Showing posts with label primary. Show all posts
Showing posts with label primary. Show all posts

Thursday, 7 March 2019

From The @TES Blog: 6 Ways To Get D&T Right At Primary


“Design and technology is an inspiring, rigorous and practical subject…”

But is it really, in your school? I mean, it could be. But how do we ensure in primary schools that it is?

Read the article here: https://www.tes.com/news/6-ways-get-dt-right-primary

Friday, 16 March 2018

From The @thirdspacetweets Blog: What Every KS2 Teacher And Maths Lead Needs To Know About NEW KS1 Maths Assessment Frameworks

From The @thirdspacetweets Blog: What Every KS2 Teacher And Maths Lead Needs To Know About NEW KS1 Maths Assessment Frameworks
Valentine’s Day 14th February 2018 brought KS1 teachers not one but two lovely treats: the teacher assessment frameworks for the 2017/18 academic year and the same document for the 2018/19 academic year.

While there are no changes for the current cohort of Year 2, the current Year 1s will be teacher-assessed on a new and amended framework.

Of course, the biggest question on everyone’s lips is…are the changes to the KS1 assessment framework for Maths an improvement?

To find out more, read on here: https://thirdspacelearning.com/blog/new-ks1-assessment-frameworks-maths-insights-ks2/

Wednesday, 28 June 2017

Using 100% Sheets (AKA Knowledge Organisers) In Primary


What are 100% Sheets?

Well, you may have heard of them by another name: Knowledge Organisers.

There are plenty of great blogs out there about knowledge organisers (see the links at the end) so I am only adding my paltry information to more in-depth pieces available to you. However, what I hope to do is present a very simple account of how 100% Sheets can be used.

So, why the name '100% Sheet'? 

Because basically children have to learn everything on it by heart - 100% of the contents of the sheet need to be known by each child.

What does one look like?

They vary in appearance but the ones I have made and used involve images as well as text. See some examples here: https://padlet.com/jack_helen12/czfxn9ft6n8o

What's the point of them?
  • They help children learn the key facts - this is the main point of 100% Sheets.
  • They give teachers an outline for a unit
  • They guide lesson content
  • They provide teachers with simple ways to explain ideas
  • They can be used to inspire homework
  • They aid assessment (along with the accompanying 'quizzes')
How are they used?

Here's a simple sequence:
  1. Provide children with 100% Sheet before the holiday
  2. Set a homework project based on the 100% Sheet, this should include learning the information by heart
  3. After the holiday, use the exact same phrases, words and diagrams from the 100% Sheet in lessons
  4. Base lessons on the content of the 100% Sheet - the lesson is an opportunity for you to expand on the knowledge, teach linked skills, carry out investigations, and even do supporting creative activities
  5. Conduct regular ‘quizzes’ based on the tests – children retake the test until they get 100% right. The first quiz can be given fairly soon after the holiday - this will give you a baseline of who has been learning the information and who hasn't.
What should I consider when creating 100% Sheets?

Ask yourself:
  • What are the objectives I need to cover in this unit?
  • What basic facts do children need to know in order to achieve the objectives?
Think about including:
  • Explanations
  • Word meanings
  • Diagrams
Ensure that:
  • the layout is not confusing
  • the information is carefully written in child-friendly, but challenging, language (I use lots of different web-based resources to help with this, for example, BBC Bitesize)
  • the amount of information is realistic - remember, they have to learn it all!
Why quiz?

Low stakes testing aids retrieval and using of memorised facts, whereas revising from a 100% Sheet only aids the acquisition and storage of facts. This is referred to as the 'testing effect' and it helps to embed learning in the memory.

The practice of taking the quizzes, self-marking and self-correcting them provides more opportunities for children to revisit the information that they need to know.

What should I consider when creating the quizzes?
  • Include different question types:
    • Multiple choice
    • Fill the gap
    • Choose the word
    • Join the word to its definition
    • Complete the sentence
  • Each time a test is taken, change the order of the multiple choice answers, for example (so they can’t just learn that it’s the second option)
  • Have a question for every aspect of the 100% sheet
What are the benefits?

  • Children learn important information off by heart
  • Many children come to lessons knowing key vocabulary, key facts and even complete concepts leaving teachers with more time to explore ideas more deeply, or to teach more creatively - the 100% Sheet covers the curriculum requirements so the teacher has 'time and space in the school day and in each week, term and year to range beyond the national curriculum specifications.' and so teachers can 'develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.'  (The National Curriculum, page 6)
  • If carefully created, teachers have a good reference document to use for planning, teaching and assessment
Other blog posts about Knowledge Organisers:

Monday, 26 June 2017

From the @TES Blog: Primary and Secondary Teachers Need Each Other — And We Need To Start Viewing Each Other In A More Positive Light

https://www.tes.com/news/school-news/breaking-views/primary-and-secondary-teachers-need-each-other-and-we-need-start

Transition time is fast approaching, and along with it the inevitable discussions about how we can make the move from primary to secondary school smoother for pupils.

Unfortunately, no amount of tutor visits or collaborative projects between key stage 2 and 3 teachers will really bridge the chasm that exists between these two stages.

Attempts to help children cross the threshold are important, and should be continued, but without a more joined-up approach in curriculum and assessment our efforts will never be able to ensure that the learning journey of each child is seamless. For that we need systemic change — something that may not be in our power to effect.

What we do have the power to change, though, is our view of each other.

Click here to read on