tag:blogger.com,1999:blog-72676820906897673252024-03-06T17:42:12.732+00:00Mrs P TeachMusings of a UK Primary School TeacherJo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.comBlogger118125tag:blogger.com,1999:blog-7267682090689767325.post-72557794955200462292021-03-20T08:23:00.000+00:002021-03-20T08:23:14.464+00:00How to plan reading lessons<p style="text-align: justify;">I love planning reading lessons. In my role, I'm lucky enough to sit down with colleagues across the school and plan with them. Each time this happens, it makes me reflect on the process of planning an entire reading unit. I touch on this during my reading <a href="http://www.mrspteach.com/p/training.html" target="_blank">training sessions</a> (in person and online!) but have never put it down on the blog so...here goes! This post is aiming towards a set of lessons in the four-part structure explained in Part 2 of <a href="http://www.mrspteach.com/2020/04/reading-cpd-videos.html" target="_blank">these CPD videos</a>. It might be worth watching before reading this post if you're not familiar.</p><p style="text-align: justify;"><b>Read the book...twice.</b></p><p style="text-align: justify;">The first thing I do with a new reading unit is to read the book. This seems really simple but it's surprising how often teachers start planning a unit before they've read the whole book. It's important for this first time that I just read and enjoy the book, taking in any main themes or potential trigger areas. Of course, I will start to get ideas as I read but generally I won't write these down yet. Really, I'm reading the book to check its appropriateness: are the themes appropriate for the age (remember some book covers are deceptive)? Are the themes appropriate for my class/cohort? Am I enjoying reading the book? Would my class/cohort enjoy the book? How easy is it to follow the narrative and get lost in the book? Are there any issues in the book which may trigger certain reactions from children due to their lived experiences? With that last question, if the answer is 'yes', that's not necessarily a reason to not use the book; it's a reason to consider communicating with that child and the family about the potential triggers before introducing the lessons. </p><p style="text-align: justify;">Once I'm happy the book is wholly appropriate and of a high-quality, I will read the book again. This time, I'll read with a notebook next to me, scribbling down a variety of things: </p><p style="text-align: justify;"></p><ul><li>Key <b>vocabulary </b>which comes up time and time again (e.g. in <a href="https://www.amazon.co.uk/Theres-Boy-Girls-Bathroom-Rejacketed/dp/1408869101?crid=2CY1TKI7EBSS1&dchild=1&keywords=there+s+a+boy+in+the+girls+bathroom+by+louis+sachar&qid=1616226811&sprefix=There%27s+a+boy%2Caps%2C161&sr=8-1&linkCode=ll1&tag=super0c-21&linkId=794121c6b780fe4f07531d8de13d591f&language=en_GB&ref_=as_li_ss_tl" target="_blank">There's A Boy In The Girls' Bathroom</a> there are a lot of American words) </li><li>Any <b>general knowledge</b> references which children may not know about or know enough about to fully comprehend the story (e.g. in <a href="https://www.amazon.co.uk/Number-Stars-Essential-Modern-Classics/dp/0007395205?dchild=1&keywords=number+the+stars&qid=1616226843&sr=8-1&linkCode=ll1&tag=super0c-21&linkId=723bb1be79ce9a804c397081f9ddc253&language=en_GB&ref_=as_li_ss_tl" target="_blank">Number The Stars</a>, the Danish Resistance is quite key to many elements of the story)</li><li><b>Key moments</b> which would be good points to stop and summarise - perhaps before or after a complicated part of the plot - or to predict. </li><li><b>Extracts</b> which lend themselves to a specific skill</li></ul><div><p style="text-align: justify;">These <span style="text-align: left;">notebooks are fairly messy and rarely are all the ideas used, but it makes a very good starting point for planning.</span></p><p style="text-align: justify;"><b>Map out the book over the time</b></p><p style="text-align: justify;">The next job is to ensure that we will finish reading the book in the time given. You might have a half term, a term or a fortnight in which to complete your reading unit. In this time, it's so important to finish the book with the children so that they get closure on the story and so that you can guide them through their comprehension right to the end. I start this with the halfway point: if we're reading for a term, then by half term I need to be halfway through. I create a rough guide to where I need to get to each week using page numbers or chapters. This is something I started doing after making the mistake of not getting far enough and having too many pages to read in the last week of a term! </p><p style="text-align: justify;"><b>Identify the chapters to 'just read' and link to skills</b></p><p style="text-align: justify;">These chapters will be the ones you focus in on for teaching the reading skills to pupils. They need to be at an appropriate point in the book each week to ensure you'll get through the text and also have enough quality text in them for the skill you want to achieve. I often start with a retrieve or authorial intent (choice) activity linked to characters so the first 'just read' chapter could be one which introduces the main characters. Once you're well into the book and before a big twist occurs, there may be a chapter which requires children to really understand what has happened - that could be a point at which you teach the summarising objectives. I sit with the skills in front of me and match them to chapters/extracts, ensuring all the main comprehension skills are covered within a unit (unless it's a short unit).</p><p style="text-align: justify;"><i>By now you should have a skeleton overview with the key chapter/extract and the focus skill for each week.</i> </p><p style="text-align: justify;"><b>Vocabulary / General Knowledge</b></p><p style="text-align: justify;">Each 'just read' lesson has a session before in which we front load (or pre-teach) some key vocabulary or general knowledge. If my notes from the second read through are detailed enough, I should know whether each week's extract lends itself to a vocabulary focus or a knowledge focus. These are added to the overview. If it's a vocabulary week, it's important that the activity allows children to learn and understand the new words which they will encounter during the week. Occasionally, this could be a dictionary task but I'd recommend the <a href="https://www.amazon.co.uk/Vocabulary-Ninja-Mastering-Activities-Unlock/dp/1472964438?dchild=1&keywords=vocabulary+ninja&qid=1616226962&sr=8-1&linkCode=ll1&tag=super0c-21&linkId=3f5281f163ac333e769ea77ce83dda4c&language=en_GB&ref_=as_li_ss_tl" target="_blank">Vocabulary Ninja</a> book and <a href="https://www.amazon.co.uk/Closing-Vocabulary-Gap-Alex-Quigley/dp/1138080683?dchild=1&keywords=vocabulary+ninja&qid=1616226962&sr=8-12&linkCode=ll1&tag=super0c-21&linkId=598b4b12d2cafabef2fead033e67b3ad&language=en_GB&ref_=as_li_ss_tl" target="_blank">Closing the Vocabulary Gap</a> for ideas for other vocabulary activities and some sound theory on vocabulary teaching. A general knowledge week is a good chance to practise reading comprehension test skills with an unseen text. Alternatively, children could complete a comprehension activity based on a text (or video, infographic, cartoon etc!) which helps them learn the appropriate information. </p><p style="text-align: justify;"><b>Comprehension Activities</b></p><p style="text-align: justify;">By now, the skills for each extract each week are mapped out. It's time to decide how children are going to practise and improve the skill you are teaching. More often than not, this means a focused comprehension activity rather than multiple comprehension questions as per CGP books or reading tests. Will children need to respond to a question with prose? Do they need to match elements together? Are they making a judgment on something and how could they show their response? Do they need to justify their response with quotations? I always have a go at completing the activity to consider what children will find difficult and what they will need during the input in order to be successful. This is sometimes the hardest part but by keeping these simple and focusing on the reading skill we can build children's understanding. The more you talk to teachers, look in other teachers' reading books, have a look over Twitter (there are some brilliant ideas there!) and search, the greater your bank of potential comprehension activities will become. </p><p style="text-align: justify;"><i>By this point, the weekly overview should be complete and you're ready to look at individual lessons. I end up with something like the grid below.</i></p><p style="text-align: justify;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc1GCbV20xFwy3MAz7wI2x2zHv3jmA942ytZHEwi2zBjhUwyklH4Zm6ZBsbUtui2XAGFC0LqZBTgRqzvT2MjacAs_Tx5RKpiYq-FC3W_qdbTWXnfDfplmEFUu469CDOd9fwkIb3BlWsBs/s907/howtoplanoverview.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="752" data-original-width="907" height="331" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc1GCbV20xFwy3MAz7wI2x2zHv3jmA942ytZHEwi2zBjhUwyklH4Zm6ZBsbUtui2XAGFC0LqZBTgRqzvT2MjacAs_Tx5RKpiYq-FC3W_qdbTWXnfDfplmEFUu469CDOd9fwkIb3BlWsBs/w400-h331/howtoplanoverview.JPG" title="Overview for When We Were Warriors by Emma Carroll" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.amazon.co.uk/When-were-Warriors-Emma-Carroll/dp/0571350402?crid=829S69UT5CWF&dchild=1&keywords=when+we+were+warriors+emma+carroll&qid=1616226774&sprefix=when+we+were+warrior%2Caps%2C167&sr=8-1&linkCode=ll1&tag=super0c-21&linkId=e726ff34f8c1994fc35690466dae63a8&language=en_GB&ref_=as_li_ss_tl" target="_blank">When We Were Warriors by Emma Carroll</a></td></tr></tbody></table><b></b></p><p style="text-align: justify;"><b><b>Scaffolding</b></b></p><p></p><p style="text-align: justify;">It's important that all children can access the learning and the activity. Take time to consider how the children who struggle the most with comprehension or decoding will be successful with the skill you're teaching. Children who struggle with comprehension will often require different support to children who struggle with decoding. Scaffolding for comprehension can include sentence starters or structures, more guided adult support, steps towards a final product or to focus on one element of the activity/story. Scaffolding for decoding can include highlighted words or phrases to focus on for the reading, shorter extracts, a simplified version of the text or an audio book to support. These children will require decoding intervention in addition to the reading lessons - we do this during the fifth independent reading session. Make sure the scaffolding for pupils is clear on the plan, and that you've considered how all children can be successful. Also remember, scaffolding should be withheld at first to give children the chance to smash your expectations of them, and any support should be temporary - but that's a whole other blog post!</p><p style="text-align: justify;"><b>Plan and resource</b></p><p style="text-align: justify;">This final step is the one teachers are very familiar with and good at! Once the bare bones of the unit are in place and well-planned, it's easy to meat out the plans with clear explanations, modelling of the reading skill (including use of Teacher Fool), any questions which will be asked, key misconceptions to go over and the role of any adults within the lesson. I tend to add detail to the plan as I resource each session: as I prepare any slides, resources or support materials, I ensure the plan is clear how and when they should all be used. </p></div><div>I hope this has been useful, particularly if you're new to teaching or new to teaching reading in this way. Please do get in touch on <a href="https://twitter.com/mrspteach" target="_blank">Twitter</a>, via <a href="mail to: jo@mrspteach.com">email</a> or on the <a href="http://www.mrspteach.com/p/contact.html" target="_blank">contact form</a> on this blog if you have any questions. There are tonnes more blog posts about reading <a href="http://www.mrspteach.com/2015/05/from-guided-reading-to-whole-class.html" target="_blank">here</a>. Happy planning! </div><div></div>Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com1tag:blogger.com,1999:blog-7267682090689767325.post-54365644647111427142020-10-04T17:56:00.002+01:002020-10-04T18:00:00.660+01:00Code.org Computing/Coding Curriculum<p style="text-align: justify;"><b><u>Background</u></b></p><p style="text-align: justify;">For years at my last school, a colleague went on and on about the computing resources available on code.org. Across the school, we used the site once a year for the Hour of Code in the autumn term and I was always impressed with the quality of the learning available within an hour. I do consider myself to be someone who will take a good idea and run with it but for some reason I never fully explored the site. </p><p style="text-align: justify;">At my current school, I've been working with an RQT in leading computing and our coding provision just wasn't up to scratch. Thankfully, my former colleague's years of repeated messages about code.org must have sunk in somewhere as we began to explore the site and realise the goldmine of an entire free curriculum of plans, resources and online lessons for the whole school (and beyond) in coding and e-safety. Code.org works in a browser, including on iPads so is perfect for every primary school with access to at least a half class set of devices. I trialled using the Y1/Course A plans with a Y1/2 code club in the summer term of 2019. This was really successful and it was easy to see how the lessons would work well so we set up the whole school, created our own plans in school format based on the code.org lessons and last year were poised for an entire year of high-quality coding lessons for our pupils. We only made it halfway through the year but the feedback from teachers was positive in terms of ease of teaching and the quality of learning for pupils. </p><p style="text-align: justify;">Strap in, this is going to be a long blog post which takes you through setting up the teachers and pupils, how they log in, how to set the learning, how we organised plans and how assessment works. You may want to read a section, action that section and then come back. </p><p style="text-align: justify;">Good luck and please email (jo@mrspteach.com) or <a href="https://twitter.com/MrsPTeach" target="_blank">tweet</a> me if you have any questions. </p><p style="text-align: justify;"><b><u>Setting up the school</u></b></p><p style="text-align: justify;">The first step was to set up accounts for teachers to access to view their cohort. For assessment purposes, each cohort (not year group) at our school is assigned a colour; this allows for tracking cohorts back. This also worked well for code.org because it meant the cohort could keep the progress they'd made previously without having to lose it year-on-year. Therefore, after our IT technician had set up cohort colour email addresses, we set up teacher accounts for each cohort on code.org using the email address associated with that cohort (i.e. yellow@schoolname.co.uk). Teachers have access to the passwords for all cohorts so can login to view the cohort they are teaching each year. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMJrhdck-tTo7ZQNLH-9FQ_coAlEQASaeAezTDyDZ2wy50lVXtOH2xb6o2r0ay9vYaQElxU1wpjSxiHe-b6kG45Ho37RjFR93gtEzlYP_bfjnjB_oPT_HZixClNdO5HvWXlOJjyIGjNpA/s1346/setting+up+classes.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="875" data-original-width="1346" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMJrhdck-tTo7ZQNLH-9FQ_coAlEQASaeAezTDyDZ2wy50lVXtOH2xb6o2r0ay9vYaQElxU1wpjSxiHe-b6kG45Ho37RjFR93gtEzlYP_bfjnjB_oPT_HZixClNdO5HvWXlOJjyIGjNpA/s320/setting+up+classes.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Creating "sections" or classes<br /></td></tr></tbody></table><p style="text-align: justify;">The next step was to set up the pupils' accounts. We set up each class as a new "section" within the cohort. Adding the pupils in the "manage students" section was SO easy. We simply had to copy the forenames and surnames of every child into a box. We actually copied each class from our Pupil Progress Meeting form which is in a table and it work. This gives each child an account which they use to complete activities and which teachers can view to track progress. Once sections are set up, you can assign a course (unit) to each class (see below). </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQZ-lwO8f0jgKDGANxh3lv_iFlvnnNCpafUs3CkXKDeiomHJdAA9TyeHSS1G0bjEW4gDsXip7AQreaTDCoeGpDMGLNQppd5Paftnh6dnpga93X52jfUAhirS3UY0cbTN9M8u2Es5QJ3hM/s518/login+card.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="456" data-original-width="518" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQZ-lwO8f0jgKDGANxh3lv_iFlvnnNCpafUs3CkXKDeiomHJdAA9TyeHSS1G0bjEW4gDsXip7AQreaTDCoeGpDMGLNQppd5Paftnh6dnpga93X52jfUAhirS3UY0cbTN9M8u2Es5QJ3hM/s320/login+card.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">You can easily print out login cards for the section</td></tr></tbody></table><b><u>Logging in</u></b><div><b><u><br /></u></b></div><div><div style="text-align: justify;">To log in to their section, pupils either go to the first link on their login card or visit <a href="https://studio.code.org/join" target="_blank">https://studio.code.org/join</a> before entering the section code (also on their login card). They then click their name and their secret picture. There is an option in the teacher account to toggle something called paired-programming. This is useful if children will be working in pairs at one computer as it can track both pupils' progress on one computer. We don't use this as we have an IT suite with enough computers for each class. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b><u>Curriculum</u></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">There is an entire curriculum appropriate for primary schools, including coding, e-safety and some IT skills. The curriculum is called Computer Science Fundamentals for Elementary Schools.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">We assign each unit as follows:</div><div style="text-align: justify;">Course A - Y1</div><div style="text-align: justify;">Course B - Y2</div><div style="text-align: justify;">Course C - Y3</div><div style="text-align: justify;">Course D - Y4</div><div style="text-align: justify;">Course E - Y5</div><div style="text-align: justify;">Course F - Y6</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">You can view the curriculum <a href="https://code.org/educate/curriculum/elementary-school" target="_blank">here</a>. </div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia9BAQkKWPNQPT4M68orSGRmpMOhFcQzN7YEDJj12WUkYHECnLSaYkStLJP_xkJqjiFWLOFooPgA_auynA1aIWRVRqgDYyLds9CRR3f-339otU9tlcnyx9quaQtbgIsWK1A2br_u8l6c8/s588/view+course.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="428" data-original-width="588" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia9BAQkKWPNQPT4M68orSGRmpMOhFcQzN7YEDJj12WUkYHECnLSaYkStLJP_xkJqjiFWLOFooPgA_auynA1aIWRVRqgDYyLds9CRR3f-339otU9tlcnyx9quaQtbgIsWK1A2br_u8l6c8/s320/view+course.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">View Course - view the only learning, assign the course to a class, hide irrelevant lessons, view previous versions, view progress of whole class if assigned. <br />Lesson plans - view and download the plans and resources which go with the course. </td></tr></tbody></table><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Code.org has been running for many years and has tweaked the curriculum over time. For this reason, they allow you to assign the unit for a certain year group and from a particular year. We have stuck to the 2019 curriculum as we based our plans on that year. </div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8k0NFa9eTMYvIytjGn8WVsp475503kd5fQqvDyKAgXGBFICsqkh2yLrdmqGaoo20GklbUyin53Rtto-L9_j82d7_-PE9bkckSoEVmBZO9jYyRjd4D9mG6fs_5-dfNMk5-zv3Ck1bdupc/s579/choose+curriculum+year.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="365" data-original-width="579" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8k0NFa9eTMYvIytjGn8WVsp475503kd5fQqvDyKAgXGBFICsqkh2yLrdmqGaoo20GklbUyin53Rtto-L9_j82d7_-PE9bkckSoEVmBZO9jYyRjd4D9mG6fs_5-dfNMk5-zv3Ck1bdupc/s320/choose+curriculum+year.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Click the down arrow to view a previous curriculum for the same course. There are very slight changes each year. <br /></td></tr></tbody></table><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Our e-safety provision was already sound in school so we didn't require all of the code.org lessons. After assigning each course to the section (each unit to the class), we went through the course and "hid" the e-safety and other random lessons, maintaining only the coding lessons. </div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmBdBU8BnoCoEl7Qy_jfbDfhLpwB6dyE-i1i25c5lxWjYf6_Xskl2VuHkjFjccrwt4kjpW7T0T8OBKI355BYSwOJKE_SS2wX-QoQ_2fJGwGT2vIvll81M17F7Je2s3lefbaNAfHa7Z0s/s245/hide+lesson.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="135" data-original-width="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmBdBU8BnoCoEl7Qy_jfbDfhLpwB6dyE-i1i25c5lxWjYf6_Xskl2VuHkjFjccrwt4kjpW7T0T8OBKI355BYSwOJKE_SS2wX-QoQ_2fJGwGT2vIvll81M17F7Je2s3lefbaNAfHa7Z0s/s0/hide+lesson.JPG" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Click "hidden" to remove from the class<br /></td></tr></tbody></table><br /><div style="text-align: justify;">One other feature which makes code.org ideal is the set of "ramp up" lessons in Course E (Y5) and Course F (Y6). These are a few lessons before the main course which helps children get used to the codeinterface and catch up with some skills if they've never used it before: perfect for if you're introducing code.org across the whole school in one year, which we were. Once children have been using code.org for one year, these lessons are not needed for future cohorts. </div><p style="text-align: justify;"><b><u>Planning lessons</u></b></p><p style="text-align: justify;">The code.org coding lessons consist of a mixture of unplugged and plugged lessons. The unplugged lessons are to be completed in classrooms and require no technology - we actually really like these and they are often a good way into the new coding skill which will be introduced on devices the following week. The plugged lessons do require children to log in to the online interface to complete activities. </p><p style="text-align: justify;">As computing leads, we worked through each of the 6 courses, downloading the full code.org lesson plans and resources and saving these on the school server in the correct folders for year groups. We also took their long (sometime 4-5 pages) lesson plans and put them into our basic planning grid so teachers had an idea of what they were doing at a quick glance - the full plan is there if they need to refer to it. Often unplugged lessons require the full plan as they can be a bit complicated. We ensured all resources were available and even printed off masters, creating zip wallets for each lesson if appropriate. Obviously, we were given plenty of time during the school day to do this. It would be possible for class teachers to do this themselves but we wanted to make it as easy as possible for teachers to pick this up and run with it. </p><p style="text-align: justify;">Each lesson plan has support/challenge ideas which are worth pointing teachers towards. Also, the online interface has options for viewing a hint, slowing the run speed or running the code one step at a time. The plans refer to a coding notebook - we are not doing this as the plans are quite long and we are already time-restricted. After children have completed all the online activities, there are project studios which look similar to Scratch where they can practise the skills they've learned more freely. These save on their account and they can come back to their project week-on-week to build on it. This is where most proficient pupils will end up each lesson. </p><p style="text-align: justify;"><b><u>Assessment</u></b></p><p style="text-align: justify;">Code.org is great for assessment as a class teacher and as computing leads. In the Teacher Dashboard, you can view how well children have engaged with an activity. In the example below, Lesson 1 was unplugged and lessons 2, 3, 8, 9 and 13 were not coding-based. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVD-MuhjsG9xhiQxND6NzlnT7hV6tBmHVtLxYdLi3kJ391kWzPHxWFwuy2POUYVWWriJceNm0HlXaFDA-9vgcvWRsgpfSNCS2miEc5Z9T6Z1ulWyxEwy-WhEuhGSgfOsphDdlRTfpFkhI/s705/assessment.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="584" data-original-width="705" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVD-MuhjsG9xhiQxND6NzlnT7hV6tBmHVtLxYdLi3kJ391kWzPHxWFwuy2POUYVWWriJceNm0HlXaFDA-9vgcvWRsgpfSNCS2miEc5Z9T6Z1ulWyxEwy-WhEuhGSgfOsphDdlRTfpFkhI/s320/assessment.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">You can see the extent to which children have completed the activities for each lesson and how efficient they have been with their coding. </td></tr></tbody></table><p style="text-align: justify;">This has been so useful with Covid-19 as it's very easy to see where cohorts have got up to and so where they need to pick up this school year. We have also worked out how we can use the Course E and F ramp up lessons to ensure children don't miss any coding objectives in their time with us.</p></div>Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-54472403793139902152020-04-01T14:10:00.002+01:002020-04-04T13:16:07.782+01:00Reading CPD VideosDuring the Coronavirus pandemic, I've been sharing some CPD via <a href="https://www.facebook.com/MrsPTeach/" target="_blank">Facebook Live</a> for free. You can find the recordings of the videos below.<br />
