HAR RY POTTER

VISIT TEACHWIRE.NET/PRIMARY
BOOK NIGHT

FREE POSTER &

ASSEMBLY PLAN

CAN PRAISE Visual aids

for EAL
EVER BE learners
WRONG?

Manage WAYS TO
8
your time PREPARE
better PUPILS FOR
SECONDARY

Morpurgo:
HOW TO GET storytelling
masterclass
CREATIVE I S S ISSUE:
N 1 714.1
5 6PRICE:
- 6 5 0£4.99
9

with your curriculum

0 1

9 771756 650016

PLUS

WRITING ORACY OFSTED

Inspire and engage your class The key to unlock learning Lessons from the new framework
 WELCOME

Hello!
POWERED BY...

F
orgive me for opening with a
cliché (I usually avoid them
like the plague), but time flies. LOUISE SMITH
says schools must get the
This is my final issue as editor
wellbeing of staf right or
of Teach Primary before I hand
face the consequences
back the reins to Elaine Bennett, who has down the line
been discovering the joys of parenthood
on maternity leave over the last 12 months. “Having a kind word for
I can’t tell you how much I’ve enjoyed a colleague or expressing
immersing myself in this most noble of professions. I’ve had the thanks can make a world
pleasure of visiting some truly excellent schools and I’ve been of diference”
hugely impressed by the dedication and talent of the leaders and P15

teachers, as well as the enthusiasm of their pupils. The latest

example is Hook Lane Primary, in Bexley, Kent, where creativity is CLARE SEALY
at the core of the curriculum (you can read all about it on page 29). says lawed measures of
I also had the privilege of speaking to children’s author and progress make much of
national treasure Jacqueline Wilson for this issue (see page 21). our data useless and often
Her memories of primary school illustrate just how much of a actually harmful
positive and lasting impact great teaching can have. Another
“Rid yourself of any notion
example can be found in Stephanie Davies’ story on page 23.
Something that the last 12 months have really brought home
that we can measure
to me is the importance of teachers’ wellbeing (being married to a anything accurately,
primary deputy head, I had an inkling of this already!). I have often particularly progress”
p17
heard the refrain from classroom teachers and school leaders alike
that “it’s all about the children”. That might well be the case, but
equally, the story has to start with the wellbeing of staff in order for EMMA MALLETT
them to give those children the pedagogical and pastoral care they says oracy is not just a fad
need and deserve. Some interesting thoughts on this are shared by – it’s both beneicial and
Louise Smith on page 15. practical to add into your
Huge thanks to everyone who has contributed to Teach teaching practice
Primary during my tenure. “There’s room for oracy in
every classroom. It’s the new
Don’t mss ur black – it’s timeless and it
Jerome Smail, editor
ext sse, on sle goes with everything”
p57

@jerometeach 6 th Marh

50
THE
WE WILL PAY %
NATIONAL OF YOUR BOOK ORDER
MATDCINHG NEW CATA
OUT NOW
LOGUE

FUNSCHEME D EC O DABL
PH ON G
ICS
E ACCEL ER
ERATE
REA D
D

BOO
IN G U
READ ES REA I DED K
TO FIND OUT MORE, HEAD TO M DI N BAND
BOOKLIFE.CO.UK SC H E G S

www.teachwire.net | 3
Contents
ISSUE 14.1

HARRY POTTER
VISIT TEACHWIRE.NET/PRIMARY
BOOK NIGHT

FREE POSTER &

ASSEMBLY PLAN

CAN PRAISE Visual aids

for EAL
EVER BE learners
WRONG?

Manage WAYS TO
8
your time PREPARE
better PUPILS FOR
SECONDARY

Morpurgo:
HOW TO GET storytelling
masterclass
CREATIVE I S S ISSUE:
N 1 714.1
5 6PRICE:
- 6 5 0£4.99
9

with your curriculum

0 1

9 771756 650016

PLUS

WRITING ORACY OFSTED

Inspire and engage your class The key to unlock learning Lessons from the new framework

REGULA RS
8 BREAKTIME
60 SUBSCRIBE TODAY
101 COMPETITION

I N TERVI EW
21 Jacqueline Wilson
We’re all “Everybody has one special
ears! teacher they remember fondly” 25 GINNY BOOTMAN
What engages one child might be
diferent to the next but there are
We want to make
sure our magazine is VOI CES ways to get everyone involved
a brilliant resource
15 LOUISE SMITH 27 UNDERCOVER TEACHER
for teachers and are
always striving to Schools need to put teacher wellbeing Why I’m already sick of the new
improve. That’s why at the heart of everything they do now or Ofsted Education Inspection
we host a reader face consequences Framework
feedback panel
every issue to hear 17 CLARE SEALY
from real teachers Much of our data is at best useless and SPECIAL SECTION
about what they often actually harmful. So what should
liked and what they we do instead?
would change. Got B ET T SHOW
feedback? Contact 23 A LETTER TO...
us via the details in Stephanie Davies pens an imaginary 111 WHAT’S HAPPENING?
the yellow box below. note to the one teacher who saw behind We get the lowdown on what to expect
her behaviour problems at this year’s jam-packed event

We want to hear from you! teachwire.net

facebook.com/teachwire
Get in touch with your rants, com- twitter.com/teachprimary
ments, photos and ideas. [email protected]

4 | www.teachwire.net
 EDITOR:
Jerome Smail,
[email protected],
01206 505994

FE AT U RES GROUP EDITOR:

Joe Carter,
[email protected],
01206 505925
11 7 NEWS STORIES
GROUP ADVERTISING
Catch up on what you may have missed MANAGER:
over the last month Richard Stebbing,
[email protected],
19 HOW I DO IT 01206 505957
ADVERTISING
KS2 teacher Sadie Phillips explains how MANAGER:
she promotes a love of writing in the Hayley Rackham,
[email protected],
classroom 01206 505988
13 8 WAYS TO HELP PUPILS PREPARE FOR ACCOUNT MANAGER:
SECONDARY L E SS O N PL ANS Louis Stephenson,
[email protected],
Top tips to make sure your Y6 children are 102 PSHE & CITIZENSHIP 01206 505927

ready for a seamless transition Hannah Jones,

104 ENGLISH & SCIENCE [email protected],
01026 505924
29 HOOK LANE PRIMARY 106 MFL Jake Burrington
How this Bexley school is setting an 108 LITERACY [email protected],
example in consistency, creativity and 01206 505996
inclusiveness RE V IE W S ART EDITOR:
Richard Allen
34 GET ARTY WITH SHAKESPEARE DESIGNERS:
124 QUIZZLE Ben Hepton, Clare Brasier,
Explore the Bard’s stories in 125 EXPLORE WITH BIFF, CHIP AND KIPPER Charlotte Weatherley
cross-curricular ways to celebrate PHOTOGRAPHY:
Shakespeare week 126 E.A.R.L CliQQ Photography,
127 PM BENCHMARK LITERACY ASSESSMENT cliqq.co.uk
36 CONTROL THE MOOD, NOT THE CHILD ACCOUNTS:
128 HUE HD PRO CAMERA 01206 505995
Navigate the challenges presented by
129 THE FIVE MINUTE BOX DESIGN &
pupils with oppositional defiant disorder REPROGRAPHICS:
Ace Pre-Press 01206 508608
39 NEW YEAR… NEW APPROACH?
SUBSCRIPTIONS
Here are seven curriculum questions for DEPARTMENT:
[email protected],
leaders to build into their plans for 2020 0330 333 0043
45 CREATIVITY AND THE CURRICULUM CUSTOMER SERVICES:
[email protected]
Throw the right kind of spanner into the 0800 904 7000
works with concept-based learning 72 THE STARS BEHIND THE STORY
PUBLISHER:
Helen Tudor
51 PRAISE AND THE PRIMARY PUPIL Domestic abuse isn’t often the topic of DISTRIBUTED BY:
children’s books but here’s why it should be Distributed by Frontline Ltd.,
It can be a double-edged sword, so what Peterborough. Tel: 01733 555161
type of approval should teachers give 76 THE WORLD OF DIFFERENCE PUBLISHED BY:
their students? Maze Media (2000) Ltd, 25 Phoenix
World Book Day is approaching, but maybe Court, Hawkins Rd, Colchester,
52 HARRY POTTER ASSEMBLY it’s time for a different approach to the Essex, CO2 8JY. Tel: 01206 505900

Kick off your Book Night celebrations by usual dressing up

looking at courage and facing your fears 78 LESSONS FROM THE
57 ORACY IS THE NEW BLACK MASTER STORYTELLER
Your pupils talk – a lot. So here’s how to Ahead of Michael Morpurgo month in
use it to their (and your) advantage February, here are some ways his books can
inspire children
62 TIME MANAGEMENT TIPS FOR
LEADERS 80 BOOK CLUB
Keeping control of your workload is a We review five new titles that will excite
skill that has to be learned, practised your class
and refined 84 10 BOOKS TO TEACH ON GROWING UP
67 SMALL STEPS INTO THE PAST Stories exploring the complex sorrows and
A local history topic is an effective vehicle joys of getting older The views in this magazine are not
for developing KS1 pupils’ skills related to 93 BOOK TOPIC
necessarily those of the publisher.
Every effort is made to ensure
enquiry and use of sources the veracity and integrity of the
Explore emotions and empathy with companies, persons, products
70 CREATE A VISION FOR EAL PUPILS Katherine Applegate’s moving The One and and services mentioned in this
publication, and the details given
Use a range of media to fill knowledge Only Ivan, inspired by a true story are believed to be accurate at the
gaps, develop vocabulary and bring 97 WHY I CHANGED MY
time of going to press. However,
no responsibility or liability
learning to life in the classroom READING LESSONS whatsoever can be accepted for any
consequence or repercussion of
130 12 THINGS How Christopher Such found a better responding to information or advice
given or inferred. Copyright Maze
Jonny Walker takes a wry look at his barely approach through practice and research Media (2000) Ltd.
repressed memories from primary school
www.teachwire.net | 5

004-005 Contents.indd 5 06/01/2020 14:50

 JANUARY/
FEBRUARY

Breaktime News | Interviews | Ideas | Resources | Research

Waking up to teaching
What time do you wake up in the morning?
According to a study from CV-Library, the
majority (83.1%) of education professionals
wake up at 6am for work every day, with
a further 63.5% stating that they get just
six hours sleep a night. The study of 2,000
UK professionals found that only 32.7% of
workers in the sector get the recommended
eight hours of sleep per night, with 37.8%
even admitting that they wake up as early as
5am every day. Popular morning routines
include planning the day ahead (35.3%),
catching up on emails (33.3%), reading the
latest news (29.4%) and checking social
media (27.5%).

3 INSTANT LESSONS...
(You’re welcome) RECOMMENDED

RESOURCES
SOMETHING ALLERGY HEALTHY EATING
FOR NOTHING AWARENESS PLAZOOM.COM
A variety of free Grammar to go
Free resources are Free primary resources, based on
available for Sarah resources are being the evidence that Each Grammar Burst
Haggerholt’s ofered as part of children who are resource pack from Plazoom
Nothing Ever the Anaphylaxis exposed to pictures
Happens Here, with
comes with five ready-to-teach
Campaign’s Making of vegetables are
author videos, Schools Safer more likely to eat lessons. These take a detailed
cross-curricular Project. Included are them, have been look at key points on the
activity pack, extract lesson and assembly launched as part of
and chapter reading.
GPS curriculum, helping children wrap
plans. Last year the See & Eat project.
Great for classroom, the number of eBooks, designed to their heads around everything from commas to
assembly or library. downloads went up familiarise young coordinating conjunctions. A PowerPoint supports all
See tinyurl.com/ by over half (52%), children with the lessons, and activity sheets both solidify learning
tpsarahh and create showing a growing vegetables, are now
an Authorfy account interest in allergy available to
and open up more creative challenges that ask pupils
in 60 seconds at awareness. tinyurl. download. tinyurl. to put what they’ve learnt into practice – planning
authorfy.com/join com/tpallergy com/tpvegetables stories and uplevelling sentences. plazooom.com
8 | www.teachwire.net
 IN EVERY ISSUE

Q&A
Research: teamwork
makes the dream work
Pupils do better in spelling tests if teachers reward them for team – rather than
individual – performance, according to new findings published in the
peer-reviewed journal Educational Psychology. In the study, based on 1,000
primary pupils, researchers found that children of all abilities who competed in
groups against other teams for rewards such as verbal praise and actual prizes
achieved higher scores. They suggest that a common goal of winning and an ‘us
versus them’ mindset encourages higher-achieving pupils to
help the weakest in their
group do better.
Besides showing
improvements in
their spelling
scores, it was
Casey Stoney
also found that Head coach of Manchester
these children United WFC and former player
became more
pro-social. How was your experience of
primary school?
Very good. I look back with very fond
memories of playing with friends and
even when I had to switch schools
during primary school I made friends
very quickly.
Were you supported at school in
your sporting ambitions?
Yes, I was very lucky to have some
very supportive staff, including the
caretaker, who actually ran the school
football team and encouraged me to
take part.

Get your pupils them to read all the more because the
money they raise in sponsorship helps
Are you happy with the pace of
change regarding opportunities and
reading for fun on provide brand new books and regular
storyteller visits to children in all of
support for young females who want
to play football?
World Book Day the UK’s major children’s hospitals.
Your school beneits too – 20% of the
We’re definitely heading in the right
direction and my daughters have way
Run Readathon around World Book Day total raised buys book vouchers for more opportunities than I did when
to let your pupils have some real fun with your school library. Order your free
I was their age. There is still much
reading. Readathon lets them choose what Readathon kit at readforgood.org. To
more to do though, so we must keep
they love most – from comics to classics, get it in time to use on World Book Day,
order by 2nd March. working and not allow ourselves to
and audiobooks to ebooks – and it motivates
become satisfied until there are equal

11%
opportunities for all young people to
access sport and pursue a career in
OF CHILDREN SAID THEY HAVE whatever sport they love.
MISSED SCHOOL BECAUSE OF What advice would you give to girls
BULLYING* at primary school who dream of
playing professional football?
My advice would be to dream big and
Look ahead | Book ahead never allow anyone to tell you that
you can’t do something. Follow your
dreams and work hard to achieve them.
BOOST NUMBERS TALK AT THE TOP There will be challenges along the way
Schools across the UK are The headteachers’ but I truly believe that every setback is
being encouraged to take roundtable summit an opportunity for a comeback.
part in Number Day, a will take place on
*Anti-Bullying Alliance

maths-inspired fundraising Friday 7th February in

day in aid of the NSPCC on Westminster, with a FIND OUT MORE
Friday 7th February. keynote speech by Professor Changing the Game: Fantastic Female
nspcc.org.uk/ Steve Munby. Footballers by Casey Stoney is on sale
numberday2020 htrt-thinktank.co.uk now (£12.99, Studio Press).

