QTS Standards Checklist 2. Professonal Knowledge and Understanding Assessment and Monitoring Q11
Know the assessment requirements and arrangements for the subject/ curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications.
QTS Standards Checklist 2. Professonal Knowledge and Understanding Teaching and Learning Q10
Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.
QTS Standards Checklist 1. Professonal Attributes Personal Professional Development Q9
Act upon advice and feedback and be open to coaching and mentoring.
QTS Standards Checklist 1. Professonal Attributes Personal Professional Development Q8
Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.
QTS Standards Checklist 1. Professonal Attributes Personal Professional Development Q7
a) reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs.
b) Identify priorities for their early professional development in the context of induction.
b) Identify priorities for their early professional development in the context of induction.
QTS Standards Checklist 1. Professonal Attributes Communicating and working with others Q6
Have a ommitment to collaboration and co - operative working.
QTS Standards Checklist 1. Professonal Attributes Communicating and working with others Q5
Recognise and respect the contribution that colleagues, parents and carers make to the development and well - being of children and young people and to raising their levels of attainment.
QTS Standards Checklist 1. Professonal Attributes Communicating and working with others Q4
Communicate effectively with children, young people, colleagues, parents and carers.
QTS Standards Checklist 1. Professonal Attributes Frameworks Q3
a) be aware of the professional duties of teachers and the statutory framework within which they work.
b) be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.
b) be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.
QTS Standards Checklist 1. Professonal Attributes Relationships with children and young people Q2
Demonstrate the positive values, attitudes and behaviour they expect from children and young people.
QTS Standards Checklist 1. Professonal Attributes Relationships with children and young people Q1
Have high expectations of children and young people including a commitment to ensuring that they achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them
Saturday, 12 September 2009
what constitutes a good fairytale
intro:
complication:
resolution:
conclusion:
there are usually more than 1 complication, most researchers suggest 3 or 7 are magic numbers and children will look for these within stories.
complication:
resolution:
conclusion:
there are usually more than 1 complication, most researchers suggest 3 or 7 are magic numbers and children will look for these within stories.
Appleyard 4 Stages in Childrens Reading
early - the child as a player, making sence of the book, connecting morals and situations to their own life and acting out their interpretations through play.
later - in later stages of reading children want a strong storyline with strong moral characters that they can identify with who have good qualities.
adolesence - thinker, pragmatic, logical thinking, applys own knowledge.
college and after - interpreter, pragmatic and selective reader
later - in later stages of reading children want a strong storyline with strong moral characters that they can identify with who have good qualities.
adolesence - thinker, pragmatic, logical thinking, applys own knowledge.
college and after - interpreter, pragmatic and selective reader
children's literature
What is the importance of reading to children in primary school?
In early childhood, even up to the end of primary, it is necessary to involve children in literature as this will help to form a sound basis for language, and reading for work and pleasure later on. There are many ways that children can become engaged in reading. One of these is reading to the whole class.
Benefits of reading to the class
Everyone in the class will have different reading abilities, some much lower than others.Reading to the class as a whole ensures that everyone is given a chance to enjoy a whole story together. There are connotations of the bedtime routine and feeling comfortable and secure when being read to. With an on going story children can become expectant and hold great anticipation in reading sessions. Their enjoyment may then transfer to their own reading and highlight genres they might enjoy in their own time.
handbook of reading research - Rebecca Barr, Michael L Kamil, Peter Mosenthal, P. David Pearson
Wednesday, 9 September 2009
trips - costing
Depending on the area and type of school, trips will vary greatly between the funding the school and parents will be able to provide for outings.
Transport
Transport for London provides free travel for children, but this would be up to the discretion of the teachers and school as to wether this would be suitable and wether the risk would be too high.
Coach travel is a much safer option however it is costly. On a quote for traveling to and from the natural history museum, a group of 30 would cost £250. On top of other costs parents may be reluctant or unable to pay. It is important that families financial capabilities are taken in to account.
Natural History Museum
The main natural history museum is free for all, however the butterfly house charges £2.50 for children and nothing for accompanying adults/ teaching staff. For 30 children this would cost £75.
Pocket money
Children enjoy buying souvenirs so it may be advisable to ask parents for a couple of pounds to buy something small to remeber the trip.