<br />
They are split into parts.<br />
Part 1 (Thurs 26th March 8:15pm) - important elements when planning and teaching a reading unit.<br />
Part 2 (Weds 1st April 6pm) - a structure for teaching reading, particularly with whole-class lessons.<br />
Part 3 (Coming soon...after the Easter holidays) - KS1, poetry, comprehension activities, FAQs.<br />
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/HUAUuGBGR2s" width="560"></iframe>
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/AvBmMhnoOfU" width="560"></iframe>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com6tag:blogger.com,1999:blog-7267682090689767325.post-1902125599409234402020-03-21T08:41:00.001+00:002020-03-21T08:54:29.447+00:00Sharing Videos During Closure - A Simple Solution<div style="text-align: justify;">
Here's a blog post I never thought I'd write! Now we are closed to education (but very much open to childcare), lots of schools are turning to using video. Because of bandwidth issues and the enhanced pressures on the internet, it's better to record videos rather than try to share them live. We are doing this daily with our year group teams for children and regular whole-school videos (assemblies, shout-outs, sing-a-longs, fun snippets). Here I'll outline the very simple way in which we are hosting these. </div>
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What you need: </div>
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A Google account. I'd recommend a new one which doesn't link to any personal email addresses. </div>
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A phone/tablet to record.</div>
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The Google Photos app - optional. Only really useful if your device is a school device and you're happy to stay logged into the Google account you are using. </div>
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<b>How to prepare</b></div>
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Log into the Google account you are using and go to photos.google.com. Go to the Albums area: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkfM8Y3EQAHNalLO-l0XI8kZ_ytRDYIZPUxrFzMjRFlOnnpboyTOj-KOkatfvzFhEUnBugEzv-rsGAFY_li6YFwBPrrS7C8MIBOi6hFaiDZxDXr_dP4Xgv7zyR-6P08anOpl-Gi7Ui7_k/s1600/albums.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="85" data-original-width="102" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkfM8Y3EQAHNalLO-l0XI8kZ_ytRDYIZPUxrFzMjRFlOnnpboyTOj-KOkatfvzFhEUnBugEzv-rsGAFY_li6YFwBPrrS7C8MIBOi6hFaiDZxDXr_dP4Xgv7zyR-6P08anOpl-Gi7Ui7_k/s1600/albums.JPG" /></a></div>
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Within Albums, create the albums you wish to have (we have one for each year group and a general one). </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4gEjL3RComl4mGQ1DOtk1E7bv0YZwHfVh3HBfQwcXYShyphenhyphenNs9xQ3q3tH08pmqMaTMGEzj44G2b0xel9dSrumOFaG8n-0b4BQw0rQ9KZ45qKPmuLZn6vkEPhga6kLpRZIrep2UgT1DQSpk/s1600/create+album.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="409" data-original-width="327" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4gEjL3RComl4mGQ1DOtk1E7bv0YZwHfVh3HBfQwcXYShyphenhyphenNs9xQ3q3tH08pmqMaTMGEzj44G2b0xel9dSrumOFaG8n-0b4BQw0rQ9KZ45qKPmuLZn6vkEPhga6kLpRZIrep2UgT1DQSpk/s200/create+album.JPG" width="159" /></a></div>
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Until you have added anything into the albums, these will appear in the Sharing area:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI28y79bY5ecCOKfPFwt5-qrVSkWgF_NReyA-4mWp7tsSKJs91IG07iOQxG6oEKgt6hQHr4TvuuPOwvadimckbBKn-JxNJ8OZ6p-pW8-S3RP6xxnXggyKzp6TQa-UDSnwXdvsMuHfS0lk/s1600/Sharing.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="84" data-original-width="93" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI28y79bY5ecCOKfPFwt5-qrVSkWgF_NReyA-4mWp7tsSKJs91IG07iOQxG6oEKgt6hQHr4TvuuPOwvadimckbBKn-JxNJ8OZ6p-pW8-S3RP6xxnXggyKzp6TQa-UDSnwXdvsMuHfS0lk/s1600/Sharing.JPG" /></a></div>
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To set up each album appropriately so people can see it but not add to it or comment on anything, go to the three dots in the top right-hand corner and click on "Options".</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJsONWBdy1z2jznj3yinHkdl7kfI9MpAjiPNC-TFBevJMZkYCocb61eKB-CEehaseSr8XgCelK3aa22mBp-2a8hnHRGtmFbEfK35IzCdUyNrE7xl2llMXO0_d4Fj89v486Et-eJO6V3AA/s1600/options.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="246" data-original-width="425" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJsONWBdy1z2jznj3yinHkdl7kfI9MpAjiPNC-TFBevJMZkYCocb61eKB-CEehaseSr8XgCelK3aa22mBp-2a8hnHRGtmFbEfK35IzCdUyNrE7xl2llMXO0_d4Fj89v486Et-eJO6V3AA/s200/options.JPG" width="200" /></a></div>
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You will then want to configure the options as below, allowing the album to be shared and obtaining a link for this, while also turning off the collaboration and comments/likes options.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmLriT6KeBvzDVYDveRaZw48AWCPHqGl5ZaSYTnXBAg7DtFYBIx_mYgiYQfIF9oZ41txfd46bhSpaY-PI7EIjNtnvUcyWQcJMZpvM-3oC2NKX_fzwMxSzhowd7aOiy1rOoYncrZ173eU/s1600/options2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="712" data-original-width="577" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmLriT6KeBvzDVYDveRaZw48AWCPHqGl5ZaSYTnXBAg7DtFYBIx_mYgiYQfIF9oZ41txfd46bhSpaY-PI7EIjNtnvUcyWQcJMZpvM-3oC2NKX_fzwMxSzhowd7aOiy1rOoYncrZ173eU/s200/options2.JPG" width="161" /></a></div>
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Now your albums are all ready and you have your links for each album. The link remains the same and you simply add videos into the album whenever you wish. It's worth making a document with all the links on.</div>
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<b>How to record</b></div>
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Record your video as you normally would. iPads must record with the home button to the left ('left home') otherwise it may be upside down! </div>
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<b>How to upload</b></div>
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The best way to upload videos to Google Photos is via an internet browser. Go to photos.google.com and sign in with the account you are using. You <i>may</i> need to download the video from the device you are using - it depends on which devices you are using to record/upload. Our staff are saving all the videos in One Drive/Sharepoint (the school works entirely on Office 365 but the Microsoft package still doesn't have an option to share albums publicly like this) and I'm downloading from One Drive them uploading into Google Photos. </div>
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Once you know where the video file is saved, go to the album you want to upload into and click the add photos symbol.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAg1TTTEqhoP1ZJ7Lha_dWPO3C2u2MR556bCKSHe1XoBnQCeXJoqNEs_Ln-kfAaS5A8DDpWqQd7wkLoUrDjuo_CLTWNzrpNiMLALHjY3NQJbyticYaXyyGutmdU-Shdtu3_DJtZ9ZAFj4/s1600/addempty.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="152" data-original-width="226" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAg1TTTEqhoP1ZJ7Lha_dWPO3C2u2MR556bCKSHe1XoBnQCeXJoqNEs_Ln-kfAaS5A8DDpWqQd7wkLoUrDjuo_CLTWNzrpNiMLALHjY3NQJbyticYaXyyGutmdU-Shdtu3_DJtZ9ZAFj4/s200/addempty.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">For the first video</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-HMPaDpdPfNtS2u_s7EDqAx5VE-493vHYT2m4kBn0nU6sedq-x9OAW8P1pfX-rGlFkKB2dIpU1hdcn_5qC9yXS5QMgSw8_6QzPSCnPNRDAKCp7zA29unhkMs1gT7d3wZ9JAS_RFlTPXY/s1600/add.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="56" data-original-width="57" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-HMPaDpdPfNtS2u_s7EDqAx5VE-493vHYT2m4kBn0nU6sedq-x9OAW8P1pfX-rGlFkKB2dIpU1hdcn_5qC9yXS5QMgSw8_6QzPSCnPNRDAKCp7zA29unhkMs1gT7d3wZ9JAS_RFlTPXY/s1600/add.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">For any further videos</td></tr>
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If you're recording straight into Google Photos, you can then choose the videos to add into the album. If, like us, you're not. You'll need to click the Select from computer button in the top right-hand corner.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-_31Ixqx4eTq5LCOiPd_jJ2_r8hpljH396jsLrwBGpRWPfyW7pWFNerGWgmj_7DePeivvuVGnBJXdJVW6Lp4MdS2NRQXvJ8paQgj5WrUdj6MtEsYUKUAOhBNkix6MT9W_5RWQOHcwv3w/s1600/selectfromcomp.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="68" data-original-width="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-_31Ixqx4eTq5LCOiPd_jJ2_r8hpljH396jsLrwBGpRWPfyW7pWFNerGWgmj_7DePeivvuVGnBJXdJVW6Lp4MdS2NRQXvJ8paQgj5WrUdj6MtEsYUKUAOhBNkix6MT9W_5RWQOHcwv3w/s1600/selectfromcomp.JPG" /></a></div>
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Browse to where the video file is saved (mine will be in downloads after I've taken them off the One Drive). It's important for handling lots of videos that they're named correctly so you know which files to choose. Choose your file and click "open". The file will then upload. This can also be done by dragging the file into the album page. The upload takes some time if the file is large but it works for videos up to and beyond 15 minutes in my experience.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipKheEiiCIvhhg2RWKvDNsugE5ykLFnBa-uEG0iMaKuAAtOnTzOn2Z3oiZJ1_Lh2cm6GJn19Tu1hbmAQACIlzjPQ9tkNYkCJNyCW1G5yC7a5QCiXQKSfyzohb6NniG_Kn96AGl8Zp_H34/s1600/uploading.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="136" data-original-width="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipKheEiiCIvhhg2RWKvDNsugE5ykLFnBa-uEG0iMaKuAAtOnTzOn2Z3oiZJ1_Lh2cm6GJn19Tu1hbmAQACIlzjPQ9tkNYkCJNyCW1G5yC7a5QCiXQKSfyzohb6NniG_Kn96AGl8Zp_H34/s1600/uploading.JPG" /></a></div>
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Once the video is uploaded, it may take some time to fully process. </div>
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<b>How to share with the community</b></div>
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Once your albums are made with the appropriate settings, the videos are recorded and have been uploaded to Google Photos into the correct album, you're ready to share the link. Simple copy the link in the "options" area and paste it wherever you like. We are using <a href="https://kingslea.w-sussex.sch.uk/continuation-of-learning.html" target="_blank">this page of our website</a> to share video links and pdfs to work to complete. The same page will be updated every day. However, the video album links never change. You could also send the links via a parent communication system, Twitter, Google Classroom...however you like! </div>
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Please note: there is an option within Google Albums for people with a Google account to "join". We are asking parents to avoid doing this (although many clicked Join anyway!) as it shows your name to everyone who can view the album. This isn't a big problem but worth knowing. They can't do anything else with the album (if you've sorted the options above) and no other information is visible from the album. Also, these albums are now completely public so we will be only using first names and class. </div>
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I hope this has helped some of you with preparing for this coming few weeks/months and I wish you all the very best with looking after yourselves, your families and your pupils in whatever way is most appropriate. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJT9GdeVNT_7_tid6ZhO2RwPxUDspZavnvOAZw9jCE1NFkW2qZSGWxd2Q98dsqWB7zIcaT0okdDORRlzbK9O3apBfM4BPLBlp9FHDYACFIic8q2HEtqa0nXxrBuUPWtm0qI1tp6nGPTGs/s1600/Albums2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="1600" height="159" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJT9GdeVNT_7_tid6ZhO2RwPxUDspZavnvOAZw9jCE1NFkW2qZSGWxd2Q98dsqWB7zIcaT0okdDORRlzbK9O3apBfM4BPLBlp9FHDYACFIic8q2HEtqa0nXxrBuUPWtm0qI1tp6nGPTGs/s320/Albums2.JPG" width="320" /></a></div>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-82779446581716288542020-01-21T22:51:00.003+00:002020-01-22T22:53:11.092+00:00West Coast Road Trip (California)<div style="text-align: justify;">
Lots of people have asked us about our road trip last summer so I thought it would be a good idea to scribble down some recommendations, tips and ideas in case others are planning on doing something similar.<br>
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Our road trip went as follows: </div>
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3 nights San Francisco</div>
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2 nights Monterey</div>
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1 night Pismo Beach</div>
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3 nights Los Angeles</div>
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2 nights Newport Beach</div>
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2 nights San Diego</div>
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2 nights Palm Springs</div>
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1 night Lake Havasu</div>
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1 night Grand Canyon South Rim</div>
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3 nights Las Vegas</div>
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We booked the whole holiday through <a href="https://www.theamericanroadtripcompany.co.uk/" target="_blank">The American Road Trip Company</a>, who we can't recommend highly enough and who we've booked another holiday through because we were so impressed. They booked our flights, car and accommodation and sent through a holiday itinerary pack which was so useful when planning the holiday, deciding where to go and driving between destinations. We were recommended The ART Co by a colleague who, in turn, had been recommended it.<br>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc4JT15vRbebIhrwVUKJj2O4zDc_aMZv4cNU7AotnLNtPVnKiw3kEZMJa67SyZ_QXiTYaswZTehTP2B-ZauDovI38xiagp5WJ_Z68YMxwdRrI_McmvqKFS0Kevhz5_w6CRcfaYbLxBgXs/s1600/IMG_20190813_160339.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc4JT15vRbebIhrwVUKJj2O4zDc_aMZv4cNU7AotnLNtPVnKiw3kEZMJa67SyZ_QXiTYaswZTehTP2B-ZauDovI38xiagp5WJ_Z68YMxwdRrI_McmvqKFS0Kevhz5_w6CRcfaYbLxBgXs/s320/IMG_20190813_160339.jpg" width="320"></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Malibu Pier</td></tr>
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<b><u>Best things to do/see/eat in each place</u></b></div>
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<b>San Fran</b></div>
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Alcatraz - book it 90 days in advance, put the booking date in your calendar and book the very first ferry of the day on your first morning. You'll be jet-lagged so you'll be up early and the island is empty when you arrive. It also means you can get on with your day and get other things done in the afternoon.</div>
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The Stinking Rose - a restaurant dedicated to garlic (even with ice cream). Book in advance.</div>
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Oracle Park - If you can get to a baseball match, do. They are really cheap and this stadium is so picturesque with views across the water. </div>
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Take the cable car. </div>
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Golden Gate Taproom - great for snacks, sports and drinks. </div>
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Lori's diner - classic and cute</div>
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Walk: Lombard St, Steiner and Broadway (Mrs Doubtfire house), Pier 39 (to see the sea lions, no need to spend long here), Alamo Park, Haight/Ashbury, Golden Gate Bridge, Crissy Field. </div>
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We did a hop on/hop off tour between some of these places over the 2 days but also walked a lot. </div>
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<b>Monterey</b></div>
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Whale-watching - We booked a morning cruise (to have the rest of the day). We saw quite a few whales but it was very foggy. Later would have been better but would have broken up the day. </div>
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Paluca Trattoria - Bar which was dressed as a coffee shop in Big Little Lies. Great spot for a prosecco.</div>
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Louis Linguinis - have their Clam Chowder</div>
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Dust Bowl Brewery Company - good place for drinks, great playlists! </div>
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Cannery Row Brewery Company</div>
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Walk: Monterey Fisherman's Wharf to Cannery Row</div>
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<b>Pismo Beach</b></div>
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Wooly's - great spot for drinks and food. Delicious fish tacos. </div>
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Walk: Along the beach and on the long pier. </div>
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<b>Los Angeles</b></div>
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Griffith Observatory - absolutely must do. Get an Uber up here an hour before sunset (it gets expensive and busy around sunset time). Beautiful sunset, lots to see. Great views of the Hollywood sign. The best thing we did in LA. </div>
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Warner Brothers Studio Tour - If you like movies, do this. They have Batman, Harry Potter and Aquaman displays. </div>
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Universal Studios - Get there early. I have a great itinerary to do the whole park and avoid crowds given to us by our hotel concierge. Leave a comment if you'd like it! </div>
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Mel's Diner for Breakfast</div>
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We really enjoyed the Hollywood Museum - so cheap and quite interesting, particularly the spooky downstairs. </div>
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The Grove - The Fountain for drinks, or Mixology or Bar Verde. </div>
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Walk: Dolby theatre and see the Hollywood sign from the sofa at the back, Hollywood Boulevard, Chinese Theater</div>
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<b>Newport Beach</b> </div>
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Corona Del Mar - lovely busy family beach</div>
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Balboa Island - We walked around the whole island before getting the ferry to Balboa Peninsula. We then walked from Balboa pier to Newport Pier (an hour walk). We watched sunset from Newport Pier before dinner. </div>
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Dory's Deli - I had the best sandwich EVER here for dinner - it was called Pistol Pete's. Go here if you can! </div>
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<b>San Diego</b></div>
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The Zoo - Get there early, save where you parked (we lost the car), we were there until about 2pm and saw most of it.</div>
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San Diego Old Town - worth a visit. We found free parking. Nice to walk around for free and we had fish tacos in the square. </div>
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Sail San Diego - We did the Sunset Sail and it was one of the highlights of our holiday. Fab staff and a great tour. If you want a special evening, do this. </div>
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Walk: The Gaslamp District. We walked all the way from the main city back to Shelter Island (where we were staying) past the airport which was amazing! This meant we saw a few of the ships, airport carriers, lots of the Navy bits and pieces, and the kissing soldier statue. </div>
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<b>Palm Springs</b></div>
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Aerial Tramway - The best thing to do in Palm Springs. Don't miss this. </div>
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Smoking Burger - great place for burgers! </div>
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Walk: Do not walk in Palm Springs! Too hot! </div>
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<b>Lake Havasu</b></div>
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Great places to eat and drink: Dry Martini, Barley Brothers' Brewery, Blue Chair (this was one of my favourite bars on the whole trip - great music, quirky atmosphere and a good selection of drinks).</div>
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Walk: London Bridge</div>
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<b>Grand Canyon South Rim</b></div>
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Sunset - watch from Hopi Point or Mohave Point. Hopi is probably best for sunrise too (although we watched outside Bright Angel Lodges!)</div>
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Use the free buses, they're amazing and you can see so much of the canyon in a short space of time. </div>
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Get up early for sunrise - it's so worth it! </div>
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<b>Las Vegas</b></div>
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Check which shows/gigs are on beforehand and book. </div>
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Giordanos - Have a deep pan pizza here. Have a small one. They are HUGE and incredible. </div>
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Use the Deuce buses - very cheap and you can get everywhere. We went to: Vegas sign, Little White Chapel, Stratosphere. Just go everywhere you can by walking/bus. Go in and out of casinos to stay cool. We also used the monorail for 24 hours but it doesn't go everywhere. </div>
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Top of the World - top of the Stratosphere. Expensive but very nice. </div>
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Hell's Kitchen - go for a late lunch (before 3pm I think) for a reasonable menu, more tables available. Highly recommend the burger and the sticky toffee pudding. Both were delicious. </div>
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<tr><td class="tr-caption" style="text-align: center;">McWay Falls, Big Sur</td></tr>