www.teachwire.net | 9
 FEATURES CHEAT SHEET

7 NEWS MORE ON W
ELLBEING

STORIES
Around 70% of
all school leader
reported spendi s
ng a larger prop
of their budget ortion
than last year on
health and wellb mental
eing (outside of

you might have missed curriculum), ac

Foundation for
Of the school le
cording to the
Educational Re
aders who repo
the
National
search.
an increase in ex rted
penditure, 85%
NFER they had told
not received ad
funding to cove ditional
AT A r their increase
REVEALING D The results were
similar for staf
d costs.
than three million OFSTED with 85% of all time,
Research into more school leaders
ults revealed CONCERNS saying that thei surveyed
ndardised test res
individual termly sta maths by age
r staf were spen
ding
outperform girls in The National Education Union more of their tim
that boys begin to e rest of
e on mental he
alth
ains throughout th and wellbeing.
6 to 7, a gap that rem da ta ga thered
has launched new guidance for
reported an incr
Of those leader
s who
e indings, from
primary school. Th te prim ar y sc hool
members who are undergoing
the additional de
ease, 45% said
that
tream sta
from major mains 15 and July
Ofsted inspections. NEU says mands had "gre
atly
tween October 20 increased" staf
types in England be related to
this is in response to the volume workload.
at attainment gaps
2019, also show th ten ds to worsen
of complaints it has received
n among pupils about school inspections since
levels of deprivatio ros s all su bjects. In
y school ac
throughout primar tter than boys
September 2019, when Ofsted
erage, perform be
reading, girls, on av intain this
introduced a new education
ary school and ma
at the start of prim y to ag e 11.
inspection framework (EIF).
advantage all the wa According to the union, primary
schools in particular are bearing ITY
the brunt of the EIF. Ofsted expects C K O F DIVERS
L A els, inequal
ity
od
subject leaders to know how well ck of role m e all
Racism, a la ic ro ag g ressions ar
teachers are implementing the ss an d m ” in the
STEM SC of ac ce
l la ck of diver sity
H EM E FALLS curriculum across the school,
factors in a
“c ri tica
according
to
The gove
rnment is FLAT but in too many schools, says n 's lit er at ure sector H al la m
childre heield
to upskill failing to
fulil its p NEU, teachers are having to take ar ch ca rr ied out by S nci l E n g la nd.
15,000 te rese u
science u achers in ledge
on curriculum responsibilities o n b eh al f of Arts Co ck et s
nder a £6 maths an University e are po
prime min 7 m scheme th d
without additional pay or time for h lig h ts th at while ther in g th e
ister Dav at former It hig address
“pull our id Camero ve practice ouses,
country u n said wo
uld
management duties. of innovati ual p ublishing h
show the p in the w ith in in div id tio n and a
DfE failed orld”. Figu issue w llective ac
teacher s to ill a th res
ries an d schools, co ac h is critical
ubject sp
ec ia
ird of its libra
o ss -s ec tor appro ns
courses o lism trainin systematic
, cr mmend io at
free train
ver the pa
st three y
g (TSST)
te rm p ro gress. Reco r te ac her s
ing progra ears. The to lon g- uidance fo
rt in cl ud e g o o ls,
announce mme was of the repo ip with sch
d by Cam originally in partnersh uce more
were late eron in 20
14. (Cours and libraries DfE to in tro d
r extende es ds and the rriculum.
foreign la
nguages.)
d to cove
r modern exam boar o rs into the cu
also drop Figures s diverse au th
ping, with how take
the DfE m -up is
just 55% eeting
of its targ
3,000 tea et to upskil
chers in S l
TEM last
year.
MATS BELOW AVER
AGE
Fewer pupils in acad
emy trusts reach the
expected standard in
reading, writing and
maths at KS2 than the
national average,
YO U N G P E O P L E E Y E T E AC H I N G according to perform
ance measures
Teaching is the most popular career choice among young published by the DfE.
The data shows 64%
people in Britain, according to a survey by Fly Research. The of pupils in MATs rea
ched the expected
study found that a third (34%) of Generation Z – those aged standard in the comb
ined reading, writing
14 to 24 – are actively considering or planning a career in and maths attainme
nt measure, which is
education. However, the poll of 1,000 young people showed lower than the natio
nal average of 66%.
more than half of MA In
a signiicant diference by gender, with 27% of young men Ts (53%), the numb
of pupils reaching the er
favouring teaching compared with 40% of young women. The expected standard wa
lower than the natio s
igures might be considered surprising given that statistics nal average. However
the government said ,
show the government is failing to hit its overall training the statistics “cannot
targets at both primary and secondary level. be interpreted as ho
w academies or MATs
are doing as a whole
”.

www.teachwire.net | 11
 FEATURES WELLBEING

8 WAYS to prepare pupils

for secondary school
Here are some tips to make sure your pupils are ready
for a seamless transition by the end of Y6
1 | EXPLORE 5 | IDENTIFY STRENGTHS
A good starter for ten is to set up a time that you can Transitioning to secondary school is the time when
take your pupils along to visit a local secondary school. most young people initially identify their strengths,
Transitioning to secondary school will, for many children, both academically and in terms of their wider life skills.
be one of their irst major life steps. Getting used to Whether they igure out that they like presenting in
a new environment will feel a lot less intimidating if class, solving the hardest equation in maths or leading
they’ve had the chance to visit beforehand. their group projects, recognising and developing their
key strengths isn’t only a conidence booster, but it’s
also crucial as they progress through school and start
2 | FIND A MENTOR to think about what they might like to do in their career.
Encourage your pupils to reach out for guidance
during their irst few days and weeks. Adjusting to a new KIRSTIE MACKEY
environment and routine can be daunting even for the is head of LifeSkills Created 6 | FIGURE OUT GROWTH
most conident child. From moving classrooms during with Barclays, which Giving pupils strategies to identify and strengthen the
the school day to managing a new daily timetable, the has developed specific areas that they are not as conident in is also vital as
transition to secondary school has lots of challenges. support to help teachers they prepare for this new phase of their education. For
The mentor can be a teacher, an older peer or even and parents equip their Y6 some children, developing new skills, like leading a
someone on the school’s pastoral team – what’s pupils for the transition to group or managing homework deadlines, will be a real
important is that they’re supported as they get secondary school. challenge, so it’s important to take the time to spot
used to their new surroundings. these and work on them as soon as possible.

3 | BUILD CONFIDENCE 7 | TACKLE MONEY

Of all the transferable skills that your pupils will need as Getting your pupils thinking about money
they make their transition, conidence is key. Building a management might not be front of mind as they
community within their school environment is essential prepare for secondary school, but having their own
for their personal growth and helping them to achieve lunch money, perhaps for the irst time, is a great
this is important. Try getting your pupils to relect on opportunity to instil solid inancial management skills
their own conidence levels by identifying a situation at a young age and start talking about the money
they’ve been challenged by and think of positive basics such as saving and having a responsible
ways they could respond. attitude to money.

4 | TALK ABOUT TIME 8 | THINK ABOUT THE FUTURE

In secondary school, pupils will be faced with a range of Having a full-time job might seem a way of for pupils in
new responsibilities that might take them out of their Y6, but as they prepare for the new chapter, it’s a good
comfort zone. Time management is one of these. time to start having conversations about their future.
Managing their timetable and homework and ensuring The skills they’ll need to transition successfully into
they have time for extra-curricular activities is very secondary school are actually very similar to those
important. It’s essential for them to make the most out of they’ll require once they begin considering their future
their school experience and build a core transferable skill careers. Get your pupils thinking about these skills and
that they’ll need throughout the rest of their lives. how they can make the most out of Y6.

barclayslifeskills.com/educators/lessons/transitions-toolkit @YourLifeSkills
www.teachwire.net | 13
 Developed and tested in
partnership with children, teachers
and schools, Qwizzle is a fun,
educational puzzle-based game,
supporting key stages of the
National Curriculum

How to play:

• Identifying and comprehending gaps in knowledge

• Improves metacognitive monitoring
• Supporting retention and motivates students to self-study
• Suitable for any lesson and tailor-made for revision and refreshers

Full ranges of puzzles available to

support the delivery of KS1 and KS2.

All puzzles can be purchased

individually or in boxed sets with a
game board.

Still Qwizzled?
Read the product review on page 124 for the experts opinion

www.qwizzlegames.co.uk | [email protected]
Louise Smith VOICES

The wellbeing survey is carried out every

three months. It works because it gives
everyone an opportunity to say exactly how
they are feeling and be confident that their
views will be anonymous.
The survey would be an empty exercise
if the results weren’t used to trigger action.
We noticed in one response that the ‘feeling
valued’ measure had not moved on from
the previous survey and that our leadership
team had scored that area the lowest. That
prompted us to hold an activity in which
each SLT member was invited to write short,
supportive comments that expressed their
thanks to each of their colleagues so that at
the end of the activity each had an envelope
containing a collection of six messages.
It was a simple, quick activity but it gave
everyone an opportunity to tell colleagues
how much they valued them. And it helped:
at the next survey that stagnant result had
improved noticeably.
The Better Place to Work survey was set
up with support from a coach called Chris
Whitely, who pointed out that while we were
good at making sure that our parents were

WELLBEING
happy, we rarely asked staff how they felt
about their jobs.
We were conscious about giving our staff

NOW! OR another paper exercise, so we decided to do

the survey online and make sure that it took
just three to four minutes to complete. And

PAY LATER... because the survey is online, it makes it easy

to interpret the data in various ways so that
we can work out which teams might need
Schools need to put teacher welfare at the more support, either in individual schools or
across the trust.
heart of everything they do now, or deal As well as alerting you to where wellbeing
with the consequences down the line issues might be developing, it also means that
we can work out which teams are happiest.
We can then pair those teams up so they can
wpat.warrington.sch.uk
learn from and support each other.
We also provide mental health training

T
eaching is a hugely rewarding to protecting and promoting wellbeing. for every staff member so they can recognise
profession, but it also has Firstly, we are constantly scanning for when things are getting on top of them or
its pressures, and these can signs of stress and poor wellbeing through their colleagues – and where they can go
seriously affect wellbeing. our regular staff surveys. The approach, for help. Our mental health first aiders –
Ofsted added to the growing which is based on the Better Place to Work members of staff trained to support colleagues
research into this area with its own inquiry, programme, has been part of trust life since and signpost extra help and support if they
published in the summer. As well as finding we launched in 2016. need it – are often the first port of call for
that its own inspections were one of the The programme consists of an anyone wanting confidential support.
reasons for poor teacher wellbeing, along anonymous staff survey that allows The simple things are often just as
with parent relations and unsupportive colleagues to say how they are feeling in a valuable as surveys and training when it
senior leaders, the report concluded range of measures, including motivation, comes to making people feel supported. It’s
that although teachers overwhelmingly making a difference, conflict and feedback. about simply recognising that we are all real
love their profession, the positives were Our aim is to have all areas with a score human beings who live busy, often pressured
outweighed by high workloads, poor of five or above. That leads to a green on lives which aren’t just about our jobs, however
work-life balance, a perceived lack of the grid, indicating a high degree of staff much we love what we do. Having a kind word
resources and too little support from wellbeing. Ambers and red, as you would for a colleague, perhaps expressing thanks for
leaders, particularly when it came to expect, are indicators of low or poor levels a job well done, doesn’t need a strategy or a
managing bad behaviour. of wellbeing. plan, and it can make a world of difference to
At our trust of six primary schools in The results can be analysed on an colleagues who are under pressure. TP
Warrington and the surrounding area, we individual school basis as well as for
have placed the wellbeing of our staff at the different cross-trust teams, such as the Louise Smith is CEO of Warrington Primary
centre of everything that we do. senior leadership team, teaching assistants Academy Trust, a MAT consisting of six
We’ve taken a multi-stranded approach and teachers. primary schools in the Warrington area.
www.teachwire.net | 15
 VOICES

With lawed measures of progress and percentages,

much of our data is at best useless and often actually
harmful. So what should we do instead?

Clare Sealy
I
blame Excel. Its seductive power to
turn numbers into charts of many
colours have lured us down the
data dead end. It makes learning
seem like something that can be
corralled, tamed, measured. But learning
is invisible, unpredictable and illusive.
Progress isn’t linear; children move
forward in fits and starts. No assessment
is ever perfectly reliable, and the quest for
the holy grail of accuracy is futile. Yet we
treat assessments as if we have measured
children with some sort of ruler that
can give us a definitive, replicable and
accurate reading on how things really are.
But it’s more like we’ve tried to measure
children with a ruler made from elastic;
the benchmarks stretch and contract, the
readings you get depend on how tight you
hold the ends. This is why standardised
assessments come with confidence
intervals, and with small cohorts. First of all, rid yourself of any notion that ‘standardised’ because a large number
All sorts of factors can send a score we can measure anything accurately, of pupils have taken them, allowing for
soaring upwards or plunging downwards particularly progress. Remind yourself that statistical processes to be applied which
– a good night’s sleep, breakfast or the any chart or graph, however impressive, is enables us to compare how pupils are doing
lack thereof, an argument with friends, only as good as the data behind it, which, as relative to a large data set of others. This
the particular questions on that test on we can now see, is not very good. Learning is kind of comparison is much more useful
that day. The attitude of the teacher and messy – embrace it! when comparing whole groups of children
the school culture around assessment also Think about the key things you are than it is by taking the results of individual
influence results. Some schools are experts actually going to teach your children. What children too seriously.
at reading the rules around tests and are the high-dividend, high-leverage things It is good to benchmark the
enable children to do as well as they can that form the building blocks on which performance of a whole year group against
without crossing the line. Others perceive more sophisticated learning depends? others nationally from time to time. Once
this as quasi-cheating. Track those: number bonds, phonics a year is probably plenty. And make sure
Teacher assessment is no more acquisition, fluency in reading, times that the test you use matches with the
accurate and even more prone to tables, ability to use full stops and capital curriculum you teach! There is no point
variations. What is even worse is that we letters consistently, consistent use of tense, whatsoever in doing an assessment that
take this flawed data and then use it to spellings, amount of time spent reading tests stuff you haven’t yet taught. This is
change who gets extra help and what they independently, basic geographical locational an expensive waste of time that will only
get extra help with. However, because the knowledge, ability to put previous historical depress you. Don’t do it!
data is not accurate, some children who learning on a timeline, understanding of key Governors may have grown used to
need help won’t get it and others who scientific vocabulary. being able to hold leaders to account via
probably don’t, will. Learning about the Romans? Devise a charts and graphs. However, we need to
Not all learning objectives are created simple multiple choice quiz out of ten and come clean and confess that the statistical
equal. Some are much more crucial than use this at the end of a unit to see what has significance of this kind of information is
others. In a system that averages out actually been learnt. Revisit this quiz, or a pretty suspect. Instead, spend your valuable
results, it is possible to look like you are close variant of it, a couple of months later, time collecting information about how
doing OK because you’ve scored a few six months later, a year later; do they still children are doing that actually helps you
marks in easier areas, while not being know it? teach them the things that they should
secure in basics without which later When children have secure knowledge know but don’t. Find the bottlenecks
learning will surely flounder. of these basics, then they are properly getting in the way of them making progress
So data as we have previously known equipped to put these to use in more and teach those. Data should be a prelude
it, with its ‘measures’ of progress and sophisticated tasks. to action. TP
percentages ‘on track’, is at best useless and Standardised assessments have
often actually harmful. So what should we their place as long as we realise that no Clare Sealy is a primary headteacher
do instead? assessment can be perfect. They are in Bethnal Green, London.
www.teachwire.net | 17
 PRACTICAL ADVICE

Let’s write for pleasure!

By Miss P
I, like many others, have been a
huge advocate of reading for
pleasure for many years now, but
These are just some of the ways I promote writing for pleasure seems to have
a love of writing in the classroom slipped the net. We depend on it as
the largest indicator of success and
SADIE PHILLIPS progress in learning, yet it doesn’t
quite receive the same limelight that
reading does. Writing in primary
Getting to know your pupils’ writing
schools should aim to inspire, excite
habits outside of school is essential for
creating a community of writers. Writing and engage children in authentic,
rivers or ‘Me as a writer’ mind maps are original and free-flowing expression
fantastic tools for encouraging children of thoughts, feelings and ideas. Many
to reflect on their writing preferences. I
begin by modelling my own version and pupils saw writing as a chore and
the children are often fascinated to hear gained little pleasure from it but
about my own experiences. By showing now they have fallen in love with it,
them that I’m a writer, it allows them to
start seeing themselves as writers too.
which has boosted their confidence,
motivation, engagement, sense of
achievement and attainment.

Free from scrutiny of marking, children are given creative

writing notebooks (decidedly not literacy books) in which
Social media provides an
they are encouraged to liberate their writer’s voice in
incredible opportunity to
whatever form, on whatever topic they’d like. I usually start
engage with authors and
by showing them images of chaotic, scrawled jottings and
poets like never before. In
scribbles from the notebooks of famous authors and poets,
my experience, they are
before sharing my own writer’s
always delighted to see
notebook. We discuss how
children’s responses to their
writing is a messy, creative
work and are incredibly
process and they are then
generous with their time
given the freedom to explore
in responding to the children. Connecting
and experiment with their own
with the writing community outside the
interests and ideas, inevitably
classroom can be truly inspiring for pupils,
becoming more enthused and
especially when they receive messages of
engaged, developing a fondness
praise from writers they admire.
for expressing themselves
through the written word.