Total
The total cost would therefore be:
£250 travel
£75 exhibit
£60 pocket money
----------------------
£385
this should come to around £13 per child if there were 30 children.
Transport
Transport for London provides free travel for children, but this would be up to the discretion of the teachers and school as to wether this would be suitable and wether the risk would be too high.
Coach travel is a much safer option however it is costly. On a quote for traveling to and from the natural history museum, a group of 30 would cost £250. On top of other costs parents may be reluctant or unable to pay. It is important that families financial capabilities are taken in to account.
Natural History Museum
The main natural history museum is free for all, however the butterfly house charges £2.50 for children and nothing for accompanying adults/ teaching staff. For 30 children this would cost £75.
Pocket money
Children enjoy buying souvenirs so it may be advisable to ask parents for a couple of pounds to buy something small to remeber the trip.
Total
The total cost would therefore be:
£250 travel
£75 exhibit
£60 pocket money
----------------------
£385
this should come to around £13 per child if there were 30 children.
visits - risk assessment and things to be aware of
risk assessment:
A risk assessment will need to be drawn up, usually this can be constructed following a preliminary visit. Some venues will have their own generic risk assessments which you can adapt to fit the needs of the children in your care or there may be assessments from privious years that are still relevant but could be tailored to the individuals class needs.
hazards:
identify potential hazards according to high, medium and low risk activities.
- risk of falling
- sharp objects/ heavy objects
- is the space enclosed?
- are there harmful matererials or chemicals
- water, risk of drowning
- damage to property on visit
first aiders:
It is necessary to be aware of the first aiders accompanying a trip and ensure they come with all necessary equipment. Some venues provide their own first aiders, this should be investigated before the trip.
getting there and back:
- cars, main roads
- if walking between areas - water (rivers, lakes)
- trains, gaps on platforms
ratios:
Aim to have a greater ratio than needed in case something goes wrong or someone has to leave it is crucial that their are enough adults present. It is unlikely but possible that a child may need to be taken home or to hospital, illness proceedures need to be in place for these situations. Additional staff may be needed for children with mental and physical disabilities, especially those on the autistic spectrum and children who need mobility help. Some parents may offer to come along to help - this will need to be agreed in advance and CRB clearance will be necessary. If there will not be room for parents on the transport you are providing it is best not to discourage them but welcome them and suggest arriving in own transport.
What is the most important part of the visit?:
The day will need to be structured, decide which parts are of the most importance and organise the day according to priority. Make sure taht key exhibits are seen and factor in extra time for travel, change overs e.t.cto ensure smooth flow.
appropriate clothing:
- it is usually appropriate for children to wear uniform or something to make them easily recognisable to ensure visability and safety in public. It shoukd be encouraged for children to bring layers if it will be hot or cold, with the addition of sun cream or water if it will be hot or coats if cold/ wet weather is expected.
allergies/ health issues/ dietry requirements:
- make sure that lists are made of all allergies and their severity. Inhalers and epi pens should be provided by parents along with lists of instructions and permission for any medication. Contact details for the school and the children will need to be carried at all times.
disorders:
- will a child's disorder affect their behaviour on a trip. Do they have tendancies to run off or endanger themselves or others?
phobias:
- particularly in cases where animals will be present, are any children likely to be scared and uncomfortable. Will this prompt negative reactions?
A risk assessment will need to be drawn up, usually this can be constructed following a preliminary visit. Some venues will have their own generic risk assessments which you can adapt to fit the needs of the children in your care or there may be assessments from privious years that are still relevant but could be tailored to the individuals class needs.
hazards:
identify potential hazards according to high, medium and low risk activities.
- risk of falling
- sharp objects/ heavy objects
- is the space enclosed?
- are there harmful matererials or chemicals
- water, risk of drowning
- damage to property on visit
first aiders:
It is necessary to be aware of the first aiders accompanying a trip and ensure they come with all necessary equipment. Some venues provide their own first aiders, this should be investigated before the trip.
getting there and back:
- cars, main roads
- if walking between areas - water (rivers, lakes)
- trains, gaps on platforms
ratios:
Aim to have a greater ratio than needed in case something goes wrong or someone has to leave it is crucial that their are enough adults present. It is unlikely but possible that a child may need to be taken home or to hospital, illness proceedures need to be in place for these situations. Additional staff may be needed for children with mental and physical disabilities, especially those on the autistic spectrum and children who need mobility help. Some parents may offer to come along to help - this will need to be agreed in advance and CRB clearance will be necessary. If there will not be room for parents on the transport you are providing it is best not to discourage them but welcome them and suggest arriving in own transport.