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<b><u>Not-to-be-missed stops along the route</u></b></div>
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<b>San Fran to Monterey </b>- You absolutely <i>must</i> stop at Santa Cruz. A crazy boardwalk town like Brighton on steroids. Allow at least a couple of hours and have lunch there - delicious food out on the front of the boardwalk. We also stopped at 1 Hacker Way (Facebook HQ and a big like sign for a photo) and the Googleplex. </div>
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<b>Monterey to Pismo Beach </b>- So many beautiful places to stop. Musts are: Bixby Creek Bridge (Big Little Lies), McWay Falls, San Simeon Seals (find a guide there, they know so much about the elephant seals). We had lunch at the Big Sur Bakery - great views over the mountains. Just allow all day to drive Big Sur. We left at 10am and arrived in Pismo around 6pm. We stopped whenever it looked beautiful. </div>
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<b>Pismo Beach to Los Angeles</b> - another great day of driving. We did all the piers in this day and again left at 10am and arrived in our LA hotel at 7pm! We stopped in Santa Barbara (did the pier), Malibu (parked an hour's walk from the pier and walked along the beach - so nice. We had a late lunch on the end of the pier - would recommend) and Santa Monica (for an ice cream and ride as the sun was setting). </div>
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<b>Los Angeles to Newport Beach</b> - My favourite pier was Redondo. This is where a lot of The O.C. was filmed. We had a late lunch in the diner they go to a lot in the series - it was so cheap, very understated and so delicious (I had the fish sandwich). Recently, we saw Redondo Pier in season 2 of You! It looked like a good place to stay if you want to be near but not in LA. </div>
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<b>San Diego to Palm Springs</b> - We took a slight detour to Pioneertown - an abandoned wild west set built by some directors decades ago. A cute little place but not sure it was worth the detour, unless you're interested in those places! We also stopped at a few Route 66 shops - crazy and cool but a bit pointless! </div>
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<b>Grand Canyon (on the way in and out) - </b>We stopped in Williams and would highly recommend Brewed Awakenings coffee shop for coffee and an epic bagel! </div>
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<b>Grand Canyon to Las Vegas</b> - Definitely worth stopping at the Hoover Dam. We drove all the way in and paid to park to walk over the dam. Then we drove up to the Boulder Dam Bridge Parking (for the walkway to the Mike O'Callaghan-Pat Tillman Memorial Bridge for a view of the dam (and the Arizona/Nevada sign). </div>
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On most of the other drives we just went from A to B, without stopping anywhere of note. </div>
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Do NOT stop at the Route 66 diner. We had a horrible breakfast there - worst meal of the holiday. Go to McDonald's instead! </div>
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<tr><td class="tr-caption" style="text-align: center;">Oracle Park, San Francisco</td></tr>
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<b><u>The stops</u></b></div>
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3 nights was ideal for <b>San Fran</b>. If you're a parkrunner, try and be there on a Saturday to do the Crissy Field park run with views of the Golden Gate Bridge through the fog - stunning. We could have done one more night here. </div>
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We'd recommend 2 or 3 nights in <b>Monterey</b>. 2 was just ok but we could have easily stayed another night. </div>
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<b>Pismo Beach</b> was a really cute town but was so, so foggy when we were there. In fact, we only saw Pismo in the fog. It has a lovely pier and we ate great food there <i>but</i> we drove past Morro Bay which isn't far from Pismo but was beautifully sunny. We could have stayed there and wonder if we may have had a better sunset if we had. </div>
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Our least favourite stop was <b>Los Angeles</b>. 3 nights was perfect to do the tourist-y stuff but apart from that it wasn't worth going. We're glad we did but we definitely won't go back. </div>
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<b>Newport Beach</b> was our favourite stop. We loved exploring Balboa Island, Newport Beach and Corona Del Mar. We will definitely be back to Newport, probably for a fortnight and we'd bring children here. It's also easy enough to do a day trip to San Diego from Newport so worth keeping that in mind. </div>
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2 nights was perfect for <b>San Diego</b> unless you want to spend a whole day in the Zoo or go to Mexico (you can't take the car into Mexico). </div>
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<b>Palm Springs</b> was a stopover for a pool day in the desert on the way inland. It was so, so hot. Only worth going if you need to stop. </div>
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Again, <b>Lake Havasu</b> was a stopover. I preferred it to Palm Springs and could have spent another night there exploring the town and walking up and down the river. Again, only really worth stopping here if you need to. </div>
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<b>The Grand Canyon South Rim</b> was magical. If you want to go there, go. It's an hour road in and out so it's quite a detour if you're not too fussed. We were fussed and we're so glad we stayed the night there and saw afternoon, sunset, evening, the stars at night, sunrise (05:00) and the morning. Beautiful.</div>
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<b>Las Vegas </b>was the surprise of the holiday. So much more enjoyable that expected. Like New York on drugs! If you're up for the craziness, go! </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-P7-CvWCPJ4lOZ44eRs00TwkqcRT0aQ2fKQkwH2G8WhbJPHH_vHSPl96j0ghqoKV3ZJWdS4hGNyN8zYQBO21q-SCMm1eBX-lROQUWOvzvWMop5MtNcqDHLnpMBpMyKqXd5xwHeg7BVfA/s1600/IMG_20190824_070343.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-P7-CvWCPJ4lOZ44eRs00TwkqcRT0aQ2fKQkwH2G8WhbJPHH_vHSPl96j0ghqoKV3ZJWdS4hGNyN8zYQBO21q-SCMm1eBX-lROQUWOvzvWMop5MtNcqDHLnpMBpMyKqXd5xwHeg7BVfA/s320/IMG_20190824_070343.jpg" width="320"></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Grand Canyon South Rim</td></tr>
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<b style="text-align: justify;"><u>Driving</u></b><div style="text-align: justify;">
Driving was much easier than expected. </div>
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All cars are automatic (I was used to this with a Hybrid).</div>
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We hired a sat nav - do this. It was almost perfect and only had two errors: it once took us off the highway to come straight back on and it wasn't updated with the new roads on the way into Vegas by the Hoover Dam.</div>
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Highways go up to 9 lanes. Providing you have 2 or more people in the car you can use any lane. </div>
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I much prefer crossroads to roundabouts. First come, first served. </div>
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You can turn right at a red light unless it tells you otherwise. </div>
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Just read ALL the signs and do what it says. </div>
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Once you arrive on a highway, you often have to get straight over otherwise you could end up going off again. </div>
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Lanes don't quite work like in the UK: there isn't really a fast/slow lane. You seem to line up according to when you're leaving the highway. </div>
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Driving into LA around 6pm wasn't the best idea but it was fine. We just took it slow and steady.</div><div style="text-align: justify;">Filling up the car with gas was interesting: it took us ages to work out how. Park at the pump, go in and pay what you think you're going to need, fill up and then they refund what you don't spend. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYK6dGLSDMvNu-Cdb7xon0LXz68UO0rPkbiLuW3nh5YlLdes90E2a4C-o4wB6YysvhljgHWc99JPfisqNeuKINxHwgD-AfMM8pb4fcZsgdf1elsp_nwDBDh06WZbKAMsmdfA5sI1Swr7U/s1600/IMG_20190827_134500.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYK6dGLSDMvNu-Cdb7xon0LXz68UO0rPkbiLuW3nh5YlLdes90E2a4C-o4wB6YysvhljgHWc99JPfisqNeuKINxHwgD-AfMM8pb4fcZsgdf1elsp_nwDBDh06WZbKAMsmdfA5sI1Swr7U/s320/IMG_20190827_134500.jpg" width="320"></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Mirage, Vegas<br></td></tr>
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<b>Top Tips</b></div><div style="text-align: center;">Plan where you're going to park. There's nothing worse than driving around aimlessly for a space. I used Google Maps to "save" car parks and we put those addresses into the sat nav. This made parking and getting around so much easier. </div><div style="text-align: center;">Check out your parking and resort fees. Budget for this amount. Ours really added up so we made sure we saved for them.</div><div style="text-align: center;">Upgrade your car - go big. Our Nissan Altima was ideal. You want all your bags out of sight as you're leaving your car in random car parks full of bags a lot. </div><div style="text-align: center;">Whenever we're going somewhere, I follow accounts and hashtags linked to the place on Instagram and then "save" places to visit on Google Maps. </div><div style="text-align: center;"><br></div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-53744674636020074892019-02-24T16:04:00.000+00:002019-02-24T16:06:10.908+00:00Tips for Teaching Time<div style="text-align: justify;">
Teaching children to tell the time is a big job. There are so many elements of maths, number and life which children have to understand in order to be successful with reading analogue and digital clocks and understanding 12 and 24 hour times. Children often have very different experiences with time, depending on how and how much their parents refer to time. I've taught this to different year groups in many different ways over the years and this blog post outlines some tips for teaching it which should be useful for any year group. </div>
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<li style="text-align: justify;"><b>Start with <a href="https://twitter.com/ClareSealy" target="_blank">Clare Sealy</a>'s amazing <a href="https://thirdspacelearning.com/blog/how-to-teach-telling-time-ks1-ks2-activities/" target="_blank">blog post</a>. </b>Clare has outlined the steps to follow when teaching time to ensure children can keep up and to prevent cognitive overload. Many schools outline the order in which they teach written calculations. Having a similar document about the order in which time-related skills are taught would be a great idea and this blog post is where I'd recommend you begin when compiling it. This order is completely logical, very different to how many teachers go about introducing time and I've not seen any maths schemes that follows these steps.</li>
<li style="text-align: justify;"><b>Buy a decent teaching clock.</b> I really like <a href="https://www.amazon.co.uk/Learning-Resources-12-Hour-Demonstration-Clock/dp/B00004WKT8/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=779f2e2602bd00c0839dee558d35d305&language=en_GB" target="_blank">this one</a> as the hands move together. If possible, also get some similar clocks <a href="https://www.amazon.co.uk/Learning-Resources-10cm-Geared-Mini-Clocks/dp/B0035OL4YE/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=6f8c0c260b45e54e2e05eef38812c4a1&language=en_GB" target="_blank">like this</a> which the children can manipulate. Claire suggests removing the minute hands at first - please be careful with this and test that you can put them back on successfully. If it works, do it! </li>
<li style="text-align: justify;"><b>Use an interactive teaching clock once children start getting confident. </b>There is a selection of interactive clocks on the <a href="https://www.wibki.com/InteractiveMaths" target="_blank">Interactive Maths Wibki page</a> under the Time heading on the left. Make sure the clock does what you want it to, for the purpose of the learning. These are great to use during inputs but are also effective for children to use in pairs practising time between them, again with a particular focus. </li>
<li style="text-align: justify;"><b>Carefully consider when, why and if children need to draw hands on blank clock faces. </b> There is worksheet after worksheet filled with blank clock faces for children to draw the hands to show the time. Think about, as an adult, how often you think about time. If you're at all like me, it's quite often. Now think back to the last time you had to create the time on a clock on paper by drawing the hands to the right time. Unless you're an artist, illustrator or cartoonist, I can't think of a time you'd ever need to do that and I certainly never had. This is such a useless task, especially when children are learning to tell the time. There could be <i>some</i> benefit to children doing this once they've mastered all the steps in Clare's blog post, perhaps as a quick fluency or reasoning activity. Please think about the activities children are doing, how useful they are and exactly what you are expecting them to learn. </li>
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<li><b>Teach all the 5s <i>past</i> the hour (including 40/55 etc past) before teaching the 5s <i>to</i> the hour.</b> Once children have started learning the 5s <i>past</i> the hour, introduce digital time alongside this. Then, only once children have mastered the 5s <i>past</i> the hour and the corresponding digital time, introduce the 5s <i>to</i> the hour. It's much easier to recognise that it's 5/10 etc <i>to</i> the hour when you fully understand that it's 50/55 <i>past</i> the hour. </li>
<li><b>Have a <a href="http://www.mrspteach.com/2015/05/time-teller-of-day.html" target="_blank">Time-Teller Of The Day</a>.</b> Very simply, buy some watches and some stickers and watch your pupils become more and more confident with practising telling the time and discussing it with each other.</li>
<li><b>Weave the learning of time throughout the day. </b> As soon as I realised how few of my year four class could tell the time, I'd be found carrying my large teaching clock around with me. I'd be giving children time-related questions in the line on the way to assembly, out at break if they were hanging around for a chat and on the side of the swimming pool while the other half of the class were having their lesson. </li>
<li><b>Raise the profile of analogue watches with your class and their parents.</b> I wear an analogue watch and I encourage pupils to do the same. We talk about their watches (not the makes!) and I tell them that the children who are best at telling the time are the ones who wear an analogue watch. We discuss how digital watches are good but are much easier to read. Wearing an analogue watch encourages children to practise telling the time on the more difficult clock type and ensures they are more familiar with analogue clock faces. </li>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com1tag:blogger.com,1999:blog-7267682090689767325.post-30646318193766297112019-02-03T18:48:00.004+00:002019-02-03T20:40:45.520+00:00Video Coaching in School: How does it work?<div style="text-align: justify;">
There are multiple research articles which rate coaching as the number one method to ensure teachers continue to get better at teaching in the classroom*. Sports coaches play a prominent role in the success of individuals and teams: they watch, film, analyse, identify, discuss and practice to find small improvements (marginal gains) to develop overall performance. Last year, I joined a school which prioritises a similar style of video coaching for teachers. I've experienced, as a coach and a coachee, how transformational it can be for staff, pupils and the school as a whole. </div>
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Before joining my current school, "coaching" had been mentioned in various guises in my career. Once, I was paired up with a teacher and we spent some time in each other's classrooms looking at areas specified by the person being observed (I asked her to watch a specific child I was worried about). We then had to find some time after school to meet up to go over that area. More recently, lesson gradings were (rightfully) removed from observations in the hope that they became more like coaching. Different members of SLT would observe and give feedback - strengths and areas for development - after the lesson.</div>
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However, in both of these scenarios, I didn't really learn much. The first model was useful in that the other teacher could look at something you were missing but it didn't delve particularly deep into teaching and learning, and it rarely altered my day-to-day practice in the classsroom. There was no saying how good a teacher your coach was so it was pot luck whether you'd learn anything useful. In the second model, feedback was given after a lesson and a couple of development points were provided. The discussion was dominated by the observer and, again, nothing really changed in my classroom as a result of those 20 minutes after-school.</div>
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The coaching model my current school uses is very different and has been in place for a few years. It was devised and embedded by <a href="https://twitter.com/wherenext5" target="_blank">Alexis</a> (HT) and <a href="https://twitter.com/henderford1985" target="_blank">Emily</a> (Former DHT)** and is based on the Observation and Feedback chapter of <a href="https://www.amazon.co.uk/Leverage-Leadership-2-0-Practical-Exceptional/dp/1119496594/ref=as_li_ss_tl?ie=UTF8&qid=1549121497&sr=8-1&keywords=leverage+leadership&linkCode=ll1&tag=super0c-21&linkId=11405af60995a54877b13fa5e33fae01&language=en_GB" target="_blank">Leverage Leadership</a>. I highly recommend this chapter if you are considering coaching in any form as it gives a very logical and effective approach and lays down some important principles to remember. </div>
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Before I explain how the coaching model works, it's important to point out that there are two important things to consider when choosing who will coach other teachers. Firstly, coaches must have a solid understanding of what makes great teaching and learning; they must be great teachers themselves and able to reflect on why learning has been effective or not. They must have the knowledge of pedagogy to dig below the surface with teachers and learners to identify where classroom practice can be improved. Secondly, they must be able to successfully communicate with colleagues. They need to be able to use questions to tease out a reflective discussion with teachers, enabling the coachee to be dominant in discussions rather than spouting off their own information and ideas. Any coach must hold the respect of others as a teacher and ensure important messages resulting from discussions are clear. </div>
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With that in mind, we have five teachers who coach in our school and we use a teaching and learning document based on the principles in <a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X/ref=as_li_ss_tl?ie=UTF8&qid=1533810536&sr=8-1&keywords=making+every+primary+lesson+count&linkCode=ll1&tag=super0c-21&linkId=d55ec56352a4e000424b529f55ff2081&language=en_GB" target="_blank">Making Every Primary Lesson Count</a> to ensure we're all speaking the same language. New teachers are given this document so they can start in our school knowing the general ideas we focus on with learning. This means their first coaching sessions can begin with tweaking rather than laying down the foundations. </div>
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Complete with a tablet and <a href="https://www.amazon.co.uk/Universal-Adjustable-TELESCOPICO-iPad2-mini-Tablets/dp/B01MU29QQX/ref=as_li_ss_tl?ie=UTF8&qid=1549126153&sr=8-5&keywords=tablet+tripod&linkCode=ll1&tag=super0c-21&linkId=15b6e32970a173281f3425d112f9a795&language=en_GB" target="_blank">tripod</a>, coaches watch and film a specific lesson. Teachers know the dates of their coaching in advance because they aim to include any previous action steps in a lesson and many experienced teachers now plan to try new techniques to reflect on with their coach in these sessions. While spending time in the classroom, coaches devise reflective questions to guide a discussion later in the day, noting down times of video clips which will complement the direction they want to go with the teacher. These questions stem from many areas: anything children or teachers say or do, books, plans, support staff, classroom environment etc. The questions written by coaches prompt a discussion about a specific element of the lesson. In most cases, it's an area which they've previously discussed and are now improving further. At times it may prompt a discussion about something completely different. </div>
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Later in the day, the coach and teacher meet together for an hour to discuss the lesson. Sometimes short video clips are used to prompt further conversation and reflection, always through questioning. The overall aim is for teachers, expertly guided by their coach, to decide what they will focus on to further develop their teaching and their pupils' learning. From this discussion, the teacher devises some actions steps (1-3) to work on before the next coaching session. The intricate elements required to achieve that action step are identified, analysed, modelled (if appropriate), practised, and the coach ensures this is clear. This action step then forms the basis of the following coaching session, digging deeper and further improving that area of teaching and learning. </div>
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Most teachers receive two coaching sessions, a fortnight apart, each term, with NQTs and RQTs benefiting from extra sessions. The lesson is either first thing or after break and then cover is given for an hour that afternoon to reflect with the coach. These discussions are recorded in note form on a very simple template which follows the <a href="https://www.amazon.co.uk/Leverage-Leadership-2-0-Practical-Exceptional/dp/1119496594/ref=as_li_ss_tl?ie=UTF8&qid=1549121497&sr=8-1&keywords=leverage+leadership&linkCode=ll1&tag=super0c-21&linkId=11405af60995a54877b13fa5e33fae01&language=en_GB" target="_blank">Leverage Leadership</a> model: feedback (on previous action step), probe (questions - this is the longest and most important part), action step, plan ahead, practise, follow up.</div>
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As someone new to the school last year, it was clear to see the impact that this model of coaching has on classroom practice but also on the ethos of the staff. Hardly a day passes without a conversation somewhere in the school which leads to improved teaching and learning. I had always considered myself to be a reflective teacher but teachers at my school are more openly reflective than any staff team I've worked with. Staff members regularly discuss the intricacies of what they say and do in the classroom and the impact this has on children and their learning. </div>