Inspiring writing with

props, visitors, trips and
experiences can have a
huge impact on levels of Another way I promote writing is to give authentic
enjoyment. Budgets are purpose and audience for children's written work. I am
tight, but even the simplest constantly seeking opportunities to perform or publish
props can have a huge written work. We’ve hosted a film festival screening
impact. I recently bought of scripts the children have written, we’ve interviewed
a set of vintage keys on authors for a school magazine, we’ve worked with poets
eBay and used these as a stimulus to host a poetry slam and we’ve even published books
for writing. The resultant writing was on Amazon! But it doesn’t have to be as complicated
exceptional. I’ve seen so many as all that. It could be as simple as creating a display,
teachers doing amazing things to presenting to another class or binding their mystery
inspire writing in their classrooms stories together to create a book of haunting tales for the reading
– from crime scenes and fairy corner – much simpler and just as effective. Providing children with
doors, to character costumes and a real audience is a huge motivator and gives them a renewed focus
augmented reality. It’s a sure-fire and enthusiasm for writing.
way to boost engagement,
enjoyment and attainment. Sadie Phillips is an

I hope these practical classroom strateregie s are useful and experienced KS2
teacher, blogger and

inspire you to adopt a writing for pleasu pedagogy in your own English specialist.

literacywithmissp.com

classrooms. Happy writing! www.teachwire.net | 19

 VOICES

“Everybody has ONE

special TEACHER they
remember FONDLY”
M
y worst memory quiet; we were just absorbed
of primary
Author Jacqueline Wilson recalls in whichever story it was on
school was how great teaching and a love of the day. So although we were
having to stay for school all frightened of him and he
dinners. My very first stories helped her get over the shock would call us nasty nicknames
school was in Lewisham,
south London. I was only
of the primary school dinner hall and do things teachers would
never do these days, he was a
there for about 18 months. charismatic teacher.
This was way back in 1950. My favourite teacher
My mother was not a cook; was Mr Townsend, in the
we really had the most equivalent of Y5. He had
bland, repetitive meals. that gift of singling out the
So I was completely taken most unpromising child and
aback by school dinners. I’d making them feel special, as
never eaten mince before, if they alone had a wonderful
I’d never eaten stew, I’d gift or talent. My talents were
never eaten salad. All of few, but he liked the way I
these things I would think wrote my stories and didn’t
fine now, but as a child I laugh when I shyly told him I
was frightened by some of wanted to be a writer. He even
the food and just sat there, had me read some stories out
totally alarmed. to the rest of the class, and
On the other hand, that was just so wonderful
I enjoyed the books. I for me because my mum and
do remember some of the dad and everyone where I
learning-to-read books we lived would have thought it
had and while they weren’t mad to want to be a writer; I
particularly inspiring, I lived on a council estate and
liked the pictures of the people like us weren’t writers.
children and I got the I was so pleased because
concept that those little black lines across rather pathetically by myself or creeping quite a while ago now I was on Blue Peter
the page were actually the words. If you indoors and sitting on the radiator. and Mr Townsend, who must have been
could learn to read you were on the top But quite soon I did make friends and well into his eighties then, was watching
table, if you couldn’t read very well you everything perked up. The four teachers and actually managed to get in touch with
were on the middle table, and then you I had for what’s now called KS2 were me via the programme to say he’d been
were on the bottom table if you couldn’t all excellent. charmed to hear me talking about him.
attempt it at all. I was on the middle table The teacher who took us for Y6 was That gave me the opportunity to write back
and I thought to myself, “Actually, I want to frightening and yelled at us a lot. But I and tell him just how much he meant to
be on the top table!” I don’t know whether remember his lessons very well. This was me. Sadly, he died a few months later but
it was a competitive streak even at that age, in the days when teachers could pick and I’m so glad I had that opportunity because
but certainly by the time I left the school, I choose what they wanted to teach children I think everyone has got one teacher
was on the top table and I was the one who and he was very keen on increasing our they remember fondly from the way they
read aloud to the other children. Although vocabulary. We had a lesson where we had encouraged them in some way. Probably, a
I was pretty useless at arithmetic and to learn the definition of 20 words, rather lot of teachers never get the feedback from
everything else, I could read well. like a quiz. And then he would tell a funny the adults on what influence they had. Mr
I had a slightly rough first term story, incorporating all 20 new words. It Townsend was a shining example of that
when we moved to Kingston upon was the most brilliant performance and we type of teacher. TP
Thames and I went to Latchmere all looked forward to it. Also, if we’d been
Primary School. When you’re six, very good all week, after lunch on Friday Jacqueline Wilson’s latest book in the
everyone makes their best friends and are he would read us a story, not to analyse Tracy Beaker series, We are the Beaker
in a little gang and you are the new girl. I do or discuss but just for the sheer joy of it. Girls, is available in hardback (£12.99,
remember hanging round the playground Nobody needed to prod us or tell us to be Doubleday Childrens).
www.teachwire.net | 21
 VOICES

Each issue we ask a contributor to

pen a note they would love to send

A letter to...
te eaher who
saw ehind te
ehaiur sses
While all the other teachers washed
their hands of the problem kid,
Mrs Harmer took an interest

School was no bed troubles. You could see something that the Happy Centred Schools programme,
of roses for me. I other teachers were too busy to see. You which is used in schools across the UK
was one of those could see potential. to make school children and school
children who just You encouraged my interest in staf happy. It aims to give schools the
couldn’t engage. performance and drama. You were the tools to develop the core elements of
I wanted to learn, reason I inished school and didn’t drop happiness: conidence, development,
but the lessons out altogether. You gave me conidence – support, resilience and positive
didn’t interest something I’d never really had before. relationships. They are all the things that
me. My brain was When you recommended that I sign you gave me in diferent ways.
turning 100 miles up for a script-to-screen workshop I was Back in 2011, my book was
an hour and I couldn’t concentrate on apprehensive at irst, but you encouraged published: Laughology: Improve Your
what was being said. I had a very limited me. You changed my life. Those two days Life with the Science of Laughter. I had
attention span. Rote learning bored me set me on a path that hasn’t always been a launch party and got in touch to invite
senseless, but it was standard practice easy but that has made me the person I you. I wanted the opportunity to tell and
when I went to school on the Isle of Man. am today. I realised at that workshop that I show you what a huge, positive impact
There was a lot going on in my life at was good at something and that I’d found you’d had on my life. Unfortunately, you
the time. My siblings and I had been moved my calling in life. It wasn’t easy because told me some sad news. You had cancer
from the UK mainland to what seemed I struggled with the writing part (I have and while you were delighted that I had
like an alien environment. Our parents had a mild form of dyslexia, which was never got in touch and would have loved to
separated, and our father still lived in the identiied at school). The script I wrote come, you were spending all your time
UK. I never settled and as I went through had elements of comedy in it, and people with your family and weren’t good at
my teenage years, I rebelled. actually laughed when it was performed. travelling. A while later, after a brave
I was the class joker; I was disruptive, When I got back to school, I couldn’t ight, you succumbed to the disease.
and I was punished for it. No one ever sat wait to tell you, and you were actually proud It was terribly sad news. The world
me down and talked to me. No one asked of me, which again, was a new experience is a darker place without you and I’m so
what was going on in my life to drive the for me. From then on I wanted to show grateful I got the opportunity to thank
behaviours I was exhibiting. No one looked that I did have potential and after I inished you and to let you know what your care
for a cause. Instead, I was a square peg school and scraped through sixth form, and understanding had done for me.
being bashed into a round hole, and when I I won a place at Liverpool Institute of Thankfully, having worked in
didn’t it, I was labelled as the naughty kid Performing Arts. I inished my degree and countless schools with amazing
and written of, consigned to a school life of pursued a career in stand-up comedy. I was teachers, I now know there are lots more
detentions and suspensions. good at it. I toured the UK and won awards. Mrs Harmers out there, spending time
All that changed with you, Mrs Harmer. I also developed an interest in psychology with pupils who might otherwise be
While all the other teachers washed their and did a Master’s degree. written of by the system. It just takes
hands of the problem kid, you took an In 2006 I combined all these elements one person to make a huge diference.
interest. You talked to me. You found out and set up my own consultancy called
what interested me and what lay behind my Laughology, through which I pioneered the Lve Sephanie
Stephanie Davies is founder and CEO of Laughology, the learning and development consultancy that pioneered
the Happy Centred Schools programme.

laughology.co.uk @Laughology

www.teachwire.net | 23
Ginny Bootman VOICES

KEEP THE
lack of understanding. The road of interest
is not a straight one but rather takes many
different turns and can reach dead ends.

INTEREST
Children are our best signals and we need
to watch and learn from them.
The other day my lesson reached many

RATE HIGH
different cul de sacs. I asked the children to
draw a picture of a rocket; there was a joint
inhalation of breath by all participants.
What ensued was pupils choosing their
What engages one child might be diferent level of difficulty, led by the children
to the next, but there are always methods themselves. I was a mere onlooker as they
unpicked the activity. And I’m pleased
for ensuring every pupil gets involved to report that all children maintained a
suitable level of interest.
And so I refer back to the dictionary
@sencogirl
definition. The children in my class, by
their own perseverance, wanted to know

T
and learn about something and so were
he other day a member quite frequently had children watching
fully engaged.
of staff new to our school a very lengthy video, at the end of which
Am I a walking Pinterest? I’m not sure
referred to me as “a walking they were asked questions about its
I’d put it quite like that. Do I ensure that
Pinterest”. She said I have content. When they didn’t know the
the children in my class learn through
a “gift” to be able to make answer, he berated them and told them
lessons that fully engage them? Well, I do
something out of nothing. I’m not so sure, that they should have listened more
my best and listen to my class and change
but it got me thinking. What is interest? carefully. Well, no. Actually, he, as the
my lessons accordingly – so I am hopeful
A dictionary definition defines interest teacher, should have told them what the
on that score. TP
as “the feeling of wanting to know or questions were going to be. (It fills me
learn about something or someone”. But with dread the thought that someone Ginny Bootman is a speaker on the subject of
what makes an individual interested in could do the same to me.) looked-after children and the role of empathy
an activity? It seems to differ between When thinking about injecting interest in the classroom. She is a SENCo at Evolve
individuals. If I ask the question, would into our lessons, we need to think about Church Academy, Northamptonshire.
you rather have a Lego kit to make a what interests us as individuals. I try to
model from a plan or make your own imagine how I would feel if I was a child
from random pieces, I’m always met with sitting in the class that I am teaching.
a mixed response. (Either way, I always A key question is, would I be
make sure they know there will be lots of interested myself?
wheels included!) Does interest sit
I think of this as epitomising the two alongside involvement?
types of activities involving interest: I believe they are
closed activities (as in the Lego model kit) firmly entwined. If
and open activities (where children can I am fully involved,
take chances and express their interest then I am interested. I
through the freedom of the activity). also firmly believe that
In my classroom, I use a mixture an interested teacher
of these approaches. I also think it is makes for an interested
important to manage resources carefully. class. We should realise
For example, recently my class were that our lesson can
researching about planet earth as part begin travelling in
of our topic on science. I ensured that one direction but
there was an iPad or laptop one between a diversion can
two and on this occasion I chose the easily occur due
partnerships; I made sure they knew that to the interest
the information they were gleening was of our audience
to form part of a written fact file for later or realisation
in the day. In this instance, children were of actual
interested in what they were learning knowledge or
about because they knew it would be used
for further work. Also, they were actively
encouraged to find out facts different to
those that their peers would find, which
was very empowering for them.
This opens the door to the question I
think we all would like to ask when we
undertake any activity: “Why are we doing
this?” I once worked with a teacher who

www.teachwire.net | 25
 VOICES

The new Ofsted Education Inspection Framework (EIF) has only been
in existence since September 2019 and already I’m sick of it
@theprimaryhead theprimaryhead.com

I
f I hear the phrase ‘deep dive’ one more time I may actually documents’. Finally, the third ‘i’ stands for impact. I find this
spontaneously self-combust. I mean, seriously, who came up element of the EIF particularly irritating. I have been using the
with that? And what will they come up with next? A ‘long, hard word impact for years, mainly because I can never remember if it
look’ perhaps, or a ‘serious browse’, or maybe even a ‘meaty should be ‘effect’ of ‘affect’. But now, it looks as though I’m using it
delve’? You may snigger but don’t be surprised when, come the just to align my school development plan with the new inspection
next update of the inspection handbook, you are invited to a staff framework – which I am also doing, but that’s not the point.
meeting because it’s suddenly become very important to conduct a And then, of course, we come to Ofsted’s coup de grace: the
‘firm grope’ of your music curriculum. deep dive. A shameful attempt to breathe new life into the concept
What I loathe most about this new EIF (an acronym that is of ‘finding stuff out’. Like an octogenarian who has suffered one
desperately trying to sound like it belongs in a mission impossible too many face-lifts, the deep dive is a concept that we almost
film) is the impact it had immediately on the education landscape. recognise without being completely certain of what we’re looking
As soon as it was published, educators were scrutinising it, looking at. Presumably, it means that any inspector will still, upon visiting a
for clues. Not, sadly, for the sort of clues that might reveal how school, chat to leaders, observe teachers, scrutinise books and talk
Ofsted were going to continue ‘raising standards and improving to pupils. Only perhaps they’ll be wearing a snorkel and will have to
lives’ but instead, for the clues that gave schools an idea of what sit in a decompression chamber for 20 minutes before feeding back
Ofsted were really looking for. to your chair of governors.
Two clues were found: the three ‘i’s and the deep dive. The Early anecdotal reports from school leaders and teachers would
three ‘i’s were very important. From now on, Ofsted were going indicate that inspections are being carried out fairly. So why am I so
to want to know what the ‘intent’ was behind your curriculum. negative about the new education inspection framework?
This is revolutionary! For years, schools have been faffing around Well, I am annoyed because I am in the middle of my Ofsted
teaching children about the Romans or habitats or any African inspection window and therefore will have to spend the next two
village that teachers can find resources for on Twinkl years fighting off the educational equivalent of project fear. All
with no deliberate intent whatsoever. Learning has those calls and emails from ad men and marketing women
happened but it has, and let’s be clear about this, trying to convince me that only they know how to help
been to the total surprise of the teacher. Well, me implement my curriculum. All those requests from
not any more. Ofsted now expect schools subject leaders who are trying to hijack staff meetings
to think ahead and actually have a coherent in the belief that if they call a work scrutiny a ‘deep
reason for teaching what they teach. You have dive’, they’ll somehow be Ofsted ready. All those
been warned. conversations with other heads who ask me if I’ve done
The second ‘i’ stands for implementation. a deep dive in DT yet because that was what got the
This basically means ‘teaching’ but the problem school down the road who was Ofsteded last week. All
with the word ‘teaching’ is that it doesn’t start those meetings with the LA or governors who are desperate
with the letter ‘i’. So, from now on, we don’t teach to know what the school’s intent is, as if we didn’t know
the curriculum – we implement it. In terms of making a what we doing before 1st September 2019.
difference to children’s lives, this is massive. Children are soon Ofsted may not have meant to increase workload stress
going to be enjoying a fully implemented curriculum as opposed and anxiety with their new framework but by skilfully
to the one that was just carefully planned, resourced and taught. using three words beginning with ‘i’ and a naff bit of
Well, they will get to enjoy it, once all the school leaders have management-speak jargon, they’ve done just that.
rewritten their ‘action plans’ and changed them to ‘implementation Thanks. TP

The writer is the headteacher of a UK primary school. www.teachwire.net | 27

 FEATURES REAL SCHOOLS

School
profile

Name: Hook Lane

Primary School
mings (right)
Headteacher: Natalie Cum
She eke y (left)
Deputy head: Joy
Location: Bex ley, Ke nt
Ofsted rating: Good
Size: Approx 420 pupils
Maritime
Extra info: Belongs to the
Academ y Tru st

Natlie umins, eadeaher

“It’s a very supportive

environment”
How Hook Lane Primary in Bexley, Kent, is pulling
together to ofer creativity and inclusivity
www.teachwire.net | 29
I
couldn’t help but notice it: a big, red, London bus in the
playground of Hook Lane Primary School in Bexley,
Kent – obviously a recent arrival since it was sporting a
poster for the latest Quentin Tarrantino blockbuster.
Had a TfL driver got lost?
Apparently not. “That’s our new project,” explains headteacher
Natalie Cummings. “It arrived in the summer. It’s going to be a
reading bus.”
Suddenly, it makes sense. “We wanted something to drive
collaboration with parents.” (Natalie’s smile suggests the pun is very
much intended.) “We’ve got quite a few parents interested to come
in and do it up and customise it so we can get children in there and
sit comfortably to work and read.”
Hook Lane has the immediate feel of a good school – and its last
two Ofsted judgements chime with that. As deputy head Joy Sheekey
observes: “We haven’t got a ‘pull them up by their bootstraps’ story,
because we’ve been consistent.”
But consistency itself is no mean feat – especially when you
consider Natalie took the reins of this two-form entry school of 420
pupils (plus 26 in the nursery) just three years ago.
“It’s been a case of bringing fresh eyes to the school and renewed
energy,” she explains. “The previous head had been here for ten
years and was retiring, so there’s a natural wind-down in those
situations, I think. The first job was to get to know everybody, and
get to know where the strengths were in the school, looking at the
senior leadership and setting up a school improvement agenda so we
could move forward.”
Ofsted came knocking just seven weeks into Natalie’s tenure.
Many heads might have been cursing their luck, but she saw it as
a blessing. “It was a good opportunity to get to know Joy, and my
assistant head, Danielle Kelly. They’re fantastic and they’ve been in
the school for many years and know it inside out. It galvanised the
top tier of the SLT early on and really got the conversation going, so
1 HAPPINESS
“We like to take a holistic approach,” says Joy. “Our children’s
happiness and wellbeing are hugely important. It’s something
that visitors comment on when they come in. Our kids are happy to
be here and come into school, our staff are happy here and there’s a
it was quite timely, really. And we maintained our ‘good’ status, too.” real sense of community. If children feel safe and that their needs are
So what was the plan of action for the new head? “It was very being met, they’re going to learn well.”
much putting standards on the agenda,” says Natalie. “Pupil progress Natalie says the happiness of the children is apparent. “I stand at
across key stages, looking at pupils within the school as individuals, the gate every morning and they run in. They’re really keen. They’re
trying to hone in on the children who aren’t quite getting to where excited about what they’re going to be learning about. The teachers
they’re expected to be.” also really enjoy working here and it has a knock-on effect.”
Hook Lane prides itself on its creativity – something that Natalie That last point is key, says Joy. “If you’ve got staff who pull up in
says was apparent on her very first walk-round. “That appealed to the car park with butterflies in their tummy, they’re not going to be
me,” she says, “because that’s what primary education is all about. able to enjoy their day with the children, and the children won’t be
We do a big focus on topic work and cross-curricular learning to able to enjoy their day with their teacher. It really does have to start
deepen children’s understanding of different subjects.” there. We’re lucky because our teachers get on really well.”