What is the most important part of the visit?:
The day will need to be structured, decide which parts are of the most importance and organise the day according to priority. Make sure taht key exhibits are seen and factor in extra time for travel, change overs e.t.cto ensure smooth flow.
appropriate clothing:
- it is usually appropriate for children to wear uniform or something to make them easily recognisable to ensure visability and safety in public. It shoukd be encouraged for children to bring layers if it will be hot or cold, with the addition of sun cream or water if it will be hot or coats if cold/ wet weather is expected.
allergies/ health issues/ dietry requirements:
- make sure that lists are made of all allergies and their severity. Inhalers and epi pens should be provided by parents along with lists of instructions and permission for any medication. Contact details for the school and the children will need to be carried at all times.
disorders:
- will a child's disorder affect their behaviour on a trip. Do they have tendancies to run off or endanger themselves or others?
phobias:
- particularly in cases where animals will be present, are any children likely to be scared and uncomfortable. Will this prompt negative reactions?
alternative plans:
- sometimes things will go wrong, the key is to be prepared with a plan B. Alternative exhibits should be suggested beforehand in case for some reason what you have come to see is not on. Although you would obviously check before leaving for the trip. Disappointments can be decreased through careful planning.
Sunday, 6 September 2009
Learning outside the classroom
“The use of places other than
the classroom for teaching
and learning.”
Research suggests that learning outside of the classroom can improve overall learning and achieving within and outside the classroom. The crossover of theory and reality reinforces concepts introduced in the classroom. Pupils have the opportunity to relate experiences and involvement to their lives and community. Not only this but it helps to teach subjects outside curriculum areas particularly key skills such as communication and social abilities.
Learning outside the classroom
LOTC manifesto
the classroom for teaching
and learning.”
Research suggests that learning outside of the classroom can improve overall learning and achieving within and outside the classroom. The crossover of theory and reality reinforces concepts introduced in the classroom. Pupils have the opportunity to relate experiences and involvement to their lives and community. Not only this but it helps to teach subjects outside curriculum areas particularly key skills such as communication and social abilities.
Learning outside the classroom
LOTC manifesto
Saturday, 5 September 2009
Natural History Museum
As an exploration of working outside of the classroom, we organised and executed a school trip to the Natural History Museum.
This exercise gave us the opportunity to explore the benefits that museums have to offer.
We decided to focus on butterflies and creepy crawlies, particularly their life cycle, where they live and what they might eat.
Our main focus of the trip was the butterfly jungle, situated in the museum grounds. This gave us the chance to come in contact with real butterflies and watch first hand their life cycle from a caterpillar - to a crysallis - to a butterfly. This would be a highly visual and interactive experience for the children.
However, the butterfly house was quite small so would not serve as an all day activity. Luckily the Arthropod exhibition in the main building provided more information and interactive learning to back up with theory.
If this was followed through as a school trip it might be an idea to split the class so that both sections could be seen and learning could be collaborated through a talk from the museum staff.
This exercise gave us the opportunity to explore the benefits that museums have to offer.
We decided to focus on butterflies and creepy crawlies, particularly their life cycle, where they live and what they might eat.
Our main focus of the trip was the butterfly jungle, situated in the museum grounds. This gave us the chance to come in contact with real butterflies and watch first hand their life cycle from a caterpillar - to a crysallis - to a butterfly. This would be a highly visual and interactive experience for the children.
However, the butterfly house was quite small so would not serve as an all day activity. Luckily the Arthropod exhibition in the main building provided more information and interactive learning to back up with theory.
If this was followed through as a school trip it might be an idea to split the class so that both sections could be seen and learning could be collaborated through a talk from the museum staff.
childrens voice
It is important that children are given a voice in society as well as at home and in schools. There are many ways of involving infants in decision making and this should be widely encouraged to make them accountable and enthusiastic about their own learning, achievement and environment.