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The impact of coaching on the ethos of the team was exemplified to me a few weeks into my new job when I was sat in the afternoon discussion after a teacher's second coaching lesson. She kicked off the reflection by saying, "After our last session, I went and spoke to (another teacher) about my action step..." This really made me stop and think. Up until that point in my career , teachers in the schools where I worked had only ever discussed the grade they'd received for observations and, rarely, the strengths seen in that lesson. I'd never experienced a teacher going out of their way to discuss a development point and get advice from outside the observation process. That is why the coaching method is a selling point to prospective teachers; I don't know of any other schools who give as much time to the best form of CPD*. </div>
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Coaching really does have the power to improve the learning experiences children have at school and transform how staff reflect on their own teaching, but not necessarily in all the different guises labelled as "coaching". Make sure, as you embark on your coaching journey as a school, that you use a model which has the elements that make the biggest difference for your children. They deserve that...and so do the staff.</div>
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<i>*See the Teacher Training & Development section on <a href="https://twitter.com/DrSamSims" target="_blank">Sam Sims</a>' blog <a href="https://samsims.education/recommended/" target="_blank">here</a>. </i><br />
<i>**Emily has written a brilliant article about embedding this approach in schools. Members of the CCT can read it <a href="https://chartered.college/coaching-teaching-learning-results-culture-primary-school" target="_blank">here</a>. </i><br />
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-61537765596941628512018-07-15T08:38:00.000+01:002018-07-22T12:01:40.069+01:00Mum<div style="text-align: justify;">
With a glass of gin on one side and a box of tissues on the other, this is undoubtedly the hardest post I'll ever write but it is the most important. </div>
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After two and a half years bravely battling Ovarian Cancer, my mum passed away peacefully on Friday morning. Cancer really is the cruellest of diseases: it takes someone who is full of life and reduces them to a shell of their former self. We are well aware of families who have been given weeks or less after a diagnosis, and so are incredibly grateful for the time we've had; time we've spent on family holidays, reminiscing about good times in the past, and being there for each other through gruelling treatments. We spent mum's final day laughing, joking and thinking of all the good times, in amongst the tears. She knew it was her last day and the team at St Barnabas hospice ensured it was the perfect send-off, if there ever is such a thing. </div>
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I've spent a lot of my life being known as "Janet Sharp's daughter"; something which at one point I resented but I quickly learned it was a badge to wear with honour. She was a respected school leader in West Sussex, taking on multiple failing schools one after the other and turning them around, dabbling her toes in the world of OfSTED inspecting (don't hold it against her - it didn't last long) and gaining a string of teachers who moved school with her to continue to be led by her - many of whom have been a great force of strength and support to us in her final days. Even after receiving the diagnosis she went into schools and spent days supporting the leaders, remained as the trustee of an education committee for a long time and generally continued making a difference. </div>
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It would be impossible to tally up just how many children's lives she has affected directly or indirectly. She started off as a secondary maths teacher, despite having a geography degree, and was part of a department who all reduced their contracts to 4 days a week to avoid any colleagues being made redundant. She taught in a few local schools, including the one my sister and I attended years later, before falling into acting-headship. With a taste of school leadership, she then found herself as head teacher of a string of schools before consulting in lots of West Sussex schools, including my former school. All the while, being a trustee for multiple organisations: a church, a residential centre, an education committee, and being heavily involved in the NAHT. This was all alongside looking after dozens of foster children in the family home for 15 years. Supported by my patient and servant-hearted dad, she really was a force to be reckoned with. </div>
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Mum's mum had been a teacher so education certainly runs in the family. However, it wasn't clear cut that I'd end up here from the start. My plan after A Levels was to do a business management degree. <i> I</i> don't remember telling mum that I wanted to be a teacher instead, but <i>she</i> always remembered it so clearly. From the age of 11-18 I was at Christ's Hospital - a charity boarding school which is fully means-tested. Many pupils' families were far away or abroad so we didn't go home very often - it was very rare that our parents came to visit randomly. </div>
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Apparently one weekday when I was in my final year (aged 17), I rang mum and told her I had some important news so could she come up on Saturday and take me out to Wimpy in Horsham (our normal leave-weekend routine but this wasn't a leave-weekend). I remember none of this but mum always said she spent the next few days stressing; she was convinced I was going to tell her I was pregnant!! Apparently I was very bubbly and seemed fine when she arrived to take me out, and I had said nothing of any note at all so, part-way through our Wimpy meal, mum reluctantly asked what it was I wanted to discuss with her. "Oh - I've changed my uni plans and decided I want to become a teacher. I hope that's OK?" was my response. I'll never know how she actually felt about the news because she was just so relieved that her prediction was wrong! </div>
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There are lots of things mum will miss over the coming years but I'm so glad she got the chance to read Making Every Primary Lesson Count in its early stages and to see it published. She wasn't well enough to attend the Teaching Awards ceremony but I'm so pleased she got to experience that time of my life. In her final few weeks, mum had the opportunity to visit my new school where I started as Deputy Head Teacher in January and to see the hospital where my sister was working. She visited all my schools and showed an interest in everything education, always asking my husband and I about changes in our schools - she even wanted to know our SATs results in her final few days!<br>
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I've always trusted mum's judgement and, as it happens, all the head teachers I have worked for knew her before they knew me. She always suggested great heads to work for and she respected Bruce, Martin and Alexis a huge amount. No matter who I worked for, she had one piece of advice, which I heard on a weekly basis, normally during a conversation about my many netball matches. It's great advice for anyone in a busy profession but particularly for teachers and it is this:<br>
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<i>PACE YOURSELF</i></div>
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She has been the inspiration behind so much that I've done in life, as well as in education, and I'll forever be proud to be known as Janet Sharp's daughter. And, mum - I'll endeavour to pace myself...as much as possible!<br>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFLUHUBeGrqCXBNicRonoxGBjZdG40cNJaD_MzLdE6Rj0HhK4F3HV8bHYL54booweqRm4LUzk89CG2JfpLc1OtUYK1w4xjg2IhAh1RWt4ojORGebcfds1h0MeR1RlNqwkm97m2hSAZ_zc/s1600/IMG_20180713_093428.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFLUHUBeGrqCXBNicRonoxGBjZdG40cNJaD_MzLdE6Rj0HhK4F3HV8bHYL54booweqRm4LUzk89CG2JfpLc1OtUYK1w4xjg2IhAh1RWt4ojORGebcfds1h0MeR1RlNqwkm97m2hSAZ_zc/s320/IMG_20180713_093428.jpg" width="320"></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mum and I managed to grab the school photographers <br>
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<i>To those who knew mum, if you would like the information about her celebration service, please get in touch with me and I will let you know in due course. No flowers please. Mum requested instead for people to make a donation to support St Barnabas Hospice so feel free to do this - in memory of Janet Sharp - if you so wish. https://www.justgiving.com/fundraising/jsharpstbarnabas</i><br>
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<i>Please make sure the ladies in your life are aware of the often-misdiagnosed symptoms of Ovarian Cancer: <a href="http://www.ovacome.org.uk/information/symptoms-of-ovarian-cancer/" target="_blank">http://www.ovacome.org.uk/information/symptoms-of-ovarian-cancer/ </a></i></div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com11tag:blogger.com,1999:blog-7267682090689767325.post-20416373836439363112018-03-11T17:19:00.003+00:002018-11-24T23:01:12.859+00:00Top-Down Planning: How does it work? <div style="text-align: justify;">
On Radio 2, Simon Mayo runs a segment called confessions in which people can call in and admit something they've done. On his first such podcast of 2017, a teacher called in. The teacher had taken a group of children to an athletics competition and he had been put in charge of manning the shot put area. Students had come and gone having completed their throws but one particularly strong looking student turned up, chose his shot and threw it a huge distance. At the end of the competition, the results were announced and that student had broken all historical records in the area for the shot put. The student was put through to the national competition to represent the area. </div>
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A few weeks later, and having put all thoughts of the competition out of his mind, the teacher received a phone call. During the conversation, he was reminded of manning the shot put and, particularly, the student who had thrown the shot a great distance. He said he remembered the student and was asked which coloured shot he had given the student. The teacher replied, "coloured shots?" He was then told that different shots held different weights. Apparently, the student who went to the national competition representing the area based on his amazing throw at the local event had, to his embarrassment and that of his family, been completely unable to lift the shot at the regional final! </div>
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I was reminded of this story when recently a teacher told me about an issue she had unearthed in her school. A teacher had come from Y6 to Y5 and, in the previous year, despite all the data looking rosey throughout the terms, the schools SATs results had been terrible. After a few terms and a lot of digging, it was discovered that the summative assessment results of students in her current Y5 class were not reflective of the age expectations for the year group. This explained the opposing picture in the previous year's KS2 results. The teacher and leadership team thought the children were all doing great and that there was nothing to worry about; there was no need for intervention or raising the bar. However, this led to a false sense of security and a surprise when the national results were released.</div>
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The student in the first story couldn't lift the shot. The pupils in the second story couldn't reach the expected standard. Why? Because the standards they had been held to were too low; there wasn't enough challenge. <br />
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When I was an NQT in Hampshire, I heard Ian Troup talk about top-down planning and it felt like a revelation to me. During my teacher training, I had always been taught and shown how to plan by starting with the main bulk - the middle, if you like - and planning what activity they will do, before differentiating the work up and down for the higher and lower ability pupils. Instead, Ian argued that for all pupils to be appropriately challenged, we need to start by considering what the most able pupils need to learn next and then scaffold the work accordingly for the rest of the class. This is exactly how I have always planned and taught ever since.<br />
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This diagram shows how, when you set the bar of expectation high, every pupil can be challenged. <i>Our</i> challenge then, as teachers, is to ensure that pupils can access the learning appropriately. This requires scaffolding.<br />
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Learning is scaffolded when supports (of various different forms) are in place to allow pupils to access the same learning. Pupils can have heavy scaffolding - in the form of a guided answer with missing information, perhaps an adult to help - or lighter scaffolding, which could include a word mat or having been pre-taught something.<br />
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Planning like this requires a different process to the type of differentiation I learned at university which was very much 3-way, top/middle/bottom and delivered in ability groups. Top-down planning is more personalised while sticking with one main activity which the whole class can access. It sounds like extra work but it actually isn't. Rather than preparing 3 (or more) different activities, teachers just plan for one. Their time can then be better spent considering individuals and groups in the class and what they may need in place to achieve the learning objective through the same activity. Sometimes this can be through a tweak, some pre-teaching, resources, adult support etc.<br />
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I'd encourage you to try and teach to the top. Keep the expectations high so that your pupils aren't missing their potential. Make sure they are best prepared to lift the shot and reach the expectations, unlike the poor boy in the regional athletics competition!<br />
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Coming soon - Scaffolding: How does it work?<br />
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com2tag:blogger.com,1999:blog-7267682090689767325.post-68711380006409111232018-01-02T17:49:00.000+00:002018-01-02T17:49:06.912+00:0010 Uses for Google in the Primary Classroom<div style="text-align: center;">
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Since starting my teaching career, I have - so far - worked only in schools with Google Apps. As I move to a new school which has a different cloud-based system, I wanted to pull together some things which I have found useful about the Google Suite. I am sure I'll find, as I settle, that many of these things are possible with other cloud-based software as well. Google Apps for Education is free and, after some set up, is fairly easy to manage. I have always had a set of Chromebooks available. As Chromebooks are powered by Google, the Suite links flawlessly and logging in for pupils works a treat. </div>
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<b>1) Peer Assessment</b></div>
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Introduce pupils to the idea of showing their work to a friend using the Share option just once and they'll want to do this each time you use the Google Suite for work. Pupils can control how much access their friends have using the "View only" or "Comment only" features. It's important to show them the differences between "Suggesting" and "Editing" a document as this can cause confusions when pupils start to share documents with each other. </div>
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Google Classroom forms a huge part of e-safety lessons. We generally have two classrooms for each primary pupil: their class name which is for work and a "chat" classroom which is for their year group. In the classroom for work, only teachers can post but pupils can comment. In the "chat" classroom, pupils can post. This prompts discussions about what is and isn't useful. We come back to only posting if something is necessary, kind or true. In KS2, this is an ideal replacement for show and tell - rather than bringing in a trophy, pupils post a picture of it with an explanation on Google Classroom. Teachers monitor the comments and posts and we regularly discuss these with pupils. </div>
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<b>3) Collecting and Organising digital work</b></div>
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Google Classroom makes it really easy for pupils and teachers to store and access digital work. All "assignments" are saved in a folder in Google Drive called "Classroom". One thing worth knowing is that, once pupils have handed an assignment in, they no longer have editing rights - it is passed to the teacher. For this reason, I encourage pupils not to hand work in but to complete it and leave it so we can both continue editing later on. </div>
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As well as regular use allowing practice of touch typing - an essential skill if you ask me - the Google Suite is organised in a similar way to Microsoft Office. This means that pupils are practising the skills required to be successful in creating digital documents of different formats. Ultimately, this means they can be flexible as they leave school and are ready to use different software. </div>
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<b>5) Questionnaires and quizzes (Forms)</b></div>
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The Google Forms app is great for collecting information and setting quizzes for the class. Results can be views in a summary, which includes pie charts and bar graphs, or in a Google Sheets document. I've used Google Forms to gather information from my pupils but I've also used it as an easy way of parents signing up for something - for example, requesting tickets to a show or booking a place on a workshop at school. </div>
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<b>6) Questioning</b></div>
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Google Classroom allows teachers to collect a huge amount of information from pupils almost immediately. Children can comment on a post and read and reply to each others' comments. They love doing this but it is so useful as a teacher. Rather than hearing from a handful of pupils, you can gauge the ideas of the whole class. This is particularly useful for open questions or opinions. </div>
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<b>7) Gathering data (sheets)</b></div>
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Having a template Google Sheets document with the names of the class down one side makes it very easy to gather data quickly. Children simply fill in the row which has their name on. We've had 35 people editing the same document giving ideas and opinions. They can all see each other's edits so it's important to consider when this is useful and appropriate. </div>
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<b>8) Collaborating</b></div>
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Pupils (and teachers) can work collaboratively on documents at home and at school. I've found that this works best in pairs and is particularly useful in non-core subjects, when you want pupils to pool their thoughts and ideas with a finished outcome. For example, in our Wisdom topic in R.E. last term, pupils collected quotations useful for life from their families and various sacred texts into Google Slides. Doing this in pairs meant they could discuss the quotations and consider how to explain their meaning. </div>
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<b>9) Teacher Assessment</b></div>
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Providing pupils' work is shared with the teacher (this is automatic when it's set as an assignment in Google Classroom), the Google Suite is a great tool for assessment and feedback. Teachers can use the "preview" option in a folder to quickly flick through the work of the whole class. They can then provide feedback in the next lesson before pupils continue. Alternatively, teachers can option the document and leave comments. I use both options depending on the task, my expectations and how much time I have. In my experience, children love getting comments on their work and are quick to edit and resolve any changes that are required. Once a comment is "resolved" it is then archived but is available to view if anyone wants to see the trail of feedback for a document. </div>
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<b>10) Publishing work (Blogger)</b></div>
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Google's blogging platform, Blogger, is one I use a lot as it's so easy to publish posts and to create a collaborative blog. Work can be embedded from Google Drive into a blog post with a basic understanding of HTML. I learned this by searching "how to embed Google Slides in Blogger". When pupils have a public audience for their work, it gives it purpose. Blogging is the perfect means by which to do provide an audience and the great thing is, because it's a website, that audience is global. Parents and governors can leave comments to further motivate pupils. My favourite blogging moment was when a child's father, who was in Afghanistan with the army, commented on his son's work to congratulate him. Pure joy! </div>
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I'd be really interested to hear what you've done with Google or any other cloud-based system. Please leave a comment if you've got anything to add. </div>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-27285137601358002072017-12-29T18:09:00.003+00:002018-01-01T17:00:30.488+00:00Say Yes To New Adventures #Nurture1718<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnmKInaBizvo2kVD3M2aBDrAJFk-FktB3gLUTCvIIRo4NXfYjT6YU1VzZVwlCzWpkG0mIy78sgA6ZF8q3XlNy_DJuh1Kr8tsS2hFhzfHpafHO6efn8tLBgPSMh3w7TqFlEkbSa3pby_3M/s1600/Say+Yes+To+New+Adventures.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnmKInaBizvo2kVD3M2aBDrAJFk-FktB3gLUTCvIIRo4NXfYjT6YU1VzZVwlCzWpkG0mIy78sgA6ZF8q3XlNy_DJuh1Kr8tsS2hFhzfHpafHO6efn8tLBgPSMh3w7TqFlEkbSa3pby_3M/s320/Say+Yes+To+New+Adventures.jpg" width="240" /></a><br />
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Last December, I sat in the leaving assembly for our long-standing deputy head teacher, Sue Smith, and I promised myself I wouldn't leave my school. This year, that same assembly was one in which the staff, parents and pupils bade me farewell before I start at a new school in January. </div>
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This candle was given to me by a pupil and her parent recently. They informed me that they had bought it for me before I'd announced that I was leaving and said it was quite apt for it to be my Christmas/leaving present. </div>
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Isn't it funny how the world works?</div>
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These "Nurture" posts have been quite therapeutic for me each year as a way of reflecting on the year that's passed and looking forward to the next 12 months. This one will be 7 things for 2017 and 8 things for 2018. Many of the highlights of 2017 have come about because I've had to say YES to opportunities I could have easily let pass me by. </div>
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<b><u>2017</u></b></div>
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<li><b>Family</b> - Once again, cancer has played its part in the year my family have had, with chemo appointments and regular check-ups being normal. Managing the emotions of this has been interesting but, with the support of family, friends and colleauges, we've made it to now still smiling. We enjoyed a family holiday to Mexico between treatments which was really special. </li>