Pupil voice

A vni Finey Jack Tabitha

I really like being creative. I like What I like most about this When you’re in lessons you can All of the teachers are really nice.
drawing best because it’s less school is that all the teachers get help if you’re stuck. The You don’t feel scared of them.
messy and there’s less to clear make the lessons fun. We also teachers are always looking Everyone really likes each other.
up. When we were studying have fun at breaktime and play round to see if anyone needs I know some of the younger
Big Heart Boy we drew hearts. football. I’m a member of school anything. My favourite subject children and they’re not scared
Some people did them realistic council and we raise money for is PE, especially football, but we of the older ones, even though
and some did them colourfully. things like Children in Need. don’t stick to just one sport. we’re like giants to them.

30 | www.teachwire.net
 FEATURES REAL SCHOOLS

to make workload reasonable, then staff don’t mind going the extra
mile when it’s needed. “It’s a very supportive environment,” says
the head.
Joy agrees, and adds: “It’s not always top-down. A lot of our
teachers will go to conferences on a Saturday, or they follow
Twitter or Facebook forums and they will come in with ideas
they’ve found.” This, she says, protects the school from becoming
too insular. “It’s not about how we’ve always done it. We look at
what else is going on and the national picture.”
Natalie takes pride in the fact that pupil behaviour is one of the
school’s strengths – as was the case when she first arrived. “That
gives you a good grounding to push learning on,” she says.
But it’s worth pointing out that the aforementioned
consistency has been achieved with a different style of headship to
“Staf are listened to her predecessor – which, Natalie admits, caused a few bumps in the
road early on.
and we will try and “I’m a great believer in having regular walk-rounds, for
example, popping into classes,” she explains. “But because the

make sure workload previous head didn’t do it, the staff wanted to know why I was doing
it. So they came and spoke to me and I explained, and the more I
did it, and got them to do it too, the more they got used to it.”
is reasonable” A prime example of the collaborative culture at Hook Lane is
the system of peer mentoring, where staff get together in threes
and twos and talk about what they’d like to develop in their
practice. “They get good experiences from each other and find out
what works well,” says Natalie.

One of the major factors in

maintaining that happiness in
staff was looking at workload
5 IDEAS TO MAGPIE FROM
2 INCLUSIVITY
Hook Lane has a mix
of parents and families.
“We’ve got lots of families who
maybe haven’t come from an
and making sure teachers didn’t Hook Lane Primary academic background but are
have to stay “squirrelled away in doing very well for themselves,
their classrooms”. Joy explains: thank you very much!” says
“They’ve got time to talk. And l Monitor children’s happiness at Natalie. “We’re finding more
that’s not just about downtime registration. When children arrive in the EAL families joining us now,
and sitting around and having a morning and after lunch, they give their Eastern European families
chat. It means they’ve got time teacher a number on a scale of 1 to 5 to and so on. And the challenge
to share ideas. That’s where denote their happiness, with 1 being the is, children will come with no
the good stuff happens, through highest. This enables the teacher English – children of all ages.
professional dialogue. to address any concerns. When they go into Reception
Sometimes you can’t l Give children space to share their you have that time to build
do that from meetings feelings. Hook Lane has a box in language up, but we’ve had
or sitting around a the entrance hall; if children don’t them join in Y6 too, so that’s
table. Sometimes it’s being able particularly want to talk to an a challenge. But we’re a very
to talk about your problems, what adult about something, then they can inclusive school and we’re very
went well, what didn’t, and so on.” write it down and drop it in the box and a good at supporting the needs of
So how does Hook Lane keep member of staf will pick it up. those families.”
a check on workload? “I try and l Address teachers’ workload to give them A key part of the school’s
teach,” says Joy. “I teach maths time to talk. As Joy observes, sometimes ongoing narrative is its growing
every day. That helps a little the best ideas happen spontaneously SEN provision. Joy explains:
bit because you’re seeing what rather than at formal meetings. “We have an ASD resource
marking workload is like and l Encourage regular walk-rounds. Natalie provision that opened in 2012
things like that. I came up through explains: “It’s almost like a and has progressively grown
the ranks and I’ve been deputy for welfare check. You also get a feel over the years. It really does its
three and a bit years now. So a lot of what’s happening in teaching job well so we’ve become known
of the teachers are my friends as and learning.” as an inclusive school. We get
well as my colleagues, so I think l Involve parents in a big project. a lot of SEN children into our
I’ve got that relationship where Natalie and Joy admit school, which is wonderful but
people will be comfortable in parents at Hook Lane have it’s also a challenge.”
saying if things are too much, and been reluctant to join in, but All the children who are
if so, we will address things.” projects like the reading part of the provision are part
Flexibility goes a long way. bus give them of the mainstream classroom
Natalie points out that if staff are an opportunity to as well. “So it’s very tailored
listened to and SLT try their best get involved. to individual children,”

www.teachwire.net | 31
says Joy. “Some of them access their class for the register and
the low-key part of the day and are mostly in the provision for
their learning, and some of the children are mostly in the class for
their learning and access the provision for things like social skills
groups, therapy and an understanding of their condition. There are
individual timetables and things like that.”

3 NEW ERA
While consistency has been the big achievement at Hook
Lane, a big change has recently taken place, with the school
becoming a member of the Maritime Academy Trust.
The decision, says Natalie, was driven by governers and SLT,
and the culmination of a long process. “We liked what we heard
and they have a similar mindset around the creative curriculum,”
explains the head. “So we went on the journey of visiting the
schools in the trust and talking to Nick Osborne, the CEO, and we
just thought this was a group of schools we could fit well with.”
Joy points to the opportunities
this new era will bring. “We’ll now
have more options for formalised Meet the staf
staff training, and there’s that
expectation in the trust for within a theme, and then coming
collaboration. It’s a really important together for one big assembly.
thing to them. We can share ideas A nascent feature at Hook Lane
and we’re all in it together.” since joining the MAT has been
an involvement in ‘big outcomes’.

4 CREATIVITY
As Natalie mentioned, the
trust’s philosophy around
curriculum was a significant
factor in the decision to join, and KERRY CHEESEMAN, BECKY ELLERY, MATHS
Joy explains: “For one half term,
each year group chooses whatever
topic they find most exciting for
the children or where there’s most
cross-curricular links. And then they
ASD LEAD LEAD & Y4 TEACHER
Hook Lane is firmly in favour of run a ‘big outcome’ at the end of that
I’ve been here for seven This is my third year
creativity. Joy explains: “It’s about topic, inviting all the parents. The
years, leading the here. I started as an
going beyond English and maths provision from when it NQT and did placements
children work on how they want
skills. Yes, English and maths is of started. The inclusivity before that. We all to present all of the information
course important, but we can’t do of the school is what work as a team and they’ve learned.”
that at the expense of ensuring the really makes it stand out, it’s a friendly and While Hook Lane has only
children have an entitlement to the not just for the children family-oriented school. been a member of the MAT since
wider curriculum, with arts and but for the staf as well. We all really get along September, the first ‘big outcome’
humanities and so on.” We have children with and support each other took place just before the October
Forging strong links between barriers, whether it’s and if anyone’s having half-term break, where the theme
subjects across that curriculum SEN or EAL, and the a bad day, you can was the circulatory system. And it
teachers are really just walk into the staf
is key. “We don’t make tenuous was a big success, reports Joy. “They
creative so they can room and get picked up
connections,” says Joy. “Where include all of them. straight away.
were dissecting hearts and showing
there are true links, learning their parents, they had a skipping
and knowledge become more event and they were talking about
embedded. We’ve introduced heart health, they had a midwife
Power of Reading, but we don’t come in and help them take people’s
follow the scheme per se. We enable blood pressure, and they also had
teachers to choose their texts so displays of their work that their
they fit with geography or history parents could look at, and finally
or science work for that term so, ran a quiz at the end to see what the
again, links can be found through parents had learnt. What was lovely
the curriculum. And that helps with about that was that so many parents
time-tabling because, let’s face it, CAROLYN GARRATTY, JACK LANGSFORD, came in. We had far more uptake for
we’ve only got so many hours in the ENGLISH LEAD & Y6 TEACHER NURSERY & ICT LEAD that than we’d ever had for a class
day to do it all.” I’ve been teaching for I’m coming up to two assembly or workshop.”
The school has also set out to 13 years at this school, years here. I used to So big outcomes are now part
raise the profile of art and music. having started as an work at another school of the Hook Lane way, which is
The latter has always featured NQT. I’ve mainly been in the borough and got summarised as ‘encouraging fearless
heavily as an extracurricular working in KS2. I really referred to a job here learners’. “We take that across
activity, but there has been a appreciate the trust by my mum, who was everything we do,” says Natalie.
deliberate effort to increase the that the leadership give in Y1. The trust doesn’t “It’s a brave new world sometimes,
confidence and ability of staff to the teachers in being just apply to the adults. trying things out. But things change
allowed to try new The children are able
teach music in their own classes. and you’ve got to change with them
things and be as creative to take ownership and
One of the ways that was done as they want to be. As take the lead with things
to make sure your practice is up to
was to arrange whole-school long as we’re meeting like Change4Life. It’s date and the children are having
performances, where everyone objectives we can work extremely tight and all the most exciting experience they
was working on a particular aspect in a range of ways. hands on deck. can have.” TP

32 | www.teachwire.net
 A truly amazing co-ordination resource
which belongs in every school
This slow-moving, ultra-light ball is the only ball which
assures success for every child in the class.
No other ball comes close, so why start teaching hitting
and co-ordination skills with anything else?

Encourage increased physical activity by Hundreds

s
eliminating failure and frustration of thousand
of balls
Perfect (and safe) for large classes – distributed
to
even in limited space schools since
Ensure success, inspiring increased 2001
confidence and self-esteem
Equip your school for less than £25.00!
Ideal for every child – including those with Special Needs

For more information, film clips and order form please visit http://www.plusballs.com

www.teachwire.net | 33
 Getting arty with
SHAKESPEARE
Exploring Shakespeare’s stories in cross-curricular ways provides
children with fabulous irst experiences of the world’s best-known writer
SALLY GRAY

Create a allow to cool. You can see

artist Jane Porter’s oak gall
landmarks such as a shelter
for Caliban. Place the island
Shakespeare ink Shakespeare in the online in a water tray. Make rafts to
portrait exhibition. (You can also sail to the isle of noises using
As part of our art and design cheat by buying replica oak recycled corks, elastic bands,
theme for Shakespeare gall ink online!) cocktail sticks and card for the
Week 2020, we’re working l Create a colourful collage of lags. Why not then create your
with some of the nation’s Shakespeare following Marcia own soundscape of sounds and
best-loved children’s Williams’ or Petr Horacek’s sweet airs to bring the isle of
illustrators to contribute top tips.
Recreate noises to life? Here’s how:
a portrait of William l Make an abstract Shakespeare’s
Shakespeare. You can see their Shakespeare. Draw a sketch home town l Invite the children to stand
artworks in a fabulous online Some of the buildings that in a large circle and explain
of Shakespeare and then use a
exhibition complete with Shakespeare would have that they are going to create a
tablet to take photographs of
videos and notes about their walked past and indeed soundscape. A soundscape is
the portrait. Use an app such
style and thought processes lived in are still standing made by creating an immersive
as ‘Face swap’ to add funny
when creating their portraits in Stratford-upon-Avon. environment using body
efects. Create a selection of
at shakespeareweek.org.uk/ images that show a range of Why not plan a visit to percussion and voices to set
resources Shakespeare’s Birthplace a scene.
thoughts and emotions.
and the four other properties l Talk about the noises that
l Why not hold your own
Explore the exhibition with linked to his immediate might be heard on the magical
online or physical exhibition
the children and talk about family (shakespeare.org.uk) isle, such as birds tweeting,
of Shakespeare portraits?
the diferent styles. Invite for an enriching learning waves lapping, sand crunching,
children to imagine their own Children can enter their experience? But if you trees blowing gently in the
William Shakespeare. Is he Shakespeare portraits in can’t make it along then breeze, creatures calling and
brightly coloured and zany a fabulous competition to you can recreate your own so on.
like Korky Paul’s version, or win the chance to have their miniature Stratford-upon- l Try out each suggested
perhaps he looks rich and work exhibited alongside the Avon in a simple art activity sound and then, while
beautiful as in Dawn Cooper’s children’s artists at The Lowry created for Shakespeare remaining in the circle, divide
depiction? Let them plan and during Shakespeare Week. Week by artist Jennie the children into small groups,
decide how they would like to They will also receive an art Maizels. You can follow her giving each group a sound.
represent him. Here are some workshop for their class from step-by-step video and use l Explain that you will be a
suggestions: either Korky Paul or Marcia the downloadable resources conductor and agree on signals
Williams. You have until 31st free on the website (in the for making the sounds quieter,
l Make oak gall ink and create January to enter. Full details louder, stopping the sounds,
a pen and ink Shakespeare Art and Craft section). It
are at: shakespeareweek.org. is a simple but efective bringing sounds in, and so on.
using the kind of ink he would uk/competition ‘Conduct’ the orchestra to
have used to write with. To tracing and copying activity,
exploring watercolour create your soundscape. Ask
make oak gall ink you need
to collect a couple of good “Let the and ineline pen painting for volunteers to take turns
to conduct.
and drawing techniques.
handfuls of oak galls and
crush using a pestle and
children plan shakespeareweek.org.uk
Immerse yourself
mortar. Place in a pan and and decide how /resources
Work with the children
cover with water, pop in a
piece of iron such as an old they would like Sail to the isle to design a ‘narrative
environment’ or ‘storyworld’
horseshoe. Bring to the boil
to represent of noises in your classroom or school
and simmer for about 20 Use air-drying clay to create
library that picks out a key
minutes until the tannins
are released and it is a nice
Shakespeare” the isle of noises from The
Tempest. Add characters
or magical moment from one
of Shakespeare’s stories and
brown colour. Strain and from the play or speciic

34 | www.teachwire.net
 FEATURES SHAKESPEARE WEEK

ofers an immersive place for Titania’s fairies, such as

Sally Gray is the
children to delve deeply into Mustardseed dropped her
Shakespeare
the story. Using top tips from scented wings? Has Puck
Week education
The Story Museum in Oxford, hidden his Love-in-Idleness
officer at The
here are some ways to create concoction somewhere?
Shakespeare
A Midsummer Night’s Dream l The senses: Add some
Birthplace Trust.
storyworld: twinkling fairy lights and
make a recording of the
l The scene: The story
children performing a @shakespeareweek
lends itself to a beautiful
space through its setting
‘dream soundscape’ for a About
in the woods at night. Use
forest soundtrack. shakespeareweek.org.uk
Shakespeare
woodland-coloured drapes
and bring in some branches to
week
Shakespeare Week is
attach to the display boards.
the annual national
You could also bring in large
celebration of
pot plants as additional
Shakespeare in primary
foliage. The children can
schools, organised by the
add magical elements such
Shakespeare Birthplace
as decorated pebbles and
Trust. Since its launch
pine cones, fairy igures
in 2014, over eight
(home-made or bought).
million primary school
l The objects: All of
children have had fun,
Shakespeare’s plays have
irst experiences of the
evocative objects in them,
world’s greatest writer.
and in A Midsummer Night’s
This year, Shakespeare
Dream the characters
Week runs from 16-22
have some intriguing
March and has a theme
accoutrements about their
of art and design. It’s free
person too! Has one of
to register and to access
the hundreds of resources
on the Shakespeare Week
website – developed by
experts and based on
the work and collections
at the Shakespeare
Birthplace Trust. The
cross-curricular resources
include assembly plans,
videos, short versions
of Shakespeare’s plays,
3 MORE WAYS TO
HAVE FUN WITH poetry, storytelling,
SHAKESPEARE grammar, debate, art and
much more.
There are hundreds of
resources on the Shakespeare
Week website including: NEW
l The Big Shakespeare FOR 2020
Assembly – a step-by-step New resources include:
guide with powerpoint slides
for a fabulous celebratory l Shakespeare
By Ricky Martin (CBBC’s Art Ninja)

assembly. Sketchbooks – three

l Snappy Shakespeare fabulous sketching and
scripts – ten-minute versions drawing activities in
of several of Shakespeare’s appealing booklets for the
plays for children to perform children to complete as a
using Shakespeare’s original souvenir of Shakespeare
language. Week.
l Video resources – a range
l Kids’ Zone – a new art
of cross-curricular ways to
and design challenge for
explore Shakespeare including
the children to try out.
introductions to lessons,
The activities are free and
step-by-step art classes and
accessible at the click of a
retellings of Shakespeare plays.
button!
Sign up for free at
shakespeareweek.org.uk
www.teachwire.net | 35
 Con trol
the mood
Find more at
TEACHWIRE.NET
NOT THE
CHILD
Are You New To
Special Education?
A small, tight-knit community
of professionals are ready to
welcome you, says teacher
Sarah Helton.
How schools should look to navigate
Read it at tinyurl.com/tpareyounew the challenges presented by pupils
with oppositional deiant disorder
How To Write A
Behaviour Plan
Do your behaviour reports FINTAN O’REGAN
serve a practical purpose?
Here’s where you might be
going wrong...
Read it at tinyurl.com/tpbehaviourplan