How can this be achieved in schools?
the children's commissioner - Al Aynsly Green
children's voice, childrens rights
11 million
How can this be achieved in schools?
- By involving children in creating their own environment where they will feel happy and safe,
- Letting them make their own rules, which they think would be important within the classroom setting
- A classroom charter to partake in and sign
- A school council where class representatives can put forward ideas and create change
- Encouage debating on topics
the children's commissioner - Al Aynsly Green
children's voice, childrens rights
11 million
5 outcomes strived for in regard to every child matters
- Economic and Social Wellbeing
- Make a positive contribution
- To be safe from harm
- To be healthy
How can good health be promoted and achieved in schools?
- outdoor games
- outdoor gyms (look up)
- CICA - celebrity endorcement for sport and competition
- circus skills
- cycling proficiency
- Incentives
- Fruit fun
- Walk on Wednesdays
- Inclusion
- Swimming
- Hobbies and clubs
- Fruit breaks
- discourage parents from providing snack food and offer an alternative option
- be positive about changing diet and exercise habits instead of focusing on negative aspects
- make it cool to be healthy e.g green giant sweetcorn advertising campaign
- enforce with celebrity culture
- dance - school productions e.g high school musical
- ask how the children would like to stay healthy, do they have any ideas?
- Let's get cooking - allowing them to explore healthier options and alternatives, make them accountable for their own diet and health.
- Ensure that it is a two way process, the children need to want to do this for themselves, and any parents should be involved and consenting as if their are conflicts of interest the over all goals cannot be achieved.
- Take children to a football club/ tennis club/ the Oval
- school climbing frame/ wall
- age appropriate activities and resources for sport
- make it a game
- encourage going out at break rather than staying in the classroom
- talent shows
- hoola hoops
- tournaments/ competitions
- grow your own veg
phonics
Talking point - phonics
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
gender stereotyping in child development
From, and even before birth, babies are surrounded by objects, decoration and clothing relating to their gender. Baby girls are usually surrounded by pink and treated as delicate and pretty where as boys are given blue toys and told they will grow up big and strong. Even where parents and carers strive to treat their children in an equal manner and provide gender neutral toys, in built stereotypes still dictate future behaviour, morals and expectations. Is it any wonder that children reach school and feel the need to fight and roll around in the dirt where the marketing directed at them shows their hero's - cartoons and action figures doing just that. You never see an advert for Barbie or Tiny Tears with a boy cradeling them in his arms. How does this affect children's views of themselves and how do others treat them differently respectivley?
The development of spontaneous gender stereotyping in
childhood: relations to stereotype knowledge and stereotype
flexibility
The development of gender roles in young children
gender in early childhood
The development of spontaneous gender stereotyping in
childhood: relations to stereotype knowledge and stereotype
flexibility
The development of gender roles in young children
gender in early childhood
Thursday, 3 September 2009
Tower of London research
click here for web page.
Current exhibitions and things to do and see:
Follow up or preparation work:
white tower conservation project
joust for Henry VIII game
beat the jailer game - the game questions could be asked while on the visit and revised as a game on return to test knowledge collected on the prisoners and their fate
design shields with Cadwallader - zip file
Henry morph
school and college visits:
ks1
ks2
worksheets:
Henry the VIII's 6 wives
The tudor dynasty
Tower of London timeline
Imprisonment and execution
Tudor Tower
Henry VIII at the tower
planning a visit teachers guide
health and safety info pack
design your own coat of arms lesson plan supplied by www.storyboardtoys.com
tudor rose collage supplied by www.activityvillage.co.uk
tudor crafts supplied by www.icteachers.co.uk
tudor games supplied by tartarus.org
cardboard knight template and instructions
Own ideas for follow up work:
making: armour, shields, swords - design and technology
drawing/ designing crown jewels - art and design
letters from prisoners - literacy
disclaimer:
I do not own copyright of these resources, and am merely using them as a collection for inspiration and academic purposes, all credit goes to authors of above materials.