<li><b>Teaching Awards</b> - I was fortunate enough to be nominated for the Outstanding Use of Technology Award this year. Being awarded the <a href="https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiByObk3q_YAhWrIcAKHUQkCegQFggpMAA&url=http%3A%2F%2Fteachingawards.com%2Fproject%2Fjo-payne%2F&usg=AOvVaw2NRhBK0S6Xm1A7NEh40V2V" target="_blank">Silver</a> and getting the chance to meet many other teachers was wonderful. The ceremony was really special and I'm glad that my head teacher and some family members were there to join in with the celebration. </li>
<li><b>Making Every Primary Lesson Count</b> - This was such a great highlight of the year. The whole book-writing process was really interesting and enjoyable. We had a book launch event in a local pub to celebrate the new releases and I won't tire of seeing our book on <a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=7d5ae4709618146e98b3b74c0acc749d" target="_blank">Amazon</a>! (P.S. If you've read it, please leave a review. We love reading the reviews!) </li>
<li><b>NAHT Conference</b> - I had such a wonderful weekend with the NAHT Edge Advisory Council at conference this year. It left me with renewed hope for our pupils and our profession. You can read about this in my reflective blog post <a href="http://www.mrspteach.com/2017/05/there-is-hope-nahtconf-2017.html" target="_blank">here</a>.</li>
<li><b>Moving house</b> - We finally got around to moving into our lovely new house this year and we haven't really looked back. Only recently have we put the final bits on the walls from our travels this year and I've loved getting it all dressed up for Christmas - it's so pretty!! </li>
<li><b>Applying for a new job</b> - This was such a surprise to me but something I'm so glad I did. There were lots of factors involved in this, including incredible support from my husband and parents. One thing which really encouraged me to apply was the continued stream of advice I hear, see and read from Sheryl Sandberg. Her book, <a href="https://www.amazon.co.uk/Lean-Women-Work-Will-Lead/dp/0753541645/ref=as_li_ss_tl?s=books&ie=UTF8&qid=1514568705&sr=1-1&keywords=Lean+In&linkCode=ll1&tag=super0c-21&linkId=5efabca7c0b6cb2922181d6ba2909c7c" target="_blank">Lean In</a>, has stayed with me since I read it years ago and gave me any extra encouragement I needed to apply for this leadership role in a great school. </li>
<li><b>Going LIVE</b> - I've enjoyed completing a couple more Livestream events this year. You can watch the one on whole-class reading lessons <a href="https://www.youtube.com/watch?v=zbCNJ5-gRxE&t=2152s" target="_blank">here</a> and on supporting struggling readers in secondary schools <a href="https://www.youtube.com/watch?v=HeKQrDVgBM8&t=15s" target="_blank">here</a>. This is something I hope to do more of next year.</li>
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<b><u>2018</u></b></div>
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<li><b>New Job</b> - Well this is the big one! I'm so excited about getting started as deputy head at a new school in January. There will be lots to learn, especially in the first term, with names being my first priority! I can't wait to teach children across the school, get to know the families and be a part of such a great team of staff.</li>
<li><b>SRocks18</b> - Earlier this year, I was delighted to be asked to speak at Southern Rocks in February and run a workshop. It's going to be a wonderful weekend as it's be so well-organised by David and Kristian. I can't wait to meet fellow presenters and attendees, some of whom I've been tweeting with for ages! </li>
<li><b>Travels</b> - We have some overseas adventures planned this year which involve a lot of new countries - we'll see how many we can visit in 12 months! </li>
<li><b>Music</b> - With Taylor Swift, Nashville Concert, Hamilton and Kerry Ellis tickets already purchased, I'm looking forward to seeing which other gigs and shows we can get to. </li>
<li><b>Reading</b> - Recently, I've joined GoodReads to keep track of the books I read. I tend to flit between literature for kids and that of the crime/thriller genre, while also keeping an edu-book on the go. You can follow what I read in 2018 <a href="https://www.goodreads.com/user/show/75624320-jo-payne" target="_blank">here</a>. </li>
<li><b>Primary Deputies Network</b> - Kate, Fliss and I set up <a href="https://twitter.com/PrimaryDeputies" target="_blank">this Twitter account</a> after a brief discussion. I can't wait to see what we do with it. At the moment, it's just facilitating discussion with like-minded primary deputies. </li>
<li><b>Moving to big NAHT</b> - I'm a little sad about leaving NAHT Edge and the advisory council. I've really enjoyed getting to know James and all the team. I'll be joining the big kids in NAHT from January and am hoping to get involved as a deputy when I have the chance. </li>
<li><b>Saying YES to other new adventures...</b> - watch this space.</li>
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You can read my previous Nurture posts <a href="http://www.mrspteach.com/search/label/Nurture" target="_blank">here</a>.</div>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-38771984273679862432017-10-18T21:48:00.002+01:002017-10-29T11:12:34.331+00:00Whole-Class Reading VIDEO #TwinklTeach<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUhB622RMxSCA-NhMtw3hW_kY14M8NQPzwQ7gZml_8LbYzHDGkAXyeFK5FeLkw_6gN7bQqV6u1iJTi7_SMe9zTdAuffZ3uAIdRqXJfrGzq5iR1-mbOw0rcl5Sf3L9kOJ8BnKj-Ew_Zxyw/s1600/21765608_716432101879419_8857810290314838376_o.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUhB622RMxSCA-NhMtw3hW_kY14M8NQPzwQ7gZml_8LbYzHDGkAXyeFK5FeLkw_6gN7bQqV6u1iJTi7_SMe9zTdAuffZ3uAIdRqXJfrGzq5iR1-mbOw0rcl5Sf3L9kOJ8BnKj-Ew_Zxyw/s200/21765608_716432101879419_8857810290314838376_o.jpg" width="187" /></a>Once again, I was asked by Twinkl to do a Livestream over on their KS2 Facebook Group. Last time, I spoke about <a href="http://www.mrspteach.com/2016/12/feedback-principles-and-strategies-to.html" target="_blank">Feedback and Marking</a>. The topic of this more recent one was whole-class reading. I could talk for a day (of INSET training!) about whole-class reading so it was difficult to squeeze everything in - I missed lots out. I tried to cover many strategies which can be used in whole-class or carousel reading lessons so there's something for everyone to take away and try. As this was originally a Facebook Live video, you can hear me referring to people's questions in the comments and some links in the comments. I've put the links which I refer to underneath the video on this page so please look there if you want to see it. </div>
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You can view the video on YouTube below. If you want to watch it on the YouTube site, click the video title and it will pop out into a new tab.</div>
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<b><u>Links</u></b><br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Accelerated Reader Book Find </span></span><span style="white-space: pre-wrap;">(7 mins 56 secs) </span></div>
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<span style="color: #1155cc;"><span style="white-space: pre-wrap;"><u><a href="http://arbookfind.co.uk/">arbookfind.co.uk</a></u></span></span></div>
<b id="docs-internal-guid-d11e16ec-67c0-014e-a257-b6426ca62edb" style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Reading Activities </span></span><span style="white-space: pre-wrap;">(22 mins 10 secs)</span><br />
<span style="white-space: pre-wrap;"><a href="https://misswilsonsays.wordpress.com/2016/10/02/moving-beyond-reading-comprehension-sheets/">https://misswilsonsays.wordpress.com/2016/10/02/moving-beyond-reading-comprehension-sheets/</a></span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<b style="font-weight: normal;"><span style="font-family: inherit;">Reading Reconsidered (24 mins 50 secs)</span></b><br />
<a href="http://amzn.to/2hk5Mfv">http://amzn.to/2hk5Mfv</a><br />
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Nick Hart’s blog (25 mins 10 secs)</span></span><br />
<span style="background-color: transparent; vertical-align: baseline;"><span style="white-space: pre-wrap;"><a href="http://thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/">thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/</a></span></span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">RIC starters (31 mins 55 secs)</span></span><br />
<span style="background-color: transparent; vertical-align: baseline;"><span style="white-space: pre-wrap;"><a href="http://www.mrspteach.com/2015/08/ric-reading-lesson-starters.html">http://www.mrspteach.com/2015/08/ric-reading-lesson-starters.html</a></span></span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<b style="font-weight: normal;"><span style="font-family: inherit;">Tom Palmer's Free Texts (34 mins 15 secs)</span></b><br />
<a href="http://tompalmer.co.uk/free-stuff/">http://tompalmer.co.uk/free-stuff/</a><br />
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<b style="font-weight: normal;"><span style="font-family: inherit;">Fiction Express (35 mins 25 secs)</span></b><br />
<a href="https://www.fictionexpress.co.uk/">https://www.fictionexpress.co.uk/</a><br />
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<b style="font-weight: normal;"><span style="font-family: inherit;">First News (35 mins 35 secs)</span></b><br />
<a href="https://www.firstnews.co.uk/">https://www.firstnews.co.uk/</a><br />
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Sourcing Texts (35 mins 50 secs)</span></span><br />
<span style="background-color: transparent; vertical-align: baseline;"><span style="white-space: pre-wrap;"><a href="http://www.mrspteach.com/2016/01/free-whole-class-reading-texts.html">http://www.mrspteach.com/2016/01/free-whole-class-reading-texts.html</a></span></span></div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com2tag:blogger.com,1999:blog-7267682090689767325.post-33035258117695705292017-10-15T20:01:00.003+01:002017-10-15T20:17:22.957+01:00Notes and Scribbles - Whole-Class Feedback in Primary<div style="text-align: justify;">
Marking has had some really bad press recently. Time and again, it is blamed for teachers' workload and also for being ineffective and a waste of time. "No Marking" policies do their rounds on the education blog-sphere every now and then. Whole-class feedback is a popular replacement for marking, with teachers often filling out a grid with information from pupils' books instead of writing in the books themselves. Despite this all being very persuasive and attractive, I still mark my pupils' books after every lesson. Our school has stripped our feedback policy of many marking statements but it still involves marking. To see more about why marking is still worth doing, read the first half of <a href="http://learningfrommymistakesenglish.blogspot.co.uk/2016/07/post-mortem-marking-vs-live-marking.html" target="_blank">this post</a> by Chris Curtis.<br />
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By "marking", I mean a recognition of the work the child has done and an indication that the book has been checked with at least a tick or use of my most-used stamper, <a href="https://www.amazon.co.uk/Primary-Teaching-Services-Checked-Pre-Inked/dp/B00G6CYQH4/ref=as_li_ss_tl?ie=UTF8&qid=1508086674&sr=8-3&keywords=checked+by+your+teacher&linkCode=ll1&tag=super0c-21&linkId=7edddc922d5a9e4162b552cfa4cf102f" target="_blank">Checked By Your Teacher</a>. This helps pupils to be accountable for their work and encourages them to do their best as they know each piece will be seen by their teacher. If necessary, I will write more in a book - particularly to praise the child for something specific or to highlight or circle errors. To find out more about how I mark quickly and effectively, see <a href="http://www.mrspteach.com/2014/12/making-marking-speedy.html" target="_blank">this blog post</a>.<br />
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In <a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=137264fb3243f9b7140a137b9787cf82" target="_blank">our book for primary teachers</a>, we write about how checking is more effective than extensive marking of pupils' books. We make it clear that recognition of the work completed is still important but that teachers can gain much from checking the work without necessarily writing anything on it. The checking of work can then inform planning for the next lesson.<br />
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One way in which we've reduced marking expectations is to introduce whole-class feedback in the form of a journal. I call mine "notes and scribbles" because that is simply what it is. No grid is needed for me to gather my thoughts - I simply write what is necessary without constraints. This is just an A4 exercise book which I use across the primary subjects. I used to write my scribbles on post-it notes but I find this is quite useful to keep all the notes together. I write the title and date at the top of the page to track the work and then write down anything I need to remember as I'm checking books. This includes:<br />
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<li>issues to address with the whole class including spelling/grammar issues, repeated misconceptions, presentation reminders.</li>
<li>focus groups of children for intervention on a particular issue.</li>
<li>conversations to have with individual pupils about a misconception or error. </li>
<li>strong pieces of work to show to the class or to use as a model piece for the following year.</li>
<li>a piece of work to look at as a class (I always ask for the child's permission to do this).</li>
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My notes are probably complete nonsense to anyone who hasn't checked the books. Below you can see a page for an early piece of writing in which I'm gauging pupils' strengths and weaknesses, particularly in relation to their accuracy in basic writing skills (spelling, punctuation, paragraphing). In every child's book, I underlined 3-5 spellings for them to correct (this indicates to the child that I've read their work). </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu6w2P0F03g7ze9zBLo2-83iGylznKLaFVhFPN-nnR_pIPTvUvoX3xr4GFSW9LAWFPHQ6zxnPIG5Fmvd2C-_ZEvwG_qhseCj9LX6S_p0QbUUdH8cFPm42QWmFIxkjIl7p5wYMWUZ4PejA/s1600/notesscribbles.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu6w2P0F03g7ze9zBLo2-83iGylznKLaFVhFPN-nnR_pIPTvUvoX3xr4GFSW9LAWFPHQ6zxnPIG5Fmvd2C-_ZEvwG_qhseCj9LX6S_p0QbUUdH8cFPm42QWmFIxkjIl7p5wYMWUZ4PejA/s320/notesscribbles.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Annotated page in my Notes & Scribbles book. Click image to enlarge.</td></tr>
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In the next lesson, while children are finding spelling corrections, editing their work or continuing their writing, I then set to, acting on the notes I took in the lesson. </div>
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Child A has missed out many full stops. When I was first a teacher, I used to write "please add in full stops" or something to that effect when faced with such errors. However, missing full stops is often an indication that pupils struggle with sentence structure. Therefore, rather than writing in this child's book for them to find where the full stops should be OR writing details about sentence structure at the end of their work, I spend a few minutes explaining sentences and then editing this work with the pupil. We sat together with a highlighter and went through the paragraphs, putting a yellow line where the end of a sentence came. Independently, the child then put in the appropriate full stops and capital letters; it wasn't <i>how</i> to put full stops that cause the misconception, it was <i>why</i>. </div>
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(For more ideas to use when looking at sentences and sentence structure with pupils, see <a href="http://www.mrspteach.com/2014/02/sorting-out-sentences.html" target="_blank">this post</a>.) </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBeCsXDni3J-6q7gx-b1OXs2GxfaaWxcuVLoxrfNhWVHfpOLyjw6oBQzlT2eCLQY0NodnUMsFQKaX_p_mGzSlPnge3vmQupu2ESLkqViLim0fIDm21cklECch8FMc8AT2ARSuHuRKalk/s1600/IMG_20171010_163828.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBeCsXDni3J-6q7gx-b1OXs2GxfaaWxcuVLoxrfNhWVHfpOLyjw6oBQzlT2eCLQY0NodnUMsFQKaX_p_mGzSlPnge3vmQupu2ESLkqViLim0fIDm21cklECch8FMc8AT2ARSuHuRKalk/s320/IMG_20171010_163828.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Child A's work after our discussion. Red pen = child editing. Green pen = me. Highlighter = work done together.<br />
(You can also see she has corrected her spelling of discovered after my whole-class feedback.)</td></tr>
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Child B has muddled her sentences in paragraphs. Rather than writing "your paragraphs are muddled" or "please sort your paragraphs" or giving a detailed description of her error and how to correct it, I spent a few minutes with her discussing paragraphs. She quickly realised where she went wrong and we used a highlighter to start sorting the sentences into appropriate paragraphs. Independently, she continued highlighting and then rewrote the paragraphs.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL-j9n-nuN6Yv6YqVtS3-8YG8RhYtzUnmgAA1akkqdFlyWzFbr9BkLvKItSc3P3HwPsp55G4qIl8ZD78Z3_WZn-ZqEvS1DLylMlzx4p7qM68GsoXJWv7M1tnQNkFdEIy09m3cSHKOpi5U/s1600/IMG_20171010_163737.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiL-j9n-nuN6Yv6YqVtS3-8YG8RhYtzUnmgAA1akkqdFlyWzFbr9BkLvKItSc3P3HwPsp55G4qIl8ZD78Z3_WZn-ZqEvS1DLylMlzx4p7qM68GsoXJWv7M1tnQNkFdEIy09m3cSHKOpi5U/s320/IMG_20171010_163737.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Child B's work after our discussion. Green - S.C. Johnson. Orange - the mission. Pink - the planet.</td></tr>
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In looking at my pupils' exercise books, there's no indication about my checking and its impact on the pupil's learning but, combined with my notes and scribbles and with a quick explanation, it's clear that checking the work made a big difference to some pupils' understanding of the basics of writing. Feedback isn't for someone scrutinising my books; it's entirely for the benefit of my pupils and I believe both checking and marking can have a part to play.</div>
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<i>Please Note: All work is used with parents' permission.</i></div>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-81835144603277909212017-10-12T18:19:00.001+01:002020-04-18T15:10:46.574+01:00Read Theory Ranks Poster<div style="text-align: justify;">
Like many others, our school is using the free website <a href="https://readtheory.org/" target="_blank">Read Theory</a> to enhance pupils' reading comprehension. For more information about the website, see <a href="https://kingintheclassroom.blogspot.co.uk/2017/10/the-wonders-of-read-theory.html?m=1" target="_blank">this blog</a> from <a href="https://twitter.com/MrBKing1988" target="_blank">Ben King</a>. Read Theory uses Knowledge Points to motivate children; they move through ranks the more KPs they earn. My pupils were asking about the orders of the ranks and how many points they need for each one. I got in touch with Read Theory and they kindly sent me the list of ranks, how many points are required and the images for each one for me to make into a poster. Feel free to download as an image or PDF below.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy8oBAna90g1slgEbvpUQzLU_YeEo5H5Q8JNtNr_BR4pQu6Ji8bqoi_I0CV4UepTzfgysM8dTtY1_MKbyRycYxOIu5FqQUXZVYZ1Oi-n6RepdAN7LPAuyAt5wudTM_mUVpP9hlBAJ4sUU/s1600/ReadTheoryRanksPoster.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1132" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy8oBAna90g1slgEbvpUQzLU_YeEo5H5Q8JNtNr_BR4pQu6Ji8bqoi_I0CV4UepTzfgysM8dTtY1_MKbyRycYxOIu5FqQUXZVYZ1Oi-n6RepdAN7LPAuyAt5wudTM_mUVpP9hlBAJ4sUU/s320/ReadTheoryRanksPoster.jpg" width="226" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/open?id=0B0qLPMkiF4uAb2pXeVlwRng1Mnc" target="_blank">Click to download from the Google Drive folder.</a></td></tr>
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<br />Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-60758803741162184952017-10-08T15:57:00.000+01:002017-10-08T15:57:27.431+01:00100 Books - Using lists to engage primary readers<div style="text-align: justify;">
Last year, I became aware of the lists of 100 books for Y1/2, Y3/4 and Y5/6 created by <a href="https://twitter.com/MrBoothY6" target="_blank">Ashley Booth</a>. I kept an eye on how people were using them and, having visited a local school which uses them and talking to the teachers about it, I decided it was something worth exploring this year at my school. This post will outline what we're doing with the lists and the books and how we're using them to engage pupils in reading high-quality books. </div>
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<b><u>The Lists</u></b></div>
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We downloaded Ashley's lists from <a href="https://theteachingbooth.wordpress.com/2017/06/24/100-book-lists-for-primary-classroom/" target="_blank">this link</a> and spent some time looking at the books on the lists. We removed books which children would be reading in class time, changed some books in favour of others and reformatted the lists so children could track which dates they finished a novel in a booklet. It's important that children can read books appropriate to them so we renamed the lists to A (KS1), B (Y3/4) and C (Y5/6). </div>
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The lists are full of great texts: classic novels, books which came out when I was at school and which I devoured, and some debuts by brilliant authors currently publishing amazing books for children each year. Lots of the books are the first in a series so pupils can get hooked on a certain character or setting and read sequel after sequel. There are a few books which overlap between lists and some non-fiction or poetry books included. We are still working on the KS1 list so that will follow. </div>
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It's important pupils know that this is not a challenge - 100 books in Y5/6 would be 1 book a week. Very few pupils (and teachers) would manage this. Instead, we have stressed that these lists have great recommendations for books to read. Children spent some time early in the year on the <a href="https://www.booktrust.org.uk/" target="_blank">BookTrust</a> website looking at the blurbs for these books. They chose 5 they would like to read to start with. </div>
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<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://drive.google.com/open?id=0B0qLPMkiF4uAX2I5ZzJibHNZWDg" target="_blank"><img border="0" data-original-height="603" data-original-width="1600" height="120" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicU841RX4as_CysIb56frdXT554lp6sliF9dbi6tEYgF15_sX1fd0jQ2MJOiERLSRWeYV7K0cJp_GkfLdfJoGmB98oBHLV7EttMLsYhhBSHa_lya8TdEKJ6XZwz_1hbWJOrdMsnOOvupo/s320/100booksblogimage.jpg" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/open?id=0B0qLPMkiF4uAX2I5ZzJibHNZWDg" target="_blank">Click the image to view and download the lists.</a></td></tr>
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<b><u>The Books</u></b></div>
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Our English leader and SBM then proceeded to buy copies of the 100 books in the KS2 lists. I've mentioned before that we fund a lot of the books we buy for whole-class reading lessons by doing two annual book fairs and using the commission. We started by purchasing as many books as we could from the commission - aiming for all 100 in each KS2 year group. This is a work in progress and will take some time. We have found that purchasing these books has really enhanced the quality of the texts on our bookshelves as well as creating more buzz about reading. </div>
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Each book has a number in the list so we numbered each book and wrote its list (A, B or C) on the sticker. The 100 books have been put in one area for the 3 classes in the year group to use and are accessible during the school day to all children (within reason). We have noticed over the last few years that books often go missing from our bookshelves so have started a signing in and out book for these 100 books to ensure we don't lose them to bedroom bookcases. </div>