Identifying Dyslexic

O
Pupils’ Strengths ppositional defiant if the child does something wrong
disorder is a term that against someone, they’ll feel
Pupils with dyslexia can
divides opinion because empathy afterwards. At the
and will thrive if schools can
many don’t consider it opposite end of the scale from
properly build on their talents,
to be a ‘real’ condition – yet the ADHD is conduct disorder. The
argues Jules Daulby.
traits it refers to are very real related actions and behaviours of
Read it at tinyurl.com/tptalents
indeed. Children and young children with conduct disorder
people with ODD argue with will be very much premeditated;
adults. They refuse and defy. They they know what they’re doing and
can be angry and defensive, yet do it anyway, and they won’t
REQUEST YOUR FREE COPY spiteful and vindictive. All tend to demonstrate much in the
children will likely exhibit these way of empathy. ODD sits
traits at some point – indeed, we somewhere between the two.
can all have bad days, however old Children with ODD get easily
we are – but it’s the intensity with frustrated. They’ll flare up,
which these traits present become very angry and upset, and
themselves that might lead to an often quite emotional. When they
individual receiving a diagnosis or later calm down, it’s relatively
assessment of ODD. common for them to cry and show
In my experience, ODD tends remorse and empathy for those
to be a secondary outcome of who may have been affected by
some other underlying need – their behaviour.
often features of attention deficit
hyperactivity disorder that have A different level
yet to be recognised in the child, To satisfy specific ODD criteria,
with the child’s frustration it’s generally the case that intense
manifesting itself in defiance. and persistent behaviours of the
Where ODD overlaps with type described above would need
Our sister title SENCo provides useful ADHD, it’s worth noting that to exhibit for at least six months in
ideas, practical guidance and thoughtful the latter is a condition centred two or more locations – that is,
insights into SEND provision. on impulsivity, and that both at school and at home, and
Request your free copy at you’ll therefore be dealing potentially elsewhere. Ultimately,
teachwire.net/free-senco with behaviour that’s not there’s no biological or physical
premeditated; generally speaking, test for ODD. Whether a child has

36 | www.teachwire.net
 FEATURES SEND

FOUR STRATEGIES

My own advice for adults supervising

children who have ODD would be this:
l MANAGE MOODS. Try focusing
your actions on changing the child’s
mood, not their behaviour, and
consider any de-escalation and
diversion strategies within
that context.
l IT TAKES TWO TO ARGUE. If
there’s one person trying to argue,
that’s not an argument. Jousting with
children who have ODD is therefore
not recommended, particularly in
front of their peers. It will often be
those peers that the child is playing
up to, and the child will be far more
interested in what they think than
what you think.
l LET GO OF YOUR EGO. Addressing
the child with a big ‘I am...’ and
following up with ‘You should...’ is a
red rag to a bull, and an approach
that simply won’t work for children
with ODD traits. All it will do is send
them into a higher level of anxiety.
l REFER THE CHILD DOWN,
it or not will depend on the conclusion of flaring up, because it’s entertaining. To NOT UP. If things progress to that
observations made over time. that end, this managing of mood over point despite your best eforts,
Children with ODD like arguing. behaviour can be extended beyond don’t refer them to a more senior
They’re good it. And under these children fitting the ODD criteria to the member of staf within the school
circumstances, conventional methods rest of the class. hierarchy. Far from reducing the
of managing such behaviours simply intensity of their behaviours, this will
won’t work. Consistent, yet flexible actually heighten them. Instead, send
Flexibility can be helpful when children the child to someone lower in the
Behavioural nudges become frustrated or exhibit a negative hierarchy who will be better placed
Teachers should navigate this not by mood – perhaps because they’ve arrived to get their mood down. When you
controlling the child, but by controlling at school without their usual equipment. pick things up with the child later on,
the mood and climate of the child’s You need to be able to demonstrate that it’s you that will then be representing
immediate environment. If that flexibility, because fairness doesn’t that more senior level.
environment is structured, and yet open mean treating every child the same; it
enough for the child to question certain means giving every child what they
situations and decisions, that can be need. Schools can occasionally find this appear to take what a child says
helpful for them. If, however, the need to be consistent yet flexible personally, that can infuse the child and
environment is very rigidly controlled, somewhat contradictory. Yes, it’s exacerbate the situation. By the same
and subject to the will of someone who possible for the lines to become blurred token, a child might take what you say to
may themselves be somewhat egotistical, at times – but so long as some them personally, and resist the message
then the child’s symptoms are more non-negotiables remain in place, it’s an you’re trying to communicate – and yet
likely to manifest in a negative way. The arrangement that everyone in the class willingly take that same message from
supervising adult in this scenario will likely be happier with. one of your colleagues. The proverb, ‘It
shouldn’t simply tell the child what to takes a village to raise a child,’ certainly
do, but neither should they try to Don’t take it personally applies here. TP
negotiate with them. What they should Training in de-escalation strategies can
do is try nudging the child into making be hugely beneficial. I’ve previously
better decisions for themselves, since the seen staff needing some assistance in
mood of the child is central to being able how to use their body language when Fintan O’Regan is an
to de-escalate the situation. addressing people who are anxious – associate lecturer at
In the classroom, you may also need fingers shouldn’t be wagging, hands Leicester University
to watch out for the moods of other should be down by their sides. A final
children. Every class will likely include @FintanOregan
point to note is that children with ODD
kids who’ll try and provoke the child into will often make things personal. If staff intanoregan.com

www.teachwire.net | 37
38 | www.teachwire.net
 FEATURES CURRICULUM

New year…
NEW APPROACH?
With Ofsted’s latest EIF now taking root, here are seven curriculum
questions for leaders to build into their plans for 2020
EYLAN EZEKIEL

T
he new Ofsted 2. Is everyone on across the country. However, testing the breadth and
education inspection Ofsted is looking for schools balance in school curricula, so
framework (EIF) has
board with our to not simply be playing to expect to be asked to explain
now had a term to curriculum? their strengths. Consider how the intent, implementation
settle. Having kept a close eye A key feature of the new you could strengthen weaker and impact story for each
on the first round of inspections inspections is that curriculum areas through well-structured subject. Many inspections of
and started to pinpoint some leads/coordinators, who are classroom resources and the past seemed to overlook
interesting patterns that schools often middle leaders, are professional development. No how many hours of PE
can use to inform their work, I’ve spending more time with the teacher should be left behind! children were getting in a
identified some key questions inspectors than ever before. week, but it’s fair to say that
that school leaders should be Ofsted are looking at how well 4. Have we thought the ‘daily mile’ will not be
asking when reviewing their the school leadership team acceptable as an alternative
curriculum design. has understood and applied
beyond literacy to a real physical education
“values, policies and practice” and maths?
Ofsted is clear that there is
1. What outcomes to enable the intended
no grace period for schools
outcomes to be achieved
are we trying through each subject area. getting their house in order
to secure for The school leadership for reading, writing and maths.
our pupils? team includes governors and If the school’s teaching of any
While primary schools are trustees who are responsible of these is not deemed ‘good’,
very likely to have a clear for holding the school and their overall rating will not be
vision statement and school its leaders to account for the good. That said, a major focus
development plan, you’ll vision, strategy and quality of the new framework is the
need to break this down more extended curriculum.
of education in the school.
explicitly in terms of what you Subject ‘deep dives’ are
Plan carefully how you bring
intend for pupils to learn. these stakeholders on the
Ofsted are looking for journey with you to make
evidence that intent is clear sure everyone is singing the
throughout a balanced same song.
curriculum. Practice telling
the story from your top-level
statements, down to what this
3. How confident
might look like in each subject, are teachers with
and for each age group. Make the content?
sure you involve all staf, A key challenge in primary
governors, parents/carers and, schools, beyond the leadership
crucially, the children. issues of bringing all staf
This is not about daily along on the journey, is around
lesson observations, but about subject knowledge. The initial
a shared sense of purpose in Ofsted reports under the new
the wider learning and how it framework have indicated a
holds together. Be ambitious focus on teacher conidence in
for all pupils, including those all subjects.
with special educational Not every school can have
needs and disabilities a science or arts graduate, a
(SEND), and consider how musician or linguist in their
any end-of-stage goals can staf: especially with issues
be achieved by a cohesive around recruitment and
progression from Reception. retention for so many schools

www.teachwire.net | 39
curriculum (including dance 6. Is the progress 7. Is your These are early days in the
and ‘adventurous/outdoor implementation of the new
activity’) under the new
data we collect curriculum Ofsted inspection framework,
inspection framework. being used to structured to make and the impact will take time
Of course, rethinking the improve teaching sure that pupils to emerge. However, the
whole primary ofer is no and learning? retain learning? intent is clear. Make the most
small task. Some schools are While many are relieved that Rather than getting hung up of the new year energy and
making strategic choices about Ofsted don’t want to look at about phrases like ‘knowledge focus to share these questions
which subjects to start with, your data so rigorously, they rich’, it’s easier to ask if with colleagues. TP
and demonstrating a phased still want to know that you children are ‘experiencing’
and continuous plan to ensure are collecting information to your curriculum (passing
they get the balance right. check that the implementation through school, where
While this essential work is of the curriculum is efective learning and experiences Eylan Ezekiel is
being done, schools are also and achieving the outcomes happen to them), or actually senior product
looking to make sure that that were intended. Consider retaining it (whether it be manager:
staf workload and wellbeing the range of ways to check knowledge or skills). primary extended
is protected. and evidence progress: blog Can you explain the choices curriculum, at
posts, videos, model making: you make about the content Pearson.
5. Is our curriculum for example, Y1s planning and the sequence in a given
filling gaps in local appropriate homes for gerbils subject? Can you show that @PearsonSchools
before and after learning you revisit, reinforce and
opportunities? about habitats and adaptation. enrich learning that builds go.pearson.com/curriculum
A strength of the primary
Workload for staf and towards your intended
phase is the way schools
wellbeing for all should not outcomes? There are some
harness the background of
be made worse by the addition well-tested models that
their children and families to
of complex and weighty new you can build on
enrich the learning. However,
arrangements that don’t and adapt.
the new framework is bringing
have a direct and manageable
welcome focus to the idea
impact. Roundhay School in
of ‘cultural capital’, and to
Leeds has recently shared
ensuring that pupils are
some glorious examples
exposed to more than might
of how to do this in a fun
be available, or have been
way with its Geography
expected, for that context.
Floor books.
Consider how inclusive and
diverse the content of your
curriculum is – and how you
could improve it. For example,
the Stonewall LGBT-Inclusive
Curriculum Guides contain
practical tips and lesson ideas
so that teachers can easily and
conidently incorporate LGBT
people and families into all
subjects, spanning from maths
to geography.
As another example, rural
coastal schools serving largely
white British communities
could explore how to enrich
their curriculum with a more
diverse and urban experience
that expands horizons.
Likewise, schools in culturally
complex parts of our great
cities could look to share the
wealth of our countryside and
historical heritage to develop
a sense of shared identity.
Though these are broad
examples, being able to tell a
story of how your curriculum
intent leads to outcomes
that ofer transformative
experiences for your pupils’
futures would be a strong
part of your quality of
education evidence.

40 | www.teachwire.net
 BLUE MONDAY SALE

20OFF
%
ANNUAL SUBSCRIPTIONS
✔ personalise Plus*;
✔ adapt unlimited
✔ interact access
✔ plan to all of our
✔ build teaching
✔ save packs

Use code:

JAN20OFF
www.teachit.co.uk/family

*Not applicable to Teachit Science

Discount code valid for use until 31 January 2020. Standard promotional rules apply, see www.teachit.co.uk/houserules for details.

www.teachwire.net | 41
42 | www.teachwire.net
 ve chi
• Twel te
-Minu
15
to
olons
Semic Clauses
ct
C o n ne e n g e !
C h a ll
up;
time is
• Your

s;
ol shoe
his scho
t find
uld no
• Jim co

En to
m op
ha gy
Th in
ki n

Wh
Making great lessons easy! inse at d
cts t
like? a

Get spelling sorted, with En to

m op

our powerful, activities-packed

ha gy
Th in
ki ng
Ca rd
s
C
vege an
eat i tarians
nsec

resources bundle for Y2-6!

ts?

G IA N T
E
NEW BUNDL
THE HOME What can
OF QUALITY you expect
RESOURCES from Plazoom?
4 Resources created

35
resources
by experts with many
years of invaluable
teaching experience
4 Fresh new content
and resources made
for only available every week

£78! 4 Teaching resources

that will inspire and
challenge pupils
4 Free weekly
resources!

Children love our Spelling Workouts - the ideal

way to keep pupils on top of their game when it
comes to recognising spelling patterns,
spotting mistakes and writing with confidence.

ONLY
£28

ONLY
£37.99 ONLY
£16.50

Visit www.plazoom.com/tpr to download plus get

20% * off all collections when you sign up to our newsletter.
*Discount applies to all collections
 FEATURES CREATIVE THINKING

Creativity and the

curriculum
Try throwing the right kind of spanner into the works with
the introduction of concept-based learning
JONATHAN LEAR

I
t’s a bit of an odd thing, but and creative thinking was teachers and schools out there the development of knowledge
as I’m sitting down to defined as follows... who are happily setting aside at its heart, but it also creates the
write this piece about lesson time to teach children conditions for creative thinking
developing children’s Young people: how to think creatively. Now, I to develop too.
creative thinking, I’ve got a • generate ideas and explore can’t speak for everyone, but I This can be achieved in a
definite sense of having to begin various possibilities; have worked with a lot of schools number of ways: firstly, we can
by justifying why this might be a • ask questions as a means of and I’ve never met anyone who look to create opportunity
good/desirable or even extending their thinking; does this. It’s never the main within individual subjects.
achievable thing to be doing in • connect their own and others’ event, and no one is planning Maths is a good example of just
the first place. Now, this could ideas/experiences inventively; lessons on how to ‘explore how effective this can be – if
just be my paranoia, but it feels • question their own possibilities’ – mainly because children have learnt a new
like the perceived woolliness of assumptions and those of others; we know that it doesn’t work. I concept, we’d avoid the
creativity doesn’t sit well with • try out alternative ideas or don’t believe that creative temptation to move on to
the current clamour for a new solutions and follow their thinking can be taught explicitly, whatever might be
knowledge-rich curriculum. ideas through; but at the same time, we should next, and
Before getting into this, I’d • adapt as circumstances change. be wary of dismissing an idea out
like to set my The main of hand just because it
stall out in terms reason why this might not be as straightforward
of the whole
knowledge
“An efective sort of stuff has
become
as we’d like.