Current exhibitions and things to do and see:
- Henry VIII - Dressed to kill (in white tower) - activity sheet available
- The White Tower
- The Crown Jewels - family trail - crowning glory pdf
- Yeoman Warder Tours
- Ravens - ravens leaflet
- Medieval Palace - family trail - palace secrets pdf
- Tower Green
- Prisoner Exhibition
- Lady Jane Grey graffiti
- Fortress and replicas of siege weapons
- Guardsmen Opening ceremony
- Audio guides
- Prisoners carvings and touch screen interactives
- Find out what happened to the princes
- historical re - enactments on offer
Follow up or preparation work:
white tower conservation project
joust for Henry VIII game
beat the jailer game - the game questions could be asked while on the visit and revised as a game on return to test knowledge collected on the prisoners and their fate
design shields with Cadwallader - zip file
Henry morph
school and college visits:
ks1
ks2
worksheets:
Henry the VIII's 6 wives
The tudor dynasty
Tower of London timeline
Imprisonment and execution
Tudor Tower
Henry VIII at the tower
planning a visit teachers guide
health and safety info pack
design your own coat of arms lesson plan supplied by www.storyboardtoys.com
tudor rose collage supplied by www.activityvillage.co.uk
tudor crafts supplied by www.icteachers.co.uk
tudor games supplied by tartarus.org
cardboard knight template and instructions
Own ideas for follow up work:
making: armour, shields, swords - design and technology
drawing/ designing crown jewels - art and design
letters from prisoners - literacy
disclaimer:
I do not own copyright of these resources, and am merely using them as a collection for inspiration and academic purposes, all credit goes to authors of above materials.
Day one, Induction and planning for learning outside the classroom trip
brief:
To plan and organize a class trip, think about health and safety (risk assessments), learning objectives, which broader curriculum subjects could be addressed, costing, travel, educational resources, preparation and follow up work.
Work as a team to plan and execute trip, record findings and present to class as a poster and presentation.
To plan and organize a class trip, think about health and safety (risk assessments), learning objectives, which broader curriculum subjects could be addressed, costing, travel, educational resources, preparation and follow up work.
Work as a team to plan and execute trip, record findings and present to class as a poster and presentation.
Tuesday, 1 September 2009
my favourite children's books
Alice in Wonderland -
The hungry caterpillar - Eric Carle
Where the wild things are - Maurice Sendak
The tiger who came to tea - Judith Kerr
The jolly postman - Janet Ahlberg
Charlotte's webb - E.B. White
The Lorax - Dr. Seuss
Huckleberry Finn - Mark Twain
Stig of the dump - Clive King
The Giraffe, the pelly and me - Roald Dahl
Horrible Histories
Clarice Bean and Charlie Lola series - Lauren Child
The hungry caterpillar - Eric Carle
Where the wild things are - Maurice Sendak
The tiger who came to tea - Judith Kerr
The jolly postman - Janet Ahlberg
Charlotte's webb - E.B. White
The Lorax - Dr. Seuss
Huckleberry Finn - Mark Twain
Stig of the dump - Clive King
The Giraffe, the pelly and me - Roald Dahl
Horrible Histories
Clarice Bean and Charlie Lola series - Lauren Child
Charlie and Lola
Charlie and Lola by Lauren Child is my favourite and my BEST!!
Ever since discovering Lauren Child's fantastic Clarice Bean and Charlie and Lola creations I have been a keen follower, of both her beautifully illustrated books and collage(esq) animated series. The light hearted exploration of mundane objects and everyday situations is clever and witty. Through a wonderful sense of humour and obvious written, musical and creative talent she has produced works which can be enjoyed by children and adults alike.
Ever since discovering Lauren Child's fantastic Clarice Bean and Charlie and Lola creations I have been a keen follower, of both her beautifully illustrated books and collage(esq) animated series. The light hearted exploration of mundane objects and everyday situations is clever and witty. Through a wonderful sense of humour and obvious written, musical and creative talent she has produced works which can be enjoyed by children and adults alike.
hello!
hello! I'm Becky and this will be my attempt at keeping a record of my teaching findings and inspirations this year. I am about to begin a KS1 P.G.C.E at Wandsworth Primary Schools Consortium where I hope to become a fully fledged primary school teacher *fingers crossed*. As I have used a number of blogs in the past to record my work I have found it a useful and accessible resourse for recording information that I will find useful later!
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