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<b><u>Google Classroom</u></b></div>
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To enhance pupils' engagement with the 100 books lists, I created a Google Classroom for them to join and discuss the books they are reading. This means we have children from across years 5 and 6 as well as their teachers communicating about books and reading. They post selfies with their latest book, comment on each other's books and leave reviews and recommendations (with no spoilers!). This is very easy to do with Google Classroom and Google Accounts already set up for pupils; we simply publish the class code in the booklet and children sign themselves up to join. All posts are monitored by teachers and it's really got pupils (and teachers) engaging further with these book lists. </div>
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<b><u>The Future</u></b></div>
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Our next steps are to get the 100 books List A ready for KS1 to use and, of course, to purchase those books. I hope we can keep the momentum going throughout the year and encourage more children to find a book they love.<br />
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<b><u>Useful Links - all free</u></b><br />
Ashley Booth's 100 Book lists can be downloaded <a href="https://theteachingbooth.wordpress.com/2017/06/24/100-book-lists-for-primary-classroom/" target="_blank">here</a>.<br />
Our edited 100 Book Lists can be downloaded <a href="https://drive.google.com/open?id=0B0qLPMkiF4uAX2I5ZzJibHNZWDg" target="_blank">here</a>.<br />
Ben King's front covers and first pages of selected books from the Y5/6 list can be downloaded <a href="https://www.dropbox.com/s/wanpe3tlxutdr7m/Book%20covers%20and%20first%20pages.pub?dl=0" target="_blank">here</a>.</div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com7tag:blogger.com,1999:blog-7267682090689767325.post-47184451456382083702017-09-03T14:52:00.002+01:002017-09-15T22:13:06.032+01:00Why do teachers share resources for free?<div style="text-align: justify;">
I saw an idea shared on Twitter that I fancied doing in my classroom. Twitter is a generous, collaborative network as a teacher (most of the time!) so I was sure I could find a copy of the basic outline of the resource somewhere online. Yesterday I went looking for it. I did find it. On TES resources. With a cost of £2. Being sold by the person who tweeted about it. </div>
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Last year, I found someone selling my own resources on TES for £1-£3 per item. Thankfully, after a quick email, those resources were removed (or reverted to have no cost). I remembered this, so yesterday searched "Read with RIC" on TES Resources. </div><div style="text-align: justify;"><br></div>
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There were RIC activities being sold at £2+ per item when there are over 50 free examples <a href="http://www.mrspteach.com/2014/08/read-with-ric-resources-and-logos-for.html" target="_blank">here</a> (£100+ worth) and many more are freely shared by other teacher-bloggers. As well as the RIC activities on TES, there are also two versions of Book Bingo sold at £2 each <a href="https://www.tes.com/teaching-resource/book-bingo-11675120" target="_blank">here</a> and <a href="https://www.tes.com/teaching-resource/book-bingo-whole-school-reading-incentive-11593176" target="_blank">here</a>. My version is available for free, including editable downloads, on this <a href="http://www.mrspteach.com/2016/03/book-bingo.html" target="_blank">blog post</a>. </div>
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This whole idea of teachers making a resource for their classroom and then selling it online makes me feel really uncomfortable. The main reason for this is that <i><b>so</b></i> many teachers are sharing the resources they use in their classroom, for free. James Theo outlines the other reasons in his very succinct <a href="https://othmarstrombone.wordpress.com/2014/08/24/why-i-think-selling-resources-to-teachers-is-wrong/" target="_blank">blog post</a>. </div>
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<b>So why do so many people share things for free? </b><br>
Firstly, I think it should be in a teacher's nature to help people. Every teacher has used so many resources (ideas/activities/displays etc) that they were able to access for free, either online or through colleagues. Quite simply, we're all in this together. So we may as well help those who have helped us. These resources, already created for a teacher's own classroom, have caused no extra work, over and above what they would normally do. Therefore, the work requires no extra payment, over and above what they normally earn as their teacher salary. Saying that, there are many teachers who <i>have</i> create resources over and above what they use in their own classroom and <i>have</i> provided them without cost to other teachers.<br>
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Secondly, many resources are created as an amalgamation of many people's ideas. For example, the idea for RIC activities came about in a team meeting with 3 teachers, the logos are Screen Beans which were originally part of the Microsoft package and they are based on media (images, characters, sounds etc) which I did not create. I would much rather share something for free which is so far from being entirely "mine". <br>
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Many teachers are very unaware of copyright terms so it's easier to share something for free than ask for money and be breaking copyright law. (Please note: you can also be breaking copyright law when sharing something for free with copyrighted material). When I started collating resources on this site, I looked up the copyright terms for the Microsoft images I use and it was clear that you could use them on items which had no cost. It was unclear how to go about getting permission to use them on paid items. In the same way, it is easier to share something for free than be earning an income through sites like TES and having to complete a tax return to declare it and pay tax on it. <br>
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There are so many teachers sharing amazing resources for free out there. <a href="https://twitter.com/MrsPTeach/lists/free-sharers/members" target="_blank">Click here</a> to view a list of just a few that people on Twitter recommend.</div>
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Needless to say, I didn't purchase the original resource I was after. </div>
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Further reading about teachers selling resources:<br>
<a href="http://schoolsweek.co.uk/is-it-legal-for-state-school-teachers-to-sell-teaching-resources/" target="_blank">Schools Week</a><br>
<a href="http://www.bbc.co.uk/news/education-32286564" target="_blank">BBC</a>Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com1tag:blogger.com,1999:blog-7267682090689767325.post-30325577910134402062017-08-14T12:28:00.003+01:002017-08-14T12:36:12.274+01:00Books I Recommend (for Adults)<div style="text-align: justify;">
I always end up recommending the same books over and over again on Twitter, Facebook and in real life to adults with similar reading habits to me! This will be a working post where I'll collect the absolute best of the best of them. Each image will take you to the Amazon page for that book which has a synopsis - generally I read them on Kindle when they reach a reasonable price. All of these books are in the psychological thriller/crime genre and are generally quite fast-paced and gripping. Most were recommended to me by friends and others were recommended by Amazon (which seems to know my preferred genre pretty well by now!).</div>
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<a href="https://www.amazon.co.uk/Behind-Closed-Doors-B-Paris/dp/1848454120/ref=as_li_ss_il?s=books&ie=UTF8&qid=1502709787&sr=1-3&keywords=behind+closed+doors&linkCode=li3&tag=super0c-21&linkId=e613d3968832b87d10cedb466c930f72" target="_blank"><img border="0" src="//ws-eu.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1848454120&Format=_SL250_&ID=AsinImage&MarketPlace=GB&ServiceVersion=20070822&WS=1&tag=super0c-21" /></a><img alt="" border="0" height="1" src="https://ir-uk.amazon-adsystem.com/e/ir?t=super0c-21&l=li3&o=2&a=1848454120" style="border: none !important; margin: 0px !important;" width="1" />
<a href="https://www.amazon.co.uk/Let-You-Go-Clare-Mackintosh/dp/0751554154/ref=as_li_ss_il?_encoding=UTF8&qid=1502709531&sr=1-1&linkCode=li3&tag=super0c-21&linkId=13b15d9e06a58b0eef0ae248b9f00439" target="_blank"><img border="0" src="//ws-eu.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0751554154&Format=_SL250_&ID=AsinImage&MarketPlace=GB&ServiceVersion=20070822&WS=1&tag=super0c-21" /></a><img alt="" border="0" height="1" src="https://ir-uk.amazon-adsystem.com/e/ir?t=super0c-21&l=li3&o=2&a=0751554154" style="border: none !important; margin: 0px !important;" width="1" />
<a href="https://www.amazon.co.uk/Room-Emma-Donoghue/dp/0330519026/ref=as_li_ss_il?_encoding=UTF8&qid=1502709706&sr=1-1&linkCode=li3&tag=super0c-21&linkId=c762de9e0e0f50e63c882d0554f5b52a" target="_blank"><img border="0" src="//ws-eu.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0330519026&Format=_SL250_&ID=AsinImage&MarketPlace=GB&ServiceVersion=20070822&WS=1&tag=super0c-21" /></a><img alt="" border="0" height="1" src="https://ir-uk.amazon-adsystem.com/e/ir?t=super0c-21&l=li3&o=2&a=0330519026" style="border: none !important; margin: 0px !important;" width="1" />
<a href="https://www.amazon.co.uk/Paper-Butterflies-Lisa-Heathfield/dp/1405275391/ref=as_li_ss_il?s=books&ie=UTF8&qid=1502709826&sr=1-1&keywords=paper+butterflies&linkCode=li3&tag=super0c-21&linkId=956f32d671b4d171f4fbb33d8f2a79ec" target="_blank"><img border="0" src="//ws-eu.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1405275391&Format=_SL250_&ID=AsinImage&MarketPlace=GB&ServiceVersion=20070822&WS=1&tag=super0c-21" /></a><img alt="" border="0" height="1" src="https://ir-uk.amazon-adsystem.com/e/ir?t=super0c-21&l=li3&o=2&a=1405275391" style="border: none !important; margin: 0px !important;" width="1" />
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-31906609774719587792017-07-09T17:11:00.000+01:002017-07-09T19:59:35.670+01:006 KS2 Free-Writing Sessions (The Literacy Shed)
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<i>"When is our next free-writing session?" </i></div>
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This has been the most-asked question in my classroom over the last fortnight. After Easter, we started weekly free-writing sessions to encourage a love of writing in our year four classes. These have continued as and when possible. Free-writing sessions have been so successful in help kids enjoy writing and become better writers, I thought it was worth sharing the slides and notes from these six sessions. </div>
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Each lesson is based on a video which can be found on <a href="http://www.literacyshed.com/" target="_blank">The Literacy Shed</a> website. <a href="https://twitter.com/redgierob" target="_blank">Rob Smith</a> has created an amazing resource for teachers to use to inspire pupils in their reading and writing. Although called free-writing, we encourage the children to base their writing on the video stimulus for the week. <br />
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We used the videos in the session notes and slides (freely downloadable by clicking the image at the bottom of this post) in year four but they are equally transferable across KS2. Please check the videos are appropriate for your cohort or class before using them - particularly Alma, which is a little creepy! </div>
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Every lesson the following things happen which are not on the session notes as they are something we discussed as a team before starting these sessions: </div>
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<li style="text-align: justify;">Pupils review their target from the previous week.</li>
<li style="text-align: justify;">Teachers collect appropriate vocabulary from children on the main whiteboard.</li>
<li style="text-align: justify;">Teachers model possible starters to different pieces of writing based on the stimulus.</li>
<li style="text-align: justify;">Children are given talk time before they start writing to discuss their ideas. </li>
<li style="text-align: justify;">After talk time, pupils work silently.</li>
<li style="text-align: justify;">Children write in a separate free-writing book.</li>
<li style="text-align: justify;">Various word mats, sentence prompts and dictionaries/thesauruses are out at tables. </li>
<li style="text-align: justify;">Pupils edit their work throughout the writing time and afterwards. </li>
<li style="text-align: justify;">Children get the chance to read through someone else's writing and share their own. </li>
<li style="text-align: justify;">Teachers ask what theme or genre children would like a free writing lesson on for the following week. </li>
<li style="text-align: justify;">Teachers read and check children's work and simply mark with a target for the next week. </li>
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We have found that by giving an incremental target for children to work on in the following session, weekly marginal gains have led to overall more effective pieces of writing. It also doesn't take long to complete and it focuses the children on just one thing. Before each session, we discuss any whole-class errors or areas for improvement. Pupils are proud of the work they have done and we are happy with their progress since the first free-writing session. </div>
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Here is an example of slides for one session (children requested one about sports) and below that is a clickable image for you to view and download all resources. </div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1oorgpWMQ-6wvBi1ETt2j6UrNQk7GvNZT0l0lqVE9eBA/embed?start=false&loop=false&delayms=5000" webkitallowfullscreen="true" width="480"></iframe>
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From this, children wrote about clones in chess, gymnastics, skiing, netball, basketball and hockey as well as some great commentaries of the final game in the video. This really captured their imagination.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://drive.google.com/open?id=0B0qLPMkiF4uATUlHU3I1ZmF6YzA" target="_blank"><img border="0" data-original-height="1132" data-original-width="1600" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieCOhTca09AmXH_ENam3ygP7pump8MX_vLfJDOWshy6jnJIViYSWLTzpT8dloJYyHlghnuma_7_ryY1baArTNn8CIYLl2rA98j-fLKfY1osGqG1I6r8nkG0PpovzEO52RWsZkZgtD2PeM/s320/FreeWritingImage.jpg" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/open?id=0B0qLPMkiF4uATUlHU3I1ZmF6YzA" target="_blank">Click image to view and download all resources.</a></td></tr>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-81032608933993421222017-06-19T18:48:00.001+01:002023-11-01T21:24:08.253+00:00Necessary, Kind and True (A Friendship Song for Kids)<div style="text-align: justify;">
<span style="font-family: inherit;">A few years ago, we wrote this song at my school to remind children to be kind to each other in how they communicate; both face-to-face and through texting/emailing and other online forms of communication. We have been singing it in assemblies ever since and it is a useful reminder when dealing with behaviours which go against the message of the song. You can listen to the song, see the lyrics and download all the related files for free in this post. </span></div>
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<span style="font-family: inherit;"><b><u>Necessary, Kind and True</u></b></span></div>
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<span style="font-family: inherit;">Music: Martin Garratt</span></div>
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<span style="font-family: inherit;">Lyrics: Jo Payne</span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">There’s a well known lie that’s told,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">To children who are small,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">That sticks and stones can break your bones,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But words don’t hurt at all.</span></span></div>
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<span id="docs-internal-guid-966b50cb-f3b4-45ab-a06e-8d6300fe0c0e"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The truth is: bruises fade,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But words stick with us longer.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">By considering the words we say,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We make our friendship stronger.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So I’m trying to improve,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The words I say to you.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Before I say them out loud,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I try to think them through.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We talk when we’re at school,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But when we’re not together,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We send our words in messages,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Our texts; they live forever.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I don’t want to make you blue,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Or see you feeling down.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I hope my words encourage you,</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">And sad times turn around.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So I’m trying to improve,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The words I say to you.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Before I say them out loud,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I try to think them through.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Each one must be necessary,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I know they should be true.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I check that they are kind as well,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">To make sure I don’t hurt you.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So I’m trying to improve,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The words I say to you.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Necessary, kind and true,</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Necessary, kind and true,</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-style: italic; vertical-align: baseline;"><span style="font-family: inherit;">Necessary, kind and true.</span></span></span></div>
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<span style="font-family: inherit;">I've put the lyrics, piano score, audio track and sing-along video in <a href="https://drive.google.com/drive/folders/0B0qLPMkiF4uAWXB4R0F1X19neHc?resourcekey=0-3sGuM-kDSDOoUbh8Ctm_WQ&usp=sharing" target="_blank">this Google Drive</a> folder for you to download for free and use as you wish. </span><br />
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<a href="https://drive.google.com/open?id=0B0qLPMkiF4uAWXB4R0F1X19neHc" target="_blank"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRZcuSMEEhVjUyGQ3X6Dhe46ZUZJxWnkUXyz-nX1qERPBCxsuW6nAmA7dKjkfSPpb_Zh71F2EYnEqBHAlHaHLNGmi9Lm9zdLKxK2EVS5WXg5smrB129iWB_zcwkJ3kEJQ4EcpplCaI7pU/s320/Necessary%252C+Kind+and+True+image.jpg" width="320" /></a></div>
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Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com3tag:blogger.com,1999:blog-7267682090689767325.post-49463351657438186462017-06-12T22:28:00.000+01:002018-06-24T16:31:40.527+01:00Making Every Primary Lesson Count<div style="text-align: justify;">
<span style="font-family: inherit;">After reading <a href="https://www.amazon.co.uk/Making-Every-Lesson-Count-principles/dp/1845909739/ref=as_li_ss_tl?_encoding=UTF8&psc=1&refRID=ZF02V83A6833NEQHWDSY&linkCode=ll1&tag=super0c-21&linkId=c4e90f390ceddc656aca50fa1aed8a9e" target="_blank">Making Every Lesson Count</a>, written by secondary teachers, Andy Tharby and Shaun Allison, I was delighted to be asked to co-write a primary version of the book with my colleague, Mel Scott. We took the six principles discussed in the original book and put a primary spin on them, including examples from across the primary age range and curriculum. We discuss challenge, questioning, feedback, modelling, explanation and practice in detail, referring to relevant research throughout and giving strategies embedded in classroom examples. The book features ideas and comments from Michael Tidd, Adam Nicholls (@TeachMrN), Jim Smith (@TheLazyTeacher), Doug Lemov, Pie Corbett, Rob Smith (creator of the Literacy Shed) and many of our wonderful colleagues, as well as illustrations from Jason Ramasami which complement our points. </span><br />
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<span style="font-family: inherit;">If you want to find out more, there is a sneak peek of a few pages and the introduction if you click 'Look Inside' on <a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=470c9d0c95c1f3f20ae2d66957e9932e" target="_blank">Amazon</a>.</span><span style="font-family: inherit;"> Scroll down to see some reviews from those who have already read it:</span></div>
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<tr><td style="text-align: center;"><a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=86963df3f24fe3a46032f819c6163901" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-family: inherit;"><img border="0" data-original-height="1000" data-original-width="625" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaptXIA4hGn3a1Mz5TlWjOt-OUFJUVzbNunaQs3CqmuEfqZkCPDdl02kbX5n5rvETioVlLPEh2RLoeBUrhzfq4nlCFF7MXQarE6RMb7NhPSWaVLtWN-NhhiBDgSE7yJA3DIkfZPDFnC9c/s320/Making+Every+Primary+Lesson+Count.jpg" width="200" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">Click image to order on Amazon.</span></td></tr>
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<span style="background-color: transparent; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>"</i>Making Every Primary Lesson Count<i> is a boon for all those interested in honing their classroom skills through finding out more about the science of pedagogy. It uses key research to produce a range of practical tips and ideas which have clearly been used effectively in school settings. This book is both engaging and highly readable."</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Will Ryan </span></span></div>