richness thing.
curriculum unpopular New perspective
I’m a big fan. I (despite its When we’re faced with a new
really like it. In
fact, I think it’s creates the apparent
desirability)
curriculum or even newer
inspection framework, it’s
the foundation seems to be to do tempting to look back on
for thinking conditions with the fact that what we’ve done before
about anything. you can’t as being old hat or
You can’t think for creative possibly predict maybe a bit naive.
creatively if what ‘skills’ Sometimes
you’ve got
nothing in your
thinking to someone might
need in the
though, it’s not
that the original
head to think
about –
develop” future – so why idea or
bother trying? At intention was
knowledge face value, this bad, just that
comes first, creative thinking seems a bit defeatist, but the it needs a
follows. Or at least it can do. core of the argument rests on the different
In terms of defining what idea that it doesn’t make sense to perspective. It
we’re talking about here, I think waste time on teaching may well be that
it’s worth dusting off a document something that we’re not certain generic learning
that is currently tucked away in will be of any use anyway. After and thinking skills
the national archives. The all, there are a great deal of other such as creative
Personal Learning and Thinking more pressing things to be thinking were
skills framework was an getting on with, and none of us originally intended to
ultimately ill-fated attempt to can do it all. be the focus of
outline the qualities, skills or It would be hard to argue curriculum, but for me,
attributes needed for success in against this kind of pragmatism, they should always
learning and life. The framework except for the fact that it’s based represent the byproduct.
consisted of six groups of skills, on the assumption that there are An effective curriculum has

www.teachwire.net | 45
instead we’d throw just the right For as long as I can It’s a pretty traditional way In terms of the children’s
kind of spanner into the works to remember, the majority of of working, but after reflecting ownership, this is not dissimilar
push them into thinking harder primary schools have adopted a on this process, it struck us that to the process we went through
about the thing they can already topic-based approach to while it was undeniably a before. It’s still the teacher who
do. We might call it mastery, but curriculum design. An example creative approach, it was all comes up with the concepts and
this is essentially creative of this from my own school about our creativity rather than enquiry question, not the
thinking in maths – exploring would be a Y6 geography topic the children’s. children. The key difference
possibilities, making we called ‘The force of nature’. To get to grips with this between this and a topic-based
connections, adapting, After coming up with the jazzy imbalance, we developed the approach, however, is in
overcoming barriers – it’s all topic name, we set about looking idea of concept-based learning – what happens when the
there. Whether we replicate for cross-curricular links, and a curriculum model framed enquiry begins.
this approach across the when our topic map was around an enquiry process. In Rather than being passive
curriculum is another matter, sufficiently joined up, we then terms of curriculum coverage, recipients of our creativity, the
but if not, why not? thought about the outcomes not a lot changed. In this children are actively involved
For me though, before we get that we’d want the children geography example, we still from the outset. The enquiry
into individual subjects, we to produce. covered volcanoes and question is specifically
should spend a bit of time earthquakes, but rather than designed to encourage more
considering the curriculum
itself, or more specifically, the
“Concept- immediately go for
cross-curricular links, we
questions and thoughts –
something that continues
way that we present the
curriculum to our children. based instead identified philosophical
concepts that we could explore
throughout the process.
As individual subject
through that particular disciplines are developed and
learning is bit of curriculum… the children become more
knowledgeable, they have the
built around Curriculum content: opportunity to explore the
earthquakes, volcanoes, concepts, generate ideas,
enquiry” natural disasters challenge assumptions and
deepen their understanding, all
while making connections
between what they know and
Concepts: resilience, their broader understanding of
adversity, change, equality, the world.
strength Developing this model
hasn’t guaranteed the
Following this, the concepts were development of creative
then used to make connections thinking, but it has created the
with other curriculum foundations and, if nothing else,
areas. If we were it’s repositioned the children as
looking at art, for example, the ones who need to do the
then I can leave behind the thinking rather than us. In the
papier-mâché volcano and words of one of our Y6 girls: “We
instead use any artworks that did all the work, and the
explore one or more of the teachers did nothing!” Just the
concepts. Equally, in English, way it should be. TP
rather than scrape around for a
high-quality text about natural
disasters, I could go for any
book that dealt with themes
Jonathan
of adversity, change, or any one
Lear has
of the other concepts.
worked in
To complete the process, we
inner city
then created an enquiry
schools for
question that would frame the
over 20 years
concepts and give the children a
as a teacher
starting point for their enquiry.
and deputy. He is a speaker
and Associate of Independent
Concepts: resilience,
Thinking Ltd. His latest
adversity, change, equality,
book, The Monkey-Proof Box:
strength
Curriculum design for building
knowledge, developing creative
thinking and promoting
independence, is published by
Enquiry question: does
Independent Thinking Press.
adversity always make us
stronger? independentthinkingpress.com

46 | www.teachwire.net
www.teachwire.net | 47
 PARTNER CONTENT

5 PSTT Resources
30 SECOND
BRIEFING
REASONS TO TRY… PSTT supports teachers
to excel and raise the proile of
science within and beyond their
schools. These free resources have
been developed from Trust-funded
Materials to support primary science in your school research and support teachers with
the planning, delivery, assessment
and leadership of primary science.

ENGAGING LESSON from the PSTT website at:

1 IDEAS pstt.org.uk/resources/curriculum-
For example, City Science materials/big-jurassic-classroom
Stars ofers exciting, practical Teacher Guides and Activity Packs
lessons aimed at years 5 and 6. provide teachers with support in
Developed in collaboration with the form of images, worksheets and
Leicester City in the Community instructions for carrying out the
(LCitC) in their Premier League activities.
Primary Stars project, these
lessons have been widely trialled
and have proved popular with
4 SUPPORT FOR SCIENCE
& STEM CLUBS
girls and boys alike. All teaching Are you looking to introduce a STEM
materials are free to download or science club in your school? We
from the PSTT website at: have created a range of resources to
pstt.org.uk/resources/curriculum- get your club up and running, with
materials/city-science-stars support packs for delivering the
and include lesson plans, sessions, lists of resources required
presentations and additional and activity sheets. Some packs
support materials, including a ‘lab contain a fact sheet for children
book’ for children to use. to take home, encouraging them
to share indings and take their
CHILDREN AS learning further.
2 SCIENTISTS Engineering Our World introduces
Have you considered how eight famous scientists, engineers
cutting-edge science research USING YOUR and artists as a springboard
can provide an incredible stimulus 3 LOCAL Contact: for group-based engineering
for children's emergent ideas in ENVIRONMENT pstt.org.uk challenges. Download the resources
science? PSTT College Fellows The Jurassic Coast Trust [email protected] here: pstt.org.uk/resources/
use their expertise to provide and PSTT project brings 0117 325 0499 curriculum-materials/childrens-
resources for teachers to bring science and history university-stem-clubs
recent developments in science of the Jurassic Coast
into the primary classroom.
The articles explain what
to life in the primary 5 REGULAR
classroom. UPDATES
scientists have done and what Supporting Our free termly Why and How?
they have discovered in language understanding of rocks, newsletter ofers practical support
that children can understand; fossils and evolution, and news, research, projects and
supporting materials suggest these Early Years, Key key dates in the primary science
questions for children and Stage 1 and Key Stage teaching calendar. Each issue is
teachers to consider and describe 2 resources will be packed with ideas, free resources,
activities for the classroom that sure to inspire future pictures for talk in science, climate
mirror the research. See generations of geologists science and cutting-edge research.
pstt.org.uk/resources/curriculum- and palaeontologists Resources from each edition can be
materials/cutting-edge-science- and they are freely downloaded from: pstt.org.uk/
primary-schools available to download what-we-do/why-how-newsletter

KEY POINTS
Access these and All activities from Science You can sign up and All our materials are
numerous other free-to- & STEM Clubs are receive each issue of our developed by award-
download resources and validated by the Children’s newsletter directly to your winning teachers and
CPD materials from the University and count inbox by illing out the funded collaborators to
PSTT website: pstt.org.uk towards accredited form here: pstt.org.uk/ ensure the highest
learning. helpful-links/contact-us quality resources.

www.teachwire.net | 49
50 | www.teachwire.net
 FEATURES BEHAVIOUR

Praise and
the primary pupil
It’s a double-edged sword, either helping or hindering – so what
type of approval should teachers give their children and when?
BRADLEY BUSCH AND EDWARD WATSON

W
ielded Praise is best thought of like if they fail? If a student’s Selectively: What are
correctly, penicillin. It should not be perception of where they lie on the values and behaviours
praise can administered haphazardly and the smart-dumb continuum is you value the most in your
help students excessive doses can lead to people brought into question with every classroom? If curiosity,
flourish and increase their developing immunity to it. For piece of work, then evidence courage, effort and persistence
confidence, self-belief and example, one study found that suggests this leads to excessive are key to learning, then these
reinforce their learning; too much praise often comes stress, shaky self-confidence and are the things that should be
when used incorrectly, it can across as patronising and resulted ultimately students disengaging praised. For example, one
result in pupils becoming too in pupils lowering their standards from the task at hand. primary school teacher once
dependent on it and seeking as they were being acknowledged told us that they prioritise
it out too much. Praise can for things that should already Comparison praising their students if they
have an unintended negative have been expected of them. demonstrate resilience, as they
impact on children when it falls This chimes with our anecdotal We have been told by many believe this to be fundamental
into one of three categories: if experience, as we have heard of the teachers we work with for success both in and outside
it is excessive; if it focuses on from many teachers who say that as children progress in of school.
natural ability; and if it is used that once you start praising primary school, their sense of Sparingly: Too much of
in comparison to others. children too much, they become competition with one another anything is bad for someone.
reliant on it. For example, if you increases. Although this can By consciously choosing when
think it is standard behaviour for have a short-term boost to to praise someone, it will have
students to put their hands up motivation, it is a poor long-term more of an effect than if they
to ask a question, then once they strategy as emerging research receive praise all the time.
have done this a few times has indicated that those who Specifically: As with most
it makes little sense to continue are often praised compared to psychological interventions, a
to praise this. others exhibit more narcissistic one-size-fits-all approach often
behaviour. Comparing to others fails to hit the mark. Carefully
is a zero-sum game, as for one
Natural ability to be up, another must be down.
consider the individual student
When students do well in an and frame praise in terms of
To help children develop a their individual development
exam or on a piece of work, it robust motivation for learning,
is not uncommon for them to as it will be more likely to
the focus needs to be on their resonate and be more effective.
be told that they are ‘a smart individual development and
boy’ or ‘such a clever girl’. improvement, rather than how
However, this type of praise they did in relation to others.
Final thought
is often unhelpful for two Praise is how we communicate
reasons. Firstly, it to students what we think
does not provide Three ‘S’s matters and what’s important.
a template We have been into over 300 When viewed in this light,
for what they schools, running workshops with it makes much more sense
should do next staff, students and parents. Over to praise the processes,
time (as how the years, we have developed and behaviours and attitudes that
does one ‘be taught the concept of ‘purposeful you think lead to both better
clever’ again in praise’. The best way to think learning and development. TP
the future?) and about purposeful praise is that
secondly, if they are the only thing you should praise Bradley Busch and Edward
told they are smart are the behaviours you want to Watson are the authors of
when they succeed, see next time. Everything else The Science of Learning:
what are they to is hot air. To help ensure your 77 studies that every
deduce about praise is purposeful, it should fall teacher needs to know,
their intelligence into one of these three ‘S’s: published by Routledge.

www.teachwire.net | 51
 Take the challenge with our
HARRY POTTER BOOK
NIGHT assembly Don’t
Kick of your school’s celebrations by looking at forget!
courage and facing our fears 6th
Februa
ry
SARAH WATKINS

F
or over 20 years, the wizards, including Harry idea of the two other volunteers of danger is so high that some
schoolchildren across Potter himself, face challenges directing the blindfolded pupil, previous competitors have died
the world have been that require true courage. This using spoken instructions. while taking part.
spellbound by JK assembly plan is aimed at KS2 Supervise a successful trust walk Display Dumbledore’s
Rowling’s Harry Potter novels. because the book contains more through the obstacles. introduction to the tournament:
On 6th February it’s the sixth mature themes. “Eternal glory! That’s what
Harry Potter Book Night and As the pupils walk into Introduce awaits the student who wins
this year’s magical theme is the your assembly space, establish the theme the Triwizard Tournament.
Triwizard Tournament from The a suspenseful atmosphere by Click on the PowerPoint and the But to do this, that student
Goblet of Fire. You can download playing The Goblet of Fire music second half of the quote will be must survive three tasks. Three
an event kit full of fun ideas by Patrick Doyle. Display the revealed: “But remember this: extremely difficult tasks.”
and activities at harrypotter. PowerPoint page (see resources) you have friends here. You’re Even though Harry Potter
bloomsbury.com. Whether you featuring the first part of the not alone.” Give the pupils time does not volunteer to be a
are taking part or not, use this Dumbledore quote: “Dark and to read the entire quote from competitor, he is chosen by the
additional resource to conjure up difficult times lie ahead. Soon Dumbledore and ask them to Goblet of Fire and he reluctantly
a little Hogwarts magic into your we must face the choice between silently reflect on this. Explain agrees to represent Hogwarts,
assembly. If you want a teacher’s what is right and what is easy.” that the theme of today’s facing huge danger. Ask the
script to follow, download one, Once the pupils are seated, assembly is courage: facing children whether he is a brave
along with all our ask for three volunteers. Ask our fears and making the right character. Invite them to justify
other resources two of them to lay out cones or decisions, not the easy ones. their decisions.
for this assembly, similar obstacles in front of the Show the illustration from
at the link in the third. Now give the third pupil a The Goblet of Fire. Can anyone Reading aloud
panel below. blindfold to wear. Spin the pupil name the book? Explain that in Read these sections of the
around and then tell them to The Goblet of Fire, Harry Potter book aloud:
Start here walk forwards while blindfolded, competes in the Triwizard “Harry barely slept that
During the trying to avoid the obstacles. Tournament, a contest that night. When he awoke on
perilous contest Without scaring the pupil too tests magical skills, bravery and Monday morning, he seriously
of the Triwizard much, stress the potential powers of deduction. The level considered for the first time
Tournament, dangers such as tripping and
falling. Stop the pupil after
they have taken one or two
tentative steps with their arms
outstretched.
Take off the blindfold and
encourage the volunteer to YOU WILL NEED:
explain to the others how they • Teacher’s script
are feeling about this difficult • Assembly PowerPoint
challenge. Can any of the pupils • Courage cards
suggest a way to make it easier?
Guide the children towards the DOWNLOAD THESE FOR FREE FROM
teachwire.net/teaching-resources/
harry-potter-night-assembly-resources

52 | www.teachwire.net
 FEATURES ASSEMBLY IDEA

Song ideas...
v ‘True Colours’ by
Cindi Lauper
So
v ‘Something Inside
Strong’ by Labi Siffre
reilles
v ‘Brave’ by Sara Ba
‘Try Everything’ by Shakira
v

ever just running away from

LESSON
FOLLOW-UP
Hogwarts. IDEAS
“[Harry] stood up, noticing
dimly that his legs seemed to
be made of marshmallow. He •blinking
Art: Create Origami
dragon eyes
waited. And then he heard the (example: tinyurl.com/
whistle blow. He walked out tpdragoneyes).
through the entrance of the tent,
the panic rising into a crescendo • PSHE: Read the
dilemmas on the courage
inside him. cards (see downloads).
“He saw everything in front Discuss what the right
of him as though it was a very choice might be.
highly coloured dream… there
was the Horntail, at the other end • English: Write a
description of the Triwizard
of the enclosure, crouched low Tournament from the
over her clutch of eggs, her wings point of view of one of
half-furled, her evil, yellow eyes the dragons. The dragons
upon him, a monstrous, scaly, are all nesting mothers
black lizard, thrashing her spiked who were given a sleeping
tail, leaving yard-long gouge courageous might not feel taking a test or helping a new draught and then moved
marks in the hard ground.” like courage at the time and pupil, think about how you from a dragon sanctuary to
that courage sometimes only will show your courageousness Hogwarts. The competitors
Discussion needs to last for a short while. this week and think about how attempt to steal a golden
Ask the children how Harry feels Remember, without fear, there you will support others to be egg hidden among the
about facing the dragon during is no need for courage. courageous too. TP dragon’s own eggs.
Show the final page of the
the first test. Which words or
phrases from the text convey PowerPoint with Dumbledore’s • STEM building
challenge: Create a
this? Harry Potter is a wizard quote: “It is our choices that Sarah Watkins broomstick with the
but courage is not one of his show who we really are, far more has taught materials you have
magical powers. Question the than our abilities.” every year been given.
pupils about what courage is. group and was
Display this dictionary Reflection time previously
definition on the board: courage Courage is often about making head of school.
is an ability to face something the right choices. Whether it She is an 6F
ebr ua r y 2020

that is frightening and to is competing in a sports event, SLE (English) and currently
control one’s fear. Consider teaches Reception.
this definition and encourage he n
T

Tri me
w iz a rd Tou rna

pupils to talk about a time when

they had to face their fears.
Explain that doing something

Event Kit
#HarryPotterBookNight

Party time!
Find even more fantastic
ways to celebrate Harry
Potter Book Night 2020
by downloading the event
kit from harrypotter.
bloomsbury.com

www.teachwire.net | 53
 PARTNER CONTENT

THE
WOW Enrich your curriculum
and bring the whole school

FACTOR together with a visit from the

UK’s no 1 touring Theatre in
Education specialists
Performing to around 6,500 Primary, SEN and Nursery Schools
annually, M&M Theatrical Productions transform gyms and
dining halls into a fully immersive and truly authentic theatrical
experience, using state of the art sets, sound, lighting and special
efects. Their inclusive, cross-curricular productions, renowned
for their high quality and attention to detail, can be relaxed and
tailored where necessary to meet the needs of the audience,
ensuring that children of all ages and abilities are equally
engaged, educated and entertained.

Contact:
M&M Theatrical Productions
magicoftheatre.com

CLASSIC PANTOMIMES TEACHERS’ STAGECRAFT

LITERATURE Packed with cross-curricular RESOURCE PACK WORKSHOP
ADAPTATIONS themes including times tables All classic literature Packed with demonstrations,
These enchanting stories, by and Makaton, while expertly adaptations are accompanied hands-on experiences and
long-established children’s combining the tradition of by a comprehensive teachers’ inspiring careers advice, this
authors, are presented in an theatre pantomime with resource pack, suitable for workshop is an exciting way
easily digestible and interactive up-to-date and age- Key Stage 1 & 2. Bursting with to enhance a classic literature
format, creating an inspiring appropriate humour, music ideas for active lessons based adaptation, ofering the older
way to promote reading for and themes, these colourful on the production, this is a pupils an opportunity to
pleasure and to learn about and dynamic productions are valuable resource to enrich broaden their knowledge of
the past, while engaging the guaranteed to have the whole the experience of one of these the arts combined with STEM,
whole school in tales involving school laughing, booing and productions through fun, enjoying a practical insight into
characters from many singing along – children and curriculum-based what goes on behind
diferent social and cultural teachers alike! follow-up activities. the scenes.
backgrounds.
www.teachwire.net | 55
 FEATURES ORACY

Oracy is the
NEW BLACK
It’s not just a buzzword. Your pupils talk – a lot.
So here’s how to use it to their (and your) advantage
EMMA MALLETT

O
atmeal, oranges and is? And more importantly, is it What is it and is it to take ownership. Cognitive
oracy? An unusual beneficial or practical to add into worth doing? oracy involves consideration
trio. Yet oracy is our teaching practice? Or is it yet of content and structure when
currently being another buzzword soon destined Oracy is not something to be speaking, as well as being able
hailed as the new ‘superfood’ to be discarded or forgotten tagged onto the last lesson on a to clarify or reason to support
in education: the on-trend key – much like that half open Friday in order to tick the box views or ideas. Social or
ingredient we must all add to oatmeal pack in the cupboard or of ‘teaching oracy’. Nor does it emotional oracy involves
our teaching diet. Yet, it must the quickly shrivelling orange need to have an isolated regular working with others, listening
be asked how many of us are nestled at the back of the fridge, slot in our already brimming and responding appropriately,
clear on what oracy actually both purchased with such timetables. Oracy is already having confidence in speaking
virtuous intent. happening in your classroom; and an awareness of the
your students talk. A lot. Use it audience being spoken to.
to their (and your) advantage. Oracy is effective
Ensure the talk is meaningful communication, a tool every
(no, I don’t need to hear human needs, so therefore a tool
about your pet rabbit during a it is our duty to develop within
BIDMAS lesson, Darcy). Oracy the pupils we teach.
is children coming up with
ideas, discussing them with each
other and coming to their own
Quick ways to
conclusions. Put simply – oracy embed into practice
is talking with purpose. Oracy is a skill and will only be
But in order to discuss oracy, mastered through exposure
we need to be talking the same and practice. This consistent
language (pun intended). Oracy exposure will ensure embedding
can be divided into four strands: of this knowledge in pupils’
physical, linguistic, cognitive long-term memory and only
and social/emotional. Physical then can it be considered learnt.
oracy is simple to recognise and Small changes can be made
is delivered through voice, be it to immediately infuse your
tone, fluency, projection or pace, classroom diet with oracy: ban
and through body language, one-word answers to questions;
our use of facial expressions, utilise thinking stems to
gestures and posture. The scaffold appropriate answers;
simplest way to demonstrate the discuss interesting or unusual
physical strand of oracy to pupils vocabulary encountered when
is through consistent modelling reading and celebrate when
from you when you address the pupils (fingers crossed!) apply
class or group. this in their writing.
Linguistic oracy can be EYFS are ahead of the
summarised into vocabulary game in the oracy stakes and
choice, language choice and already monitor, scaffold
rhetorical technique such as and help develop pupils’
humour and irony, again a conversation skills through
strand which is straightforward the ‘communication and
to model to pupils. The next language’ strand of the national
two strands of oracy require curriculum. KS1/2 need
more consideration when trying to revisit the speaking and
to inspire and enable pupils listening objectives as well as

www.teachwire.net | 57
the non-statutory requirements well-modelled examples of talk Could representatives relay a value in our ever-changing
in the national curriculum. In and meaningful opportunities summary of the meeting to their society. Oracy is speaking with
the non-statutory guidance, for their voice to be heard. Could peers and develop their physical, purpose. Turn that orange into
teachers are encouraged to a staff meeting be utilised to linguistic and cognitive oracy? marmalade. Bake flapjacks with
enhance pupils’ “knowledge ensure all staff are aware of Is constructive feedback being your oatmeal. Turn talk into
about language oracy and its provided when practising class oracy. There’s no debate to be
as a whole” and progression assemblies or productions? had this time: there’s room for
to give pupils “Topic is through the Has an awareness of audience oracy in every classroom. 
“constructive school? Could been discussed? Do you have Oracy is the new black:
feedback on their
spoken language
a fantastic World Book
Week have a
a play-leader scheme? Could a
training programme be put in
it’s timeless and goes with
everything. TP
and listening”.
Yet where, I
opportunity performance
poetry focus?
place to model how to manage
relationships with peers of
hear you ask, are
you supposed
for pupils Why not look
to the local
different ages?
Concentrate on what you Emma
to fit this
non-statutory to develop community to
find resident
already have in place and
consider tweaks that could be
Mallett,
English
guidance into poets or maybe made to promote oracy skills. BA (Hons)
your daily linguistic rappers who In a nutshell, and Med
teaching can inspire communication and our (Cantab), is
practice? Topic oracy” and teach relationships with others define currently an
oracy lead and Y6 teacher, and
is a fantastic pupils about us as humans. The skill of oracy
opportunity for performance is certain to stand the test of mum to a cheeky one-year-old
pupils to develop their linguistic and spoken-word poetry? time and continue to grow in sleep thief.
oracy through exposure to Curriculum maps need to
subject-specific vocabulary. be updated to show how oracy
Science offers a platform can be interwoven through
for pupils to develop cognitive practically all subjects in the
and social or emotional curriculum. Could medium-term
oracy through summarising plans include a word of the
of experiments, critically week to align with the current
examining ideas and concepts topic (don’t make extra work by
as well as listening actively and choosing a standalone word)?
responding appropriately to Assembly structure could
their peers’ suggestions during be adapted from being adult-led
group work. Why not bring with the pupils listening
etymology into maths to enable passively, to being pupil-led.
pupils to develop links between One possible idea would be for
abstract concepts and real life? students to sit in mixed-aged
For example, when counting in groups with a conversation
multiples of two in Y1, discuss starter or picture displayed
pairs and the prefix ‘bi’ meaning to elevate the importance of
‘two’. Can pupils make the link speaking and listening. Teachers
between bicycle, biceps and would circulate and scaffold
binoculars? discussion where needed.
Guided reading has obvious Classroom layouts could
links to oracy through reading be reconsidered to facilitate
aloud to develop physical discussion and displays could be
oracy and answering retrieval interactive. Parents’ evenings
questions such as ‘find the word could involve the pupils
which is similar in meaning explaining their learning to their
to…’ to develop linguistic teacher and parents/guardian,
oracy. Could your class book be giving agency to their learning
an audiobook one term in order and ensuring accountability.
to hear excellent examples of
physical oracy? Oracy outside of
the classroom
How to embed The good news is your school
whole-school oracy is probably already doing lots
In order for oracy to be in terms of oracy outside of
embraced by all teachers and the classroom. The key is to
for all pupils to benefit from evaluate what is happening
purposeful talk, schools need to and determine whether oracy
consider whether their current is effectively being developed.
practice provides pupils with Do you have a school council?

58 | www.teachwire.net
RIBE  SUBSCRIBE  SUBSCRIBE  SUBSCRIBE  SUBSCRIBE  SUBSCRIBE

Subscription Inspire, educate

order form and entertain –
Air Business Subscriptions, Rockwood House,
put on a play with
9-17 Perrymount Road, RH16 3DW

YES!Please start my subscription to Teach Primary

1 DIRECT DEBIT
4 issues for £15.99
2 CHEQUE/ CREDIT CARD
8 issues for £39.92 (1 year)
3
16 issues for £79.84 (2 years)

DELIVERY/INVOICE DETAILS, please complete in BLOCK CAPITALS

Title Forename Surname
Nursery Name
Address

Postcode
Daytime No. Mobile No.

Email
Suitable
for ages Early
Years/
1 INSTRUCTION TO YOUR BANK OR BUILDING SOCIETY
TO PAY DIRECT DEBIT Nursery
Name and full postal address of your Bank or Originator’s ID No. 677186
Building Society

To the Manager ................................................... Instruction to your Bank or

Building Society
EARLY YEARS PLAY
Address ...............................................................................................
Please pay Aceville Publications
.................................................................................................................. Ltd Direct Debit from the account
detailed in this instruction subject OUR VERY OWN POP STARS
............................................................. to the safeguards assured by the
Direct Debit Guarantee. I understand Let’s get ready to rock!
Postcode ................................................................ that this instruction may remain with The day at the nursery group starts just like any other,
Aceville Publications Ltd and, if so,
Name(s) of Account Holder(s) details may be passed electronically but no-one can believe their eyes when a group of world-
to my Bank/Building Society.
famous pop stars drop by to put on a very special show.
Branch Sort Code However, things don’t go quite according to plan, and
there’s only one solution – the children must leap in to
Bank/Building Society Account Number help save the day! With songs to learn, costumes to find,
and time running out, there’s not a moment to lose…
Full of easy-to-learn songs guaranteed to have
Signature(s)
every toe tapping, this is the ultimate feel-good
Date.......................................................

Data Banks and Building Societies may not accept Direct Debit instructions for some types of accounts show that’s perfect for any time of year.
Stand by for a poptastic spectacular
like you’ve never seen!
2 ALTERNATIVE WAYS TO PAY
TP141
CHEQUE/CREDIT CARD £39.92

I enclose a cheque made payable to Teach Primary

Please charge my Visa Mastercard Amex Switch/Maestro (issue No.)
CARD NUMBER EXPIRY DATE When you subscribe to Teach Primary
Magazine, you benefit from:
SIGNED: DATE:
l FREE* welcome gift
l Access to exclusive digital resources
*This is a UK Direct Debit offer. Gift is only available to UK subscribers. Existing subscribers can renew
using this offer. Your subscription will begin with the next available issue. If your subscription is a gift, the and special offers
gift and gift card will be sent to the donor. You can also subscribe via cheque or credit card. In the event of
a gift being faulty or damaged, please contact us within 28 days of receiving the gift. This offer is subject l Free time-saving lesson plans from creative and
to availability, alternative gift may be supplied to the same or greater value. This is a limited offer and outstanding teachers
may be withdrawn at any time. Photocopies accepted. Cancellation policy applies, refer online or contact
customer services for more details. Please note: Overseas subscriptions will not include subscription gifts l Insight & opinions from leading UK columnists
or cover-mounted gifts. By subscribing we will contact you about your subscription where appropriate.
l An entire section dedicated to teaching English
l Special features such as coverage of
Your details will be processed by Aceville Publications Ltd (publishers of Teach Primary Magazine) in full accordance with
data protection legislation. Aceville Publications Ltd may wish to contact you with information about other services and
outstanding schools and behaviour management
publications we provide which may be of interest. Please tick the relevant box below if you ARE HAPPY to receive such
information by Post q Phone q Email q. Aceville Publications Ltd will NOT share your personal details with anyone else.
 SUBSCRIBE
 SUBSCRIBE  SUBSCRIBE  SUBSCRIBE  SUBSCRIBE  SUBSCRIBE  SUB

SUBSCRIBE TO
AND GET A FREE
ALL-YEAR-ROUND SCHOOL PLAY
OF CHOICE WORTH UP TO £50

Suitable
for ages

9+
Suitable
for ages

7+
PRIMARY PLAYS
HUBBLE BUBBLE PIRATE TROUBLE THE GREAT GLOBETROTTING GAME
Climb aboard for a swashbuckling Get ready for a magical mystery
adventure on the high seas! tour like no other...
Shiver me timbers! There’s trouble on the Children are never too young to learn about
ocean blue when an ancient treasure map falls different cultures and ethnicities, and this fun-packed
into the hands of two pirate crews. Both ships play, with its universal message of inclusivity,
race to be the first to find the buried treasure… is as entertaining as it is educational.
and that’s when the fun really starts! Hold tight for a An enchanting musical that takes us on a
rollercoaster ride, packed to the rafters with thrills, rollercoaster ride through lots of exciting countries
spills and plenty of rollicking sing-along songs! With its around the world… With its heart-warming
heart-warming message about friendship and working finale celebrating global unity, this is also
together, this is also the perfect show for school leavers. the perfect show for school leavers.
Yo, ho, ho, and away we go, on the most Hold onto your hats for a magical, musical mystery
spectacular pirate adventure of all! tour that will entertain, educate, and enchant!

SAVE

3
OVER

EASY 1 teachprimary.com/TP141 20%!

WAYS
to subscribe... 3
2 0800 904 7000
Quote: TP141
Send us your order form
Freephone lines are open Monday-Friday 8am-6pm, Saturday 9am-5pm | [email protected]
4£15.99 ISSUES
FOR ONLY
 TIME
MANAGEMENT
tips for leaders
Keeping control of your workload is a skill that has to be learned,
practised and reined. Here’s where to start...
STEPH CASWELL

L
et me guess – a wry your work each day without desperately attempting to
smile has just passed constant interruption? Are the get some work done without
your lips. Maybe even days of poring over your work at any interruption.
a soft chuckle escaped. home well and truly over? Now, don’t get me wrong.
For many senior leaders, time As a leader, part of your job is
management is a little like a Developing time- to be interrupted. To be ‘on
new year’s resolution; you start
of with the best intentions,
management skills call’ when people need you.
Much like any skill worth Nothing is going to
vowing that this year things change that. But you
will be diferent. You won’t having, we’re not born with a
talent for time management. can develop skills
be distracted from that data
analysis or governors’ report. It’s a skill that has to be learned, that enable
practised and constantly you to work
You visualise ‘inbox zero’ like
reined until we come up with with that
a weightlifter would visualise
24in biceps. a system that works for us.
But then a behaviour It was through desperation
incident occurs at lunchtime. A that I decided to learn about
parent requests to talk to you it during my time as a deputy
about their child. A teacher headteacher. I was tired of
calls in sick and suddenly you starting things and never
have to cover. Your dreams inishing them, of constantly
of inbox-zero glory ly out the adding to my list of jobs but
window. Managing your time rarely crossing things of and of
efectively, therefore, sounds
like the stuf dreams are made of.
So, is it possible? Can you,
as a leader in a primary school,
actually ind ways to complete

62 | www.teachwire.net
 FEATURES WORKLOAD

“I learned MODEL GOOD

TIME MANAGEMENT
about Do the worst As a senior or middle leader, it’s your job to be a good role
first of all model for the other teachers and support staf in your
managing Time management school. By demonstrating good time-management skills, you
guru Brian Tracy suggests you enable others to follow in your footsteps, particularly when it
time through imagine that part of your job comes to improving work-life balance. By setting boundaries
for the work you complete in school, staf will then feel more
is to swallow a live frog every
desperation” single day. Would you want
to get it over with or leave it
conident to set their own boundaries too. Ofer to cover a
class for them to give teachers some uninterrupted time
until the very last moment? when they have an important deadline. It will do wonders
knowledge and still be In his book Eat that Frog, for staf morale and encourage them to establish a healthy
successful at completing other Tracy suggests looking at your work-life balance.
tasks that are essential to your to-do list the night before
role. Here are some ideas you and deciding which task is
might like to consider. They the most important, yet most
Consider shown that you are actually
come from things I’ve tried or unappealing on there – one working less productive if you try and
from ideas developed with the that you’ve been putting off or from home multitask. Focus all your
leaders I coach. Give each of dreading. This task becomes Yes, you read that right. A attention, all your energy on
them a try. Some might work your frog. Make it the first system that worked well with one task and do it to the best of
for you; others might not. Time thing you do when you come my former senior leadership your ability. Not only will the
management isn’t a ‘one size fits in and you’ll begin the day team was the option, once a work you produce be better, but
all’ system. Take the strategies with a sense of achievement half term, to work from home you’ll feel less stressed too. To
that work for you, add them to and success. for the day. When you’ve got do one thing well is far better
your toolkit and ditch the rest. the school’s data to analyse than to do a few things that are
It’s your toolkit after all! Block out or an important end-of-term merely mediocre. Why not try
the diary governor’s report to write, a a ‘power hour’ each week and
day at home can provide the use it to do all those small tasks
Most schools now have access
space and environment you that are always on your list, but
to a shared, online diary.
need to get it done. Why not try not of high importance? Again,
When you know you have an
it? If you plan it well enough in set that timer. It can be a really
important task to do, block out
advance, cover arrangements productive end to a week,
your diary for all to see. That
can be made and tasks or duties so give it a try.
way, you won’t be interrupted.
can be delegated.
You don’t have to write what
you’re doing; you just need to Keep practising
make yourself unavailable. It Get organised Remember learning
might only be for an hour, but So, you’ve got the time to ride a bike? You
an hour of uninterrupted time and you’ve got the fell off a few times before you
is worth its weight in gold. space to do a task, but you’re were able to ride from your
procrastinating. As a writer, house to the end of the road.
Find a new I feel your pain. But there Time management is similar to
space to work is a method that works: the learning any new skill. You’ll
pomodoro technique. Using a wobble a bit, you’ll probably fall
An assistant
timer, set it for 25 minutes. As off a few times, and that’s OK.
headteacher I recently
soon as you press ‘start’, work Keep practising, keep trying new
coached wanted to use the
solidly on your task for that strategies and ideas. Sooner or
diary idea above, but was
block of time. As soon as it’s up, later, you’ll find the ways that
hesitant. If people saw that
take a five-minute break. Walk work for you and you’ll have the
he was in his office, the
around the room, grab a drink of time management equivalent of
temptation would be there to
water, stretch. When the break 24in biceps in no time. TP
knock on the door and just ask
is over, another 25 minutes goes
for a ‘quick word’. So he tried
on the clock and you start again.
combining the diary blocking
It really is a great technique.
with occupying an unused Steph
Have all you need for the task
classroom/meeting room and Caswell is an
at your fingertips too, to avoid
found it worked well, enabling educational
interrupting your flow, and your
him to complete important coach and
productivity will soar.
jobs without interruption. author.
If all else fails, introduce a
system of a green/red card
Just stop
on your door. Green means multitasking
strivecoachingand
they’re welcome to knock; If you think multitasking is development.co.uk
red means they must a tool for your toolkit, you’re
come back later. sadly mistaken. Research has @stephcaswell_

www.teachwire.net | 63
64 | www.teachwire.net
 PARTNER CONTENT

Steve George, headteacher, and

WHY I Dawn Molloy, school librarian,

LOVE... at Prescot Primary discuss the

impact of Renaissance reading
practice and assessment solutions

ABOUT US:
NAME:
Prescot Primary
School is a primary
school of around 420
children in Prescot,
Merseyside.