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<span style="background-color: transparent; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>"This is a highly accessible, practical book for primary teachers with constant reference to relevant, current, powerful research evidence. Its framework , as chapter headings, provides an essential underpinning of what matters most: challenge, explanation, modelling, deliberate practice, questioning and feedback. The authors have taken all that we currently know about children’s learning and woven it into highly practical writing. Each chapter begins with two real life scenarios which are then fully analysed and developed. We are shown not only how key research tells us how we need to teach, but are also given a range of well sourced practical strategies and ideas. The book has several threads which run through the writing: the ethos of a growth mindset and the importance of struggle, the framework of formative assessment, high expectations for all with no false ceilings and the necessity of clarity, practice and modelling. This book, if followed, will go a long way to helping teachers, as the authors say, ‘Guide children towards independence’."</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"> </span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Shirley Clarke</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Formative Assessment Expert, Associate UCL Institute of Education</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"In </span><span style="background-color: transparent; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Making Every Primary Lesson Count</span><span style="background-color: transparent; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Jo and Mel have done a great job of bringing together research and practice for primary teachers. Every chapter contains useful strategies for creating a more effective primary classroom, making good use of the best theory and research without ever forgetting that primary teaching is essentially about the relationships between teachers and their students in the classroom. New teachers will find it a great source of ideas for tackling the key aspects of great teaching, and more experienced teachers will recognise much and pick up a few new ideas along the way."</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"> </span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Michael Tidd</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Deputy headteacher, Edgewood Primary School, Nottinghamshire</span></span></div>
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<span style="background-color: transparent; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>“What makes this book special is the way it is rooted in theory, yet at the same time packed full of practical examples. Jo and Mel draw on their extensive first-hand experience to show how teachers can turn evidenced-based principles into everyday classroom practice. As the authors demonstrate, great teaching isn’t about tricks or gimmicks, it’s about applying a set of core principles consistently well. Regardless of whether they are NQTs taking their first steps into the classroom or experienced professionals refining their skills, this book will help all teachers take their practice to the next level.”</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">James Bowen</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Director, NAHT Edge</span></span></div>
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<span style="background-color: transparent; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>"I really like two specific things about this book. The first thing I really like is that at the book’s heart is a list of six important considerations. The discussions around these educational touchstones create a very useful guide for any teacher which transcend top tips and quick fixes – the reader is invited to think. The second thing I really like about this book is that it is written by two teachers at the top of their game. Mel and Jo have produced a book that avoids empty preaching and instead offers relevant signposting for the hardworking teacher of today. An important addition to the Primary teacher’s bookshelf."</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Hywel Roberts</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Travelling Teach, Curriculum Imagineer and author of ‘Oops! Helping Children Learn Accidentally’</span></span></div>
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<span style="background-color: transparent; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>"Filled with relevant anecdotes and practical examples, </i>Making Every Primary Lesson Count <i>explains in detail how to get the very best from every pupil in your care. More than that, it will make you reflect on the visible difference you can make as a teacher. Now more than ever, this important book will help shape lessons from being dry and functional to serving an actual purpose."</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Stephen Lockyer</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Enrichment Leader, Lumen Learning Trust</span></span></div>
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<span style="background-color: transparent; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>"Using the familiar format of </i>Making Every Lesson Count<i>, Mel and Jo have brought a practical wisdom, rooted in primary classroom practice and experience, to this excellent book. A manual and guide for primary practitioners, the values of excellence and growth have been exemplified in each chapter and invaluable guidance given. Whether you are beginning your teaching career or looking to review and renew your practice this book will help, support and challenge you in equal measure ... keep it to hand rather than at the back of your teacher's cupboard."</i></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Stephen Tierney (@LeadingLearner)</span></span></div>
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<span style="font-family: inherit;"><span id="docs-internal-guid-29821590-9e1d-b15b-c90a-ae47808e1a32"></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Author of Liminal Leadership</span></span></div>
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To order Making Every Primary Lesson Count, click <a href="https://www.amazon.co.uk/Making-Every-Primary-Lesson-Count/dp/178583181X/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=3a4b4fa66b577344abba49d372c15357" target="_blank">here</a>.<br />
To order Making Every Lesson Count, click <a href="https://www.amazon.co.uk/Making-Every-Lesson-Count-principles/dp/1845909739/ref=as_li_ss_tl?_encoding=UTF8&psc=1&refRID=ZF02V83A6833NEQHWDSY&linkCode=ll1&tag=super0c-21&linkId=c4e90f390ceddc656aca50fa1aed8a9e" target="_blank">here</a>.<br />
To order Making Every English Lesson Count, click <a href="https://www.amazon.co.uk/Making-Every-English-Lesson-Count/dp/1785831798/ref=as_li_ss_tl?_encoding=UTF8&psc=1&refRID=0QBQW8QDPQ8SMB000RRF&linkCode=ll1&tag=super0c-21&linkId=0e29cc2c622157a90660f92c7059ad10" target="_blank">here</a>.<br />
To order Making Every Science Lesson Count, click <a href="https://www.amazon.co.uk/Making-Every-Science-Lesson-Count/dp/1785831828/ref=as_li_ss_tl?s=books&ie=UTF8&qid=1497302124&sr=1-1&keywords=making+every+science+lesson+count&linkCode=ll1&tag=super0c-21&linkId=70a49f46dff4553acbb0ccb51dbec432" target="_blank">here</a>. </div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com1tag:blogger.com,1999:blog-7267682090689767325.post-9747225860209855702017-06-03T15:04:00.002+01:002023-11-01T21:26:52.446+00:00Whole-Class Reading - A New Method<div style="text-align: justify;">
<b>Why a new method? </b></div>
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After three years of teaching reading without using the guided reading carousel, we decided we needed to change the structure of whole-class reading lessons to get more out of the class texts. This change was inspired by three things: the rigour of the 2016 reading KS2 test and the heavy focus on vocabulary for understanding, <a href="https://www.amazon.co.uk/Reading-Reconsidered-Practical-Rigorous-Instruction-x/dp/1119104246//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=00a5e7f6f41b6e95d9c7273a484b06f4" target="_blank">Reading Reconsidered</a> by Doug Lemov, Colleen Driggs and Erica Woolway, and <a href="https://thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/" target="_blank">this blog post</a> by Nick Hart. </div>
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I met with Jess, our Y5 leader who is in charge of reading, to discuss how to move forward with whole-class reading in our school. Jess had completed some observations across the school so had an idea what was happening in different year groups. I had recently read Nick Hart's <a href="https://thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/" target="_blank">blog post</a> and <a href="https://www.amazon.co.uk/Reading-Reconsidered-Practical-Rigorous-Instruction-x/dp/1119104246//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=00a5e7f6f41b6e95d9c7273a484b06f4" target="_blank">Reading Reconsidered</a> so these drove our discussion. We talked through some options and put our plan into action. We've been teaching using this new method since January in Y4 and Y5. The other KS2 classes took it on after Easter. </div>
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<b>How does the new method work?</b><br />
The aim of this new method is to expand pupils' vocabulary and deepen their understanding of the texts they are reading. We do this through explicit teaching of vocabulary before reading the text and re-reading sections looking closely at the elements which require further understanding, keeping in mind that children must learn to retrieve information (R), interpret meaning (I) and comment on the author's choice of vocabulary or style (C). Questions check pupils' understanding of previous extracts as well as the current text in order to enhance their memory. </div>
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<b>Vocabulary</b></div>
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There are three main elements to this. </div>
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<b><i>Explore</i> - </b>pupils spend time decoding the words, finding definitions in dictionaries, writing sentences using the new words. </div>
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<b><i>Teach</i> - </b>teachers clarify the meaning of words which will be encountered in the text using images, drama, actions and sentences of varying contexts. We explore links between words children already know and try to include the new vocabulary with prefixes, suffixes, synonyms and antonyms.</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4dD4pDfldWWu-Ms7HKJmEbweBue3PQctgU3MSoK9MJhU_ZTcAa9ysnYgleJSiikGeXNWRTJGPtFRkMBZukTvOy2Y6FXfbIY3v0GJD3_tqY8Zc15cuprMgBFfFflHNIBv-e5xAxztxkA/s1600/Wk6+New+Vocab+and+L2+Questions+%25281%2529.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4dD4pDfldWWu-Ms7HKJmEbweBue3PQctgU3MSoK9MJhU_ZTcAa9ysnYgleJSiikGeXNWRTJGPtFRkMBZukTvOy2Y6FXfbIY3v0GJD3_tqY8Zc15cuprMgBFfFflHNIBv-e5xAxztxkA/s320/Wk6+New+Vocab+and+L2+Questions+%25281%2529.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Vocabulary <i>Teach</i> Slide</td></tr>
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<b><i>Practice</i> - </b>teachers use various methods to revise the words previously learned: matching words definitions, providing definitions, images, missing letters, sentences from books with the word missing.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0TkFZr17UIKnGqvy1SHOxlXV3dzmJVmUDooroscRjg6bN_ZgcbDWQWck-4pPETWE_0pArKQh3Un7urXa7W6Qr_shCvPUxhUR9xtPASHfy0aOExrRtqj6KI06eJ1RBLCvqz8Izg-o16uw/s1600/Wk6+New+Vocab+and+L2+Questions.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0TkFZr17UIKnGqvy1SHOxlXV3dzmJVmUDooroscRjg6bN_ZgcbDWQWck-4pPETWE_0pArKQh3Un7urXa7W6Qr_shCvPUxhUR9xtPASHfy0aOExrRtqj6KI06eJ1RBLCvqz8Izg-o16uw/s320/Wk6+New+Vocab+and+L2+Questions.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Vocabulary <i>Practice </i>Slide</td></tr>
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Often, different words are used for <i>explore </i>and <i>teach</i>. Some words are displayed in class to be referred to across the curriculum. A huge array of activities are used to teach, explore and practise vocabulary; it really is so important to pupils' understanding of the texts they encounter in their own reading. </div>
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<b>Text Selection</b></div>
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The choice of texts is absolutely key in this. Previously, we had chosen some texts because they linked perfectly with our themes and topics. We had to be really honest with ourselves about some of the texts we use and we decided some simply weren't challenging enough and others were easily understood. For these texts, the lessons we were teaching were superficial and not really teaching the pupils much. </div>
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The Y3/4 and Y5/6 word lists form the basis of how we choose texts and the Amazon "Look Inside" feature is really useful for checking multiple texts quickly. We aim for a text to be challenging and accessible for all so we are not looking for something pupils can easily read and understand already. This is something we will continue to improve and check as we consider the books used throughout the year in each year group. We may have to replace and rethink further text and topics. </div>
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<b>Lesson structures</b></div>
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Similar to our old method, this is based around 2 one-hour-long lessons each week. These are structured as follows:</div>
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<b>Lesson 1</b></div>
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<i style="font-weight: bold;">Vocabulary - </i>Teachers explicitly teach the vocabulary which pupils will encounter in this week's text. </div>
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<i style="font-weight: bold;">Reading - </i>Teachers read aloud the text with pupils following along in their copy. The text is often a whole chapter (or two) of the chosen book. Mostly, this is done without stopping so children experience the text as a whole. Often, they spot the words mentioned in the vocabulary teaching earlier in the lesson. </div>
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<i style="font-weight: bold;">Summarising - </i>Pupils write a summary of what they have heard. This will be a personalised task. Some children have prompts to help, some summarise orally or reread the text with the teacher, some use bullet points, some use full sentences, some include quotations, some challenge themselves to summarise without looking in the book, some are given summary sentences and they must fill in the gaps.</div>
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<b>Lesson 2</b></div>
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<i style="font-weight: bold;">Close Reading and Discussion (Notes) - </i>The pupils take turns reading aloud and the teacher enables analysis to take place through questioning. For this part, the section to be read aloud is an extract from the chapter(s) read in lesson one; generally, the extract which is most difficult to understand or has the most to be gained from discussion. Pupils make notes on the text to help them understand further and answer questions later. At first, teachers must model note-taking slowly and carefully, explaining how and why we take notes. </div>
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<i style="font-weight: bold;">Reading Aloud - </i>Pupils read the extract aloud independently or in pairs. Some children can read with the teacher or, if you have one, a TA. This is where we encourage children to use expression and perform the extract, especially if it is a poem. They really enjoy this part and the room is buzzing with excited voices as they read to their partner or group. </div>
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<i style="font-weight: bold;">Questions - </i>Children use the notes they've taken on the extract to answer questions about the text. These questions tackle all of the written curriculum objectives across a text but may focus on one objective for an extract. Again, some children can start working on this with the teacher to support their understanding before working independently. </div>
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<b>Bolt-ons</b></div>
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Occasionally, we still use <a href="http://www.mrspteach.com/2015/08/ric-reading-lesson-starters.html" target="_blank">RIC activities</a> when they are appropriate; for example, to explore a front cover of a new text or to gain some knowledge which will help with understanding the text. Quizzes are used regularly for retrieval practice, to remind children of what they have previously learned about words and the text. Also, we have sessions which are based on non-fiction texts and poems which complement pupils' understanding of the text; these are mostly structured like our <a href="http://www.mrspteach.com/2014/10/how-do-whole-class-reading-lessons-work.html" target="_blank">old whole-class reading lessons</a>. We are continuing to have 30 minutes of quiet reading twice a week and are monitoring the books that pupils read. In order to finish a book in 6-8 weeks, we read alternating chapters for pleasure between these lessons. </div>
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<b>Examples</b></div>
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You can view a sample plan for Y4, based on the book <a href="https://www.amazon.co.uk/Romans-Rampage-Jeremy-Strong/dp/0141357711/ref=as_li_ss_tl?ie=UTF8&qid=1496494933&sr=8-1&keywords=romans+on+the+rampage&linkCode=ll1&tag=super0c-21&linkId=e7116a0e0df9a6b23b18e4c59453bfe7" target="_blank">Romans on the Rampage</a> by Jeremy Strong, by clicking <a href="https://docs.google.com/document/d/1E3FXb0wUOZOhn8KdZtYn58EZxMbtvp5coTa7e1Hgtqg/edit?usp=sharing" target="_blank">here</a>. The slideshow below goes through one week's worth of lessons based on Chapter 6 of the book. It has some practice, vocabulary and question slides. </div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1Kaur4SEFqAaEmqFP5uuK5OhqGMLDOZQdKUhOCgwnOto/embed?start=false&loop=false&delayms=5000" webkitallowfullscreen="true" width="480"></iframe>
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<b>What has been the impact so far? </b></div>
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The biggest impact has been on children's vocabulary. Pupils have remember a vast majority of words taught, are quick to recognise them in other contexts and use them orally and in their writing. This was one of the main reasons for changing methods so we are really pleased with this. We were worried about how children would respond to the close reading part of this method and writing notes on an extract. This was something we didn't experience until we were at secondary schools. However, after some slow modelling of this over the first few weeks, children are now confident in making notes to enhance their understanding. Our next step is to look further at the structure of the second lesson and see if there are some changes to be made to further improve our teaching of reading.<br />
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If you are interested in tweaking your teaching of reading to include any of these strategies, I'd highly recommend you start with Nick Hart's <a href="https://thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/" target="_blank">blog post</a> and <a href="https://www.amazon.co.uk/Reading-Reconsidered-Practical-Rigorous-Instruction-x/dp/1119104246//ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=super0c-21&linkId=00a5e7f6f41b6e95d9c7273a484b06f4" target="_blank">Reading Reconsidered</a>. They are must-reads for anyone interested in the teaching of reading. </div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com24tag:blogger.com,1999:blog-7267682090689767325.post-23268184008550066562017-05-01T17:16:00.001+01:002017-05-01T17:19:22.271+01:00There Is Hope... #NAHTConf 2017<div style="text-align: justify;">
Last year, I joined a new union for teachers with leadership responsibilities, <a href="https://www.nahtedge.org.uk/" target="_blank">NAHT Edge</a>. I quickly applied to be on their Advisory Council: a group of members who meet regularly to discuss the direction the union should be taking. Unbeknown to those of us who joined the council, such a position would earn us an invite to represent middle leaders among the head teachers at the annual NAHT Conference. This year's conference was in Telford on the early May bank holiday weekend and I've very recently returned full of positivity for the future of our profession. </div>
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<b>What has caused such a surge in positive thinking at such a difficult time in education?</b> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2fcpDzhvcF6m7EMqsaK7sY_GoUUeyOh5jSzFmm-szH2aADDkR5WmhDAW8WTw2dANuroJ9mUl1MQhcftZw_MMvCoxar47ySttJa1orkLyK5F6AfOjjRoFAhEgHBAzyR9dH26oSN8_r0ds/s1600/NAHT+5+priorities.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2fcpDzhvcF6m7EMqsaK7sY_GoUUeyOh5jSzFmm-szH2aADDkR5WmhDAW8WTw2dANuroJ9mUl1MQhcftZw_MMvCoxar47ySttJa1orkLyK5F6AfOjjRoFAhEgHBAzyR9dH26oSN8_r0ds/s200/NAHT+5+priorities.jpg" width="150" /></a>During the weekend, there were various different events and opportunities for head teachers and us as the Edge advisory council. I will outline these below with the thoughts I took away from each one. The whole weekend had an aura of solution-driven thinking. There has been so much moaning and whining in education recently that it's a surprise anyone is feeling positive. Rather than complaining about what is wrong, these 400+ head teachers and the NAHT staff debated, recommended and discussed some clear solutions to the current biggest issues. NAHT have set out their 5 priorities for the coming General Election which you can see in the image (click to enlarge). Personally, I feel they are spot on and cover exactly what politicians and educators should be discussing. </div>
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<b>Primary Assessment Workshop</b></div>
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It is clear that head teachers care about children and head teachers care about teachers. It is also clear that head teachers are potentially more angry than teachers about the state of assessment and accountability in primary schools. The NAHT policy team were keen to get the views of head teachers to inform their next steps in the fight to improve accountability in schools. When asked to vote on whether best fit judgement should be used for the year 2017-18 for writing even though it is late notice, every hand went up together in agreement that it should. Each point of the assessment consultation was reviewed and discussed in detail. The union has already seen victories in the area of primary assessment and this meeting will have solidified their next agenda. </div>
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<i>The government need to move on from their obsession with data...until they refuse to take data as absolute proof of achievement in schools, assessment for accountability doesn't work - Nick Brook</i></div>
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<b>Speech by Dame Alison Peacock</b></div>
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One head teacher commented after Alison's speech that it was far more inspiring than Justine Greening's would have been, had she honoured her commitment to turn up. Alison spoke with passion and determination about the Chartered College of Teaching, of which she is CEO. Her vision is ambitious to say the least but if it works, as she suggested, the countries of the world will look to us for best practice in education rather than the UK looking elsewhere. She made us laugh and cry, and she left me with no doubt of her passion to making the CCT work. It was also a pleasure to meet her before her speech, having followed her on Twitter for ages.</div>
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<b>NAHT Edge Advisory Council Meeting</b></div>
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During our first face-to-face meeting (normally we use the power of technology!), we discussed many of the issues which had been mentioned during the conference. One issue we spent a lot of time discussing was the proposal of a four and a half day week. I arrived at the meeting thinking it was a possibility but by the time we'd finished, it was clear that it would be no more than making a point and inconveniencing parents - much like a strike day. It wouldn't actually save money in the long run and could endanger the lives of children. We knew ahead of this meeting that we would be part of a select group who would be allowed to discuss current issues with Amanda Spielman, HMCI at OfSTED. We discussed the questions we would like to ask and what we were hoping from that meeting. </div>
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<b>Private Q&A with Amanda Spielman</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqBSH5lyxfuv1fmBaX8lQOpwcmQagzzgJt65VoEoXxWS7vi2G2hf2uH3auyjliEvYkRX_s0tV-9NABC5K4gMp8H6IytiNttYZva1RtltKJUfl18dFFK3I5JF0Yyc0B8xid20wbkPzTxxw/s1600/NAHT+AS.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqBSH5lyxfuv1fmBaX8lQOpwcmQagzzgJt65VoEoXxWS7vi2G2hf2uH3auyjliEvYkRX_s0tV-9NABC5K4gMp8H6IytiNttYZva1RtltKJUfl18dFFK3I5JF0Yyc0B8xid20wbkPzTxxw/s200/NAHT+AS.jpg" width="200" /></a>Amanda Spielman was supposed to be presenting to all the delegates at the conference but, due to the purdah rules in the lead up to the election, she was unable to. The same rules prevent me from sharing what was discussed but there are two things you should know. Firstly, all of our questions were answered in a short speech Amanda gave before the Q&A time. She is well aware of what is important to teachers and head teachers. Secondly, OfSTED is in <i>very</i> safe hands. I'm looking forward to seeing Amanda's vision play out in the coming years and I am hopeful that it will make a positive difference to those who work in education. She stayed for the gala dinner (which was great fun and raised a huge amount of money for the Motor Neurone Disease Association) and we got to chat further and take an opportunity for a photo,</div>
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<b>Speech by Jeremy Corbyn</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtDR_z6BsI2-nGcUTqoL58p_ia7fJxr_f_DtGnGhe7ykwGY0bSk8wmAeyi6OGjvuLpamKcImm5yVK0okWehxCFNqs3mUzCfJUr8Wo1sT75ibUtAa6oPfAUFsYioCERt9LlS_TvCLrBJbg/s1600/NAHT+JC.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtDR_z6BsI2-nGcUTqoL58p_ia7fJxr_f_DtGnGhe7ykwGY0bSk8wmAeyi6OGjvuLpamKcImm5yVK0okWehxCFNqs3mUzCfJUr8Wo1sT75ibUtAa6oPfAUFsYioCERt9LlS_TvCLrBJbg/s200/NAHT+JC.jpg" width="200" /></a></div>
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I am sure you've seen the news coverage of Jeremy Corbyn's speech at the conference. If not, you can watch some of it <a href="https://www.youtube.com/watch?v=HIZYs2vLUSY" target="_blank">here</a>. There are simply two comments I'd like to make about this. Firstly, if he can get the opportunity to do what he plans to do, our education system will improve for pupils and for teachers. Secondly, I believe him. </div>
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<b>Closing speech by Russell Hobby</b></div>
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Russell has worked tirelessly for the NAHT over 7 years and this was his final conference as he steps down from his role at the end of the school year. Russell recapped, with humour and warmth, the many victories in education during his time as General Secretary. He promised to hide away in a cave planning the demise of the fronted adverbial after he leaves NAHT. Like Jeremy Corbyn - his support act, he joked! - he got a well-deserved standing ovation. </div>
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So, after an amazing weekend, I am inspired for the next term and beyond to ensure that we continue to do the best for our children while reading, responding to and fighting for educational policies. The team at NAHT were so welcoming to the Edge Advisory Council and it was a pleasure to spend the weekend together mixing among school leaders who are all passionate to make lasting changes which will improve the life chances of the children in our country. </div>
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For the first time in a long time, I have hope for our profession. And, as Barack Obama says about hope, we must "keep reaching, keep working and keep fighting."</div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com0tag:blogger.com,1999:blog-7267682090689767325.post-33520136902739026682017-04-23T16:28:00.000+01:002017-04-23T16:30:43.068+01:00Recommend A Series (KS2)<div style="text-align: justify;">
Recently, my student teacher asked me to send her some of the series I recommend to children when they ask what they should try for their next independent book. A series of books is powerful because it can hook a child in and encourage them to get lost in a group of characters or a particular setting. These are the ones I recommend to children in my class, organised by estimated reading age - it's all guess work and very 'ish' so please don't get hung up on the year groups. All these series have proved popular with different readers in my Y4 classes in the last few years and the school has often had to buy the rest of the books in the series when we've previously only had one or two random ones. I accept, not all of them are the highest of quality writing and there are plenty missing (leave a comment to say which ones) and obviously lots of fantastic stand-alone books which don't get a mention here. These are just the series I recommend to Y4 kids and which they recommend to each other! I love hearing them say, "You can read the next one after me," and knowing that they are enjoying reading. </div>
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<b>Approx Y3 reading age:</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK7dDI5DY0flEFkx1seqZVS9w7O3lIXm7eJ5LCLir2-jU2ITKmlaMzpikdGk3gmKciVX2tKd6uFqq74EG1zlDM8xgqFo6PopVT6in8wfFCIzUDTCO_Yi0Svt9ofLddA-QcELqT5hOqUO4/s1600/IMG_7576.JPG" imageanchor="1"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK7dDI5DY0flEFkx1seqZVS9w7O3lIXm7eJ5LCLir2-jU2ITKmlaMzpikdGk3gmKciVX2tKd6uFqq74EG1zlDM8xgqFo6PopVT6in8wfFCIzUDTCO_Yi0Svt9ofLddA-QcELqT5hOqUO4/s320/IMG_7576.JPG" width="320" /></a></div>
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<a href="http://amzn.to/2q3VxOe" target="_blank">Daisy</a> series by Kes Gray</div>
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<a href="http://amzn.to/2oySZHK" target="_blank">Harry Hammer</a> series by Davy Ocean and Aaron Blecha</div>
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<a href="http://amzn.to/2oBvCwm" target="_blank">Jack Stalwart</a> series by Elizabeth Singer Hunt</div>
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<a href="http://amzn.to/2pTzzRt" target="_blank">Sophie</a> series by Dick King Smith</div>
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<b>Approx Y4 reading age:</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLJHxzqCDedj7CX-de0fUu3NSa2bBnJnMsIJ_fFIcvRpTGE7rMsGqbMM8UKOSwEjdpZtEjlfDC4HShoDz_fTGQuNMUG01hzmVyidX1Uan_x9n6N0zf4KjJJZxeVfGA4aqWFesiV2pA-ew/s1600/IMG_7577.JPG" imageanchor="1"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLJHxzqCDedj7CX-de0fUu3NSa2bBnJnMsIJ_fFIcvRpTGE7rMsGqbMM8UKOSwEjdpZtEjlfDC4HShoDz_fTGQuNMUG01hzmVyidX1Uan_x9n6N0zf4KjJJZxeVfGA4aqWFesiV2pA-ew/s320/IMG_7577.JPG" width="320" /></a></div>
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<a href="http://amzn.to/2ozo79G" target="_blank">Ottoline</a> series by Chris Riddell</div>
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<a href="http://amzn.to/2q3R5iH" target="_blank">Sniff</a> series by Ian Whybrow</div>
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<a href="http://amzn.to/2oBz6Pt" target="_blank">Hank Zipzer</a> series by Lin Oliver and Henry Winkler (YES! Happy Days!)</div>
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<a href="http://amzn.to/2pTJ437" target="_blank">Warrior Heroes</a> series by Benjamin Hulme-Cross</div>
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<a href="http://amzn.to/2pqhXga" target="_blank">Time Hunters</a> series by Chris Blake</div>
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<a href="http://amzn.to/2oVTYnF" target="_blank">Football Academy</a> series by Tom Palmer</div>
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<a href="http://amzn.to/2ozva2v" target="_blank">I Was There</a> series by various authors</div>
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<b>Approx Y5 reading age:</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQRY9LXk8JDXDN5zRqz-jMSStc9CjzlTGzgoQ2wj26pNbcPNahIvvtwQQhYJlW9nRQhyphenhyphenwyAEo5dkFGLyrjnigCuERHslqnJMO2UpUrUNCIXMHVTiyfSbCH2zHyWm2-SwjbHl0Iyoxlev4/s1600/IMG_7578.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQRY9LXk8JDXDN5zRqz-jMSStc9CjzlTGzgoQ2wj26pNbcPNahIvvtwQQhYJlW9nRQhyphenhyphenwyAEo5dkFGLyrjnigCuERHslqnJMO2UpUrUNCIXMHVTiyfSbCH2zHyWm2-SwjbHl0Iyoxlev4/s320/IMG_7578.JPG" width="320" /></a></div>
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<a href="http://amzn.to/2oi6L5i" target="_blank">The Roman Mysteries</a> series (Books 1-10) by Caroline Lawrence</div>
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The <a href="http://amzn.to/2oinQfp" target="_blank">My Story</a> series by various authors. </div>
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<a href="http://amzn.to/2ohZQsF" target="_blank">Muddle Earth</a> series by Paul Stewart and Chris Riddell</div>
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<a href="http://amzn.to/2oVV2YJ" target="_blank">Barnaby Grimes</a> series by Paul Stewart and Chris Riddell</div>
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<a href="http://amzn.to/2oi8hEt" target="_blank">Harry Potter</a> series by J.K.Rowling</div>
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<b>Approx Y6 reading age:</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxXX5dPBBqtTIJLxqv2dLC4m9oJdNuOCfXByifQZ3Izcs-DwHqyB4JRUgN8-FXe89Jzfz9wv0EmptYaimlgMXrRAvIkWQaNvNID4Z4nhF0KinGBlW9leulSFKrVH-S-JsX_WiKT4zavl8/s1600/IMG_7579.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxXX5dPBBqtTIJLxqv2dLC4m9oJdNuOCfXByifQZ3Izcs-DwHqyB4JRUgN8-FXe89Jzfz9wv0EmptYaimlgMXrRAvIkWQaNvNID4Z4nhF0KinGBlW9leulSFKrVH-S-JsX_WiKT4zavl8/s320/IMG_7579.JPG" width="320" /></a></div>
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<a href="http://amzn.to/2oBqmbV" target="_blank">The Edge Chronicles</a> by (yes, it's them again!) Paul Stewart and Chris Riddell</div>
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<a href="http://amzn.to/2oibkwl" target="_blank">P.K.Pinkerton</a> series by Caroline Lawrence</div>
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<a href="http://amzn.to/2pq3kcP" target="_blank">The Chronicles of Narnia</a> by C.S.Lewis</div>
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<a href="http://amzn.to/2pTtxQW" target="_blank">The 39 Clues</a> series by various authors (including Rick Riordan and David Baldacci)</div>
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<a href="http://amzn.to/2pToEaH" target="_blank">Percy Jackson</a> series (and other books) by Rick Riordan</div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com2tag:blogger.com,1999:blog-7267682090689767325.post-20957669831789266502017-01-10T19:51:00.001+00:002017-01-22T17:30:51.413+00:00 6 Must-Read Education Books<div style="text-align: justify;">
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<tr><td class="tr-caption" style="text-align: center;">The "Keep" Shelf</td></tr>
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In preparing to pack for moving house, I have recently had a cull of my education bookshelf. The criteria for "Keep" was very simply two questions.<br />
1) Have I looked at this book since moving to this house? (4 years ago, the summer after my NQT year)<br />
2) Have I used an idea or the suggestions in this book in my classroom?<br />
This left the "Cull" pile unfortunately filled with books from the University reading lists from my BA(Hons) and my husband's PGCE. <br />
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<tr><td class="tr-caption" style="text-align: center;">The "Cull" Pile</td></tr>
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The educational book market is saturated with texts claiming to make a difference in the classroom and there are far more than just these six on my "Keep" shelf. However, those mentioned below are the ones I flick through time and again to remind myself of strategies, refresh my thinking and reignite my passion. Generally, they are not deep, philosophical or theoretical books - they are simply about enhancing teaching in the classroom. If you are a teacher, particularly in a primary school, I'd highly recommend them all and I've tried to give a bit of information about why in this post. <br />
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Click on a title to open in a new window on Amazon. </div>
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<b><a href="http://amzn.to/2ilvd2j" target="_blank">Inspirational Teachers, Inspirational Learners</a> by Will Ryan</b></div>
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After a busy NQT year in a one-form entry school, this book helped to spark something new for my second year of teaching. Since then, I've referred to this book often, having saved so many sections of it in my Kindle Snippets (a great tool, by the way!). One of the biggest strategies which I transferred to my classroom was giving learning a real-life purpose as much as possible and moving away from contrived, fake scenarios. I wrote a little about this on the blog post you can find by clicking <a href="http://www.mrspteach.com/2014/03/using-real-life-contexts-for-learning.html" target="_blank">here</a>. </div>
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<b><a href="http://amzn.to/2hgJBHn" target="_blank">The Lazy Teacher's Handbook</a> by Jim Smith</b></div>
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This book is jam-packed full of ideas which can help teachers work smarter rather than harder. The "Lazy" in the title isn't about reducing the effectiveness of teachers. Instead, the ideas in this book are acutely focused on learning and suggests quicker, easier and more efficient ways of reaching the same goal: progress for our pupils. </div>
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<b><a href="http://amzn.to/2hzFGmP" target="_blank">Getting the Buggers to Behave</a> by Sue Cowley</b></div>
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Without fail, this is my go-to behaviour guide for the classroom. Every summer, after perusing my new class list, I turn to this book - certain chapters and sections - to refill my bank of behaviour management strategies. This is simply a must-read for anyone in the classroom. </div>
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<b><a href="http://amzn.to/2i3bfZr" target="_blank">Mindset</a> by Carol Dweck</b></div>
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After hearing about Growth Mindset during my training and again when I started at a new school, I decided to delve deeper and read what the woman who named it actually has to say about it herself. There are lots of <a href="http://www.mrspteach.com/2016/03/4-growth-mindset-myths.html" target="_blank">rumours and myths</a> floating around about Growth Mindset but this book contains none of those. The chapter especially written for teachers is particularly good. If you're beginning to think about Growth Mindset in your classroom, there are plenty of blogs out there about Growth Mindset (including <a href="http://www.mrspteach.com/2015/02/growth-mindset-in-my-primary-classroom.html" target="_blank">mine</a>) but I'd recommend you start with Carol Dweck and her words. </div>
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<b><a href="http://amzn.to/2hzAH5z" target="_blank">Reading Reconsidered</a> by Doug Lemov, Coleen Driggs and Erica Woolway</b></div>
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After moving away from Guided Reading and towards whole-class lessons (read about that <a href="http://www.mrspteach.com/2015/05/from-guided-reading-to-whole-class.html" target="_blank">here</a>), this book, along with Nick Hart's <a href="https://thisismyclassroom.wordpress.com/2016/08/02/what-i-think-about-reading/" target="_blank">blog</a>, has inspired some new strategies for teaching reading. There are strategies which can be chosen, tweaked and easily slotted into normal practice. Doug and his team speak a huge amount of sense about text selection and their suggestions link well with Dweck's research into Growth Mindset. </div>
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<b><a href="http://amzn.to/2hzCjfy" target="_blank">Making Every Lesson Count</a> by Shaun Allison and Andy Tharby</b><br />
Finally, I must mention this book which has been a real focus for the last year, both for my school team and personally. Written by two secondary teachers, it helps to bring class teaching away from the fads of recent years and towards simple, plain, great teaching. Hardly a lesson is planned without me considering the six principles suggested in this book. Keep an eye out later in 2017 because there are subject specific books coming out following the same principles for secondary teachers as well as a <a href="http://amzn.to/2ide5r8" target="_blank">primary version</a>, which a colleague and I have been working on recently. <br />
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I'd be really interested to hear about what would be your top edu-related reads.</div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com2tag:blogger.com,1999:blog-7267682090689767325.post-73181414827578825332016-12-29T15:01:00.001+00:002016-12-29T15:01:03.534+00:00Perspective #Nurture1617<div style="text-align: justify;">
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<b><u>2016</u></b></div>
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Last year, I wrote about how we were moving, literally and metaphorically, <a href="http://www.mrspteach.com/2016/01/from-odd-to-even-nurture1516.html" target="_blank">from an odd to an even</a> year. Given the world news from 2016, it couldn't be further from the even, plain-sailing year I was hoping for. Similarly, my personal year hasn't been the easy, trouble-free year I was expecting as cancer reared it's ugly head in the form of a serious diagnosis in my very small family in January. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNMn-UgMf8LdOduJ6kdWifhQmcZ4tq3MH3nyXHwiHkeB7wVS51MNLCikyIEJz_8V73w0An84HI3iwj7Np025ei37fqd_Ibmve8ItsLsjJDgNtOyNsGlhE4aV-23u3N4qfkPUoC4p_D3AA/s1600/running+shirt.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNMn-UgMf8LdOduJ6kdWifhQmcZ4tq3MH3nyXHwiHkeB7wVS51MNLCikyIEJz_8V73w0An84HI3iwj7Np025ei37fqd_Ibmve8ItsLsjJDgNtOyNsGlhE4aV-23u3N4qfkPUoC4p_D3AA/s200/running+shirt.jpg" width="150" /></a>Needless to say, that news made this year difficult. Family has always been important but this year it became highlighted further as we gathered around to provide the best physical and emotional support possible. Around us, friends and colleagues lent a helping hand and a listening ear when needed, and my husband was wonderful in his support. <br />
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Many of the <a href="http://www.mrspteach.com/2016/05/looking-after-number-one-mental-health.html" target="_blank">actions I had put in place</a> to improve my mental health came further into play as I tried to cope with helping during the unfolding diagnosis, treatment and care. Running the <a href="https://www.justgiving.com/fundraising/mrspteach" target="_blank">Race for Life</a> to raise money for appropriate research gave me a positive focus, as well as getting me out and about pounding the pavements to keep fit; again supported by amazing colleagues and friends. The treatment went as expected and, thanks to a brilliant NHS team and lots of prayer, the visible cancer mass and cells are now gone. </div>
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Also, it goes without saying that this year has provided further perspective to life and work. Many friends who are teachers and parents have often said to me that, when they had children of their own they took a different view of teaching. They no longer did everything possible to be a better-than-best teacher; they simple did what they needed to in order to get the job done. It would be fair to say that the journey my family have taken this year has given me a similar perspective. Rather than living to work, I'm working to live. </div>
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This year, hasn't all been doom and gloom, though! Here are six highlights from 2016 - three teaching related and three non-teaching related:</div>
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<ul>
<li>Joining forces with Twinkl to deliver a Facebook Live video about Marking and Feedback - this was such a buzz and has been watched over 10,000 times on various platforms. You can watch it <a href="http://www.mrspteach.com/2016/12/feedback-principles-and-strategies-to.html" target="_blank">here</a>.</li>
<li>Discovering <a href="https://thisismyclassroom.wordpress.com/" target="_blank">this blog</a> about teaching by Mr Nick Hart.</li>
<li>Bumping into a pupil from my class in the streets of Sydney, Australia over the summer holidays. </li>
<li>Going to the 10th Birthday performance of my favourite musical, <a href="https://twitter.com/MrsPTeach/status/811633185977143297" target="_blank">Wicked</a> and having a magical backstage tour of the show. </li>
<li>Discovering that Tesco now sell <a href="https://twitter.com/MrsPTeach/status/811222444006658048" target="_blank">frozen avocado halves</a>. </li>
<li>Netball <a href="https://twitter.com/MrsPTeach/status/693520670865657856" target="_blank">Super Saturday</a> launch of the 2016 Superleague season. My netball club have gone from strength to strength this year and I know 2017 will be a bigger year for us. </li>
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<span style="text-align: justify;">I've enjoyed another great year teaching and learning in the classroom. Incredible memories have been made in and out of the classroom and, despite all the challenges, I think I love teaching more than ever before as 2016 draws to a close. </span><br />
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<b><u>2017</u></b></div>
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Here are seven things I'm looking forward to in 2017: </div>
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<ul>
<li><b>Moving House</b> - this is now definitely happening, hopefully in January! </li>
<li><b>TeachMeet Sussex</b> - we have two events planned in this school year. Thursday 2nd March in Rustington and Thursday 9th June in Horsham. Visit the <a href="http://www.teachmeetsussex.com/" target="_blank">website</a> to find our more information and sign up to come along. </li>
<li><b>Reconsidering Reading - </b>I've <a href="http://www.mrspteach.com/2015/05/from-guided-reading-to-whole-class.html" target="_blank">written lots</a> about my school's move from Guided Reading to whole-class reading lessons. This year, we are tweaking how we teach reading (again). I can't wait to try out the first set of new lessons and see if we can help children further love and understand the books they read. </li>
<li><b>Publication of <i>Making Every Primary Lesson Count</i></b> - I always imagined that if I wrote a book, it would be a thrilling murder mystery story similar to those I read regularly. This year, I was honoured to be asked to co-write this book about primary teaching with a colleague. It's been a big learning curve but a great experience. I can't wait to hold a copy of it! For now, it is available to pre-order on the <a href="https://www.crownhouse.co.uk/publications/making-every-primary-lesson-count" target="_blank">Crown House website</a>!</li>
<li><b>Y4 Production</b> - Without a doubt, putting on a production with 90 children is my favourite time of the year. However, I am (literally) always ill. This year, I aim to get through the Spring Term without one day off sick. Wish me luck! </li>
<li><b>Treasured Family Holidays</b> - We have a couple of family holidays planned to make memories and share important time together. </li>
<li><b>NAHT Edge Advisory Council</b> - Recently, I've joined the advisory council for my union, <a href="https://www.nahtedge.org.uk/" target="_blank">NAHT Edge</a>. It's a union specifically for middle leaders. I'm looking forward to our first virtual meeting and seeing what we can achieve together. </li>
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You can read all my previous nurture blog posts <a href="http://www.mrspteach.com/search/label/Nurture" target="_blank">here</a>.</div>
Jo Paynehttp://www.blogger.com/profile/09244035112356402105noreply@blogger.com1