TALKING ABOUT:
RENAISSANCE
ACCELERATED
READER, STAR READING
AND myON

How did you hear about it?

We irst heard about Accelerated
Reader from a local high school. The
timing coincided perfectly with a couple
of big changes at the school: the opening
Renaissance Learning any device from home or at school. (We’ve
of our new school library and a scheme
UK Ltd, added on diferent packs to our subscription
to provide every child with an iPad. Every
14th Floor since then, which means that we’re now on
child in KS2, as well as the odd Year 2
South Quay Building around 6,000 books!) We only started
showing signs of strong reading, is now
189 Marsh Wall using myON this year, but we’re hoping for
using the full literacy package from
London E14 9SH big things…
Renaissance – Accelerated Reader, Star
Phone: 020 7184 4040
Reading, and myON.
Web: renlearn.co.uk What has feedback been like?
email: answers@ Here’s an example:
What has been the efect?
renlearn.co.uk “The programme has massively increased
Star Reading has massively reduced
my daughter’s love of reading! As a parent I
our teachers’ workload. If you look back at
ind the process extremely engaging and feel
what we used to be doing – a paper-based,
I understand how she is making progress
tick-box assessment for every single child
through regular quizzing. She is always
in every single subject – the contrast is
eager to share her scores with me and talks
huge! Now, all reading testing is done for
about how her ‘ZPD’ helps her to ind books
a whole class within a half-hour slot. No
that she is able to read and understand.”
marking required! The children are used
The whole package from Renaissance is
to the format of the Star tests now too, so
absolutely value for money. I’d hate to lose
they run through them luently. The data is
it. It’s a must for our school going forward –
there instantly – we can pull of summary
and that’s only based on what we know so
reports and rank them in whichever order
far. We can’t wait to see how it will grow and
we want, then see who’s on track. It allows
develop in our school!
us to say, “OK, this is what we expect to
see by the end of KS2.”
Yes, we have a great library now. But WILL IT WORK FOR YOU?
the next big barrier is reading at home!
Without having the right books – or in • Star Reading • Accelerated • myON ofers • Together –
many cases, any books – to read at home, is an online Reader is simple, every student Star, AR and
reading progress is hindered. This is where assessment of involving an unlimited access myON – form a
myON comes in! With myON, initially each students’ online quiz and to an enhanced complete literacy
child had around 1,000 books to access on reading progress. instant feedback. digital books solution.
www.teachwire.net | 65
 FEATURES LOCAL HISTORY

Small steps into

THE PAST
A local history topic is an efective vehicle for developing
KS1 pupils’ skills related to enquiry and the use of sources
BEV FORREST

A
comment I hear all too often Approaches for local
from history subject leads STUART BOYDELL’S
is: “I don’t know where
history at KS1 BUILDING STUDY
A local history topic is a great vehicle
to start – there is no local
for developing KS1 pupils’ skills and
history around my school and certainly
understanding of concepts in many
none I can use with pupils in KS1.” Too
areas but particularly those related
often teachers can’t see beyond the
to historical enquiry and the use
absence of the big stuf in history. They
of sources.
need to take a moment to reconsider
The local environment itself,
and discover that some of the most
photographs and oral history
meaningful local history is that found
are undoubtedly the most easily
on a smaller scale and closer to home.
accessible and popular ways for
On a recent school visit in Sutton in
developing these areas with this
North Yorkshire I was struck by the My Y2 pupils at King Edward’s School
age group. Just focusing on one
broad range of opportunities for KS1 in Bath investigate local history through
local building and its change of use
pupils within walking distance. While a study of their school building. They
can be an efective way of covering
the school and neighboring Victorian embark on a mission to discover if the
local history with KS1. An example
houses would provide a wonderful structure dates from the Victorian era.
of one such building is a mosque in
project, the local park ofers an even Armed with iPads the children explore
Small Heath, Birmingham, which
more engaging learning opportunity the building and grounds, taking photos
had formerly been the municipal
for KS1 pupils. It was opened in 1912 of any clues they think could help them
swimming pool.
on land bequeathed to the people of to date the building. They compare their
Subject leader Stuart Boydell
the village by two wealthy local mill evidence with that found in books and
(see box) believes teachers often
owners. A further area was added to by researching the internet.
underestimate KS1 pupils’ capabilities
the park in memory of the men who At this point, one of the more able
to engage with more challenging
had returned from the Great War. A pupils usually suggests that the building
source material.
memorial remembering those who could be Georgian (it is Bath!), with
Stuart works with local archivists
failed to return is also sited within Victorian features added later. We
to introduce his pupils to both
the park. ask a Bath city archivist to help us by
primary and secondary source
There are many features of the examining original local maps from the
material including maps, newspapers
original park still remaining, including 18th century to mid-19th century. The
and census returns. Often, teachers
the bowling and putting greens and children pore over them, trying to see
think the complex and unfamiliar
a wonderful promenade. Through an where the house is listed. It appears in
vocabulary will be too diicult and
engaging enquiry question, the pupils the mid-1800s as The Retreat.
prevent pupils from engaging with
could set out to discover whether our Armed with the name of the house,
the topic. Yet he and others have
park was a more fun place to play in the the children are shown a local almanac
found that pupils delight in using
past than it is today. from 1900 and the 1901 census return to
unfamiliar words. But don’t be afraid
Following an initial walk around find the owner’s name. This information
to edit documents to make them more
looking at existing features, the pupils then goes with the children to our local
accessible to your pupils. TP
could discover changes made to the church, where they find plaques that
park through investigating the archive suggest the family was quite notable
of old photographs. locally. This leads to further research
Interviews with local residents Bev Forrest is chair on the family name, where the children
would provide further opportunities to of the Historical discover that the first little boy to live
compare the area then and now. They Association Primary in the house in the 1860s grew up to
may even uncover some contradictory Committee and a become a rear admiral and escorted the
evidence and begin to puzzle why this national HA Quality Kaiser to Queen Victoria’s state funeral.
may have occurred. Mark assessor.

www.teachwire.net | 67
68 | www.teachwire.net
 r
ve
Sa
ve
0%
O

BACK BY POPULAR DEMAND:

2 GET THREE ESSENTIAL BOOKS
TO HELP YOU BALANCE LIFE INSIDE
AND OUTSIDE OF THE CLASSROOM!
when you subscribe to BOOK
BUNDLE
WORTH OVE
R

£50!

Why
Subscribe?
2 EASY WAYS TO SUBSCRIBE: l FREE* welcome gift

l Access to exclusive
digital resources
VISIT l Free time-saving lesson plans

teachprimary.com/141kit l Insight from leading UK columnists

l An entire section dedicated to

teaching English

OR CALL l Special features

* Refer online for terms and conditions

0800 904 7000

QUOTE: 141KIT
Freephone lines are open Monday-Friday 8am-6pm, Saturday 9am-5pm | [email protected]
4
£15.99
ISSUES
FOR
ONLY
*
 Create a vision
FOR EAL PUPILS Use a range of media to ill knowledge gaps,
develop vocabulary and bring learning to life in the classroom

BETH SOUTHERN

I
n the UK, EAL students prior knowledge. Just because Sometimes people assume tier or to bridge an experience
account for 21% of a child lacks English doesn’t 2 words are just hard words, gap. Use during a shared
children in primary mean that they lack knowledge but actually they aren’t and reading experience to develop
schools and 17% of so it is important that we find many picture books aimed at discussion and consolidate
students in secondary schools. out what they do know and not young readers are littered with misconceptions. Other ideas
That is over 1.5 million EAL what they don’t know! them. This makes them ideal for picture books include:
learners in our education For many learners, not just for introducing high-utility l Illustration investigation –
system at present, and the EAL children, an experience words to children and drilling pick two pages and compare
number is on the rise. As gap leads to a word gap and down into them to understand images. What changes?
classroom teachers, we are this can impact on learning. them better. Picture books and What stays the same?
often expected to teach a For example, children from images can also be used for What can they see? What can
wide range of needs, and EAL Syria or Turkey might have building nouns and assessing they infer or predict?
coverage on initial teacher no experience of the British prior knowledge – “can you l Emotion tracking – use
training courses is woefully seaside, but importantly many find…?”, “where is the…?” a picture book with a main
lacking in preparing teachers of their English peers might character and use a chart to
for supporting this group of not either. Using video clips, Types of track and discuss different
learners. As EAL learners don’t soundbites, images and picture visual media expressions and emotions
attract funding, it is often down books can fill that gap and through the book.
Pictures: Ideal for assessing
to the teacher to creatively allow children to picture what l Discuss vocabulary such as
prior knowledge, developing
support them. So how about it is that they are learning colours, animals, fruits,
inference, prediction and
using some techniques that about. They can then ‘hook’ objects, weather, seasons
emotional response, such as:
would benefit the vocabulary that learning onto what they and celebrations
l What time of day is it?
development of all learners, do know about beaches from using picture books
home, or things that they have (inference)
not just EAL? Let’s talk about l Where is this? (inference) as the central
visual media. seen on television or in films. resource.
l What might happen next?
Essentially, visual media ‘A picture is worth a l Rewrite
thousand words’ can be no (prediction)
uses a range of strategies to l What can you see? (assessing the ending
bring learning to life. I would truer than when applied to – this is a
an EAL learner. Visual media prior knowledge)
include pictures, picture books, l How would you feel if you high-level
videos, drama, audio (songs, is ideal for developing
vocabulary, which is the saw this? (emotional response) skill but
soundbites, soundtracks) l Who lives here? (inference) really
and charts/graphs under this biggest issue that EAL children develops a
category of scaffolding. face, but no child can have
writer’s craft.
too much vocabulary and Picture books: Ideal for l Use them to
so it is always useful from any age. They provide an
Why use it? a whole-class point of view opportunity to access rich
demonstrate
One of the areas teachers phases of a story,
too. Tier 2 vocabulary can be vocabulary supported by
often complain that they find transitions, character
described as high-frequency detailed illustrations. There are
difficult is knowing where development
words often found in written so many high-quality picture
their learners are starting and so on.
texts, the vocabulary required books that it is easy to link
from. Research shows that EAL l Drama/roleplay linked
to succeed academically from them to your topics and units
children cope best when they to them creating something
KS1 up to postgraduate level. as a pre-teach opportunity
are able to ‘hook’ learning on to or acting out parts of the
prior knowledge. This is linked book; freeze frame, hot
to code switching whereby
they think in English, switch
“EAL children cope best when seating and so on.
l Add dialogue to wordless
to their first language and they are able ‘hook’ learning picture books, what do you
then back to English. Visual think characters would be
media is perfect for assessing onto prior knowledge” saying, how can you tell?
70 | www.teachwire.net
 FEATURES EAL

Video: Clips, such as animated World War One – a topic that

short films and documentaries,
provide an instant hook for
is really hard to imagine for
almost anyone these days.
Free online resources
learners. While they are never Using a brilliant animated Download examples of a vocabulary net, graphs and charts
a replacement for books, short video called Walter (see as visual aids for EAL learning at tinyurl.com/tpeal
they can be used before, tinyurl.com/tpwalter), it really
during or after reading (or makes the fear and tragedy of
linked to a topic) as a means war real to the children (but
of consolidating, assessing in a way suitable for young
comprehension and developing learners). I then consolidate
vocabulary. Like picture books, this with a vocabulary net (see
you can often find a short film downloads). These are perfect
that will link to your topic and for use alongside videos as
use it alongside other planning. they hone the viewers in to
An example that I often use key areas or points and focus
during training is linked to them to look for certain things.

The example for download writing before they do it. With

uses the senses as a means of plenty of discussion, children
focus, but anything could be can complete story maps,
added to the net. Once children storyboards, emotion charts
have seen the video and some and knowledge organisers,
high-quality images, we can which will be useful for
discuss in much more detail further work they might do.
how it felt to be a soldier in By allowing them to write
World War One – something on an organiser they can mix
that would have been almost drawing and writing, as well as
impossible without these full sentences and single words
scaffolds. Shared writing would or key vocabulary. Graphs are
enable us to write collectively easy to visualise, particularly
about an image, using ones that use images such
questions similar to those as pictographs, Venn
above in the picture section. diagrams and bar charts (see
downloads). Use these to get
Audio: Sometimes forgotten key information to students in
when we think of visual a way that reduces teacher talk
media, audio clips can time. Use strong role models
be a powerful tool of English as a scaffold when
to use with EAL using organisers and graphs as
children, but also they can demonstrate how they
with the whole are used and interpreted.
class. Listening We should aim to scaffold
to sounds of EAL learners up, rather
different than differentiate down and
things such visual media can really help
as animals, you achieve this in your
vehicles and classroom. TP
household
objects
really allow
children to Beth Southern is
think about what an experienced
they can hear. If they don’t EAL consultant
have the language to write or having worked
tell you what it is, encourage with EAL
them to draw it or match it to learners for the
a set of cards you have. You last 14 years within primary and
can then develop the word in secondary schools both in the UK
English with them. and abroad. She is also the founder
of EAL Hub.
Graphs, charts and graphic
organisers: These are
essential for EAL learners @Bethan_Southern
because they enable children
ealhub.co.uk
to map out and visualise their
www.teachwire.net | 71
Do residentials
still matter?
With budgets and classroom time squeezed,
is there still a need for a school residential?

I
t’s that time of year again. Brochures The impact
are mounting up, emails are cluttering
The group visited YHA Ironbridge
inboxes and your stress levels are
Coalbrookdale for two nights, taking
beginning to rise. It’s here; time to
part in a range of activities including
plan the next school residential visit.
high-adrenaline abseiling and zip-wire
But is it really worth it? The form
and skills-developing bush craft and
filling, the permission getting, the
orienteering.
organising? What do pupils really gain from
Surveyed at the beginning and end
an overnight stay with their classmates?
of their stay, the results recorded by the
Research conducted recently by YHA
students were impressive. 86% stated that
seeks to answer those questions. In a
they had learnt something new about the
pilot scheme with Aspire, an organisation
environment, and 72% agreed that they got
which provides ‘outstanding’ alternative
on better with the group. Significantly, 66%
educational provision and support,
felt more confident in themselves, and 69%
secondary age students were taken on a
school residential with a view to
developing positive behaviours, attitudes
and aspirations.
There are nearly 50,000 young people
in AP educational institutions in England.
According to the Institute for Public Policy
Research (IPPR), children in care, SEND
children and children in poverty are at
higher risk of ending up in AP. Pupils
with SEN are almost seven times more
likely to be permanently excluded than
those without, and evidence suggests
that excluded children have a poorer life
trajectory in the long term than those
who are not.
It is vital that these young people are
supported to enable them to reach their
full potential.

74 | www.teachwire.net
 PARTNER CONTENT

confirmed that they had been more

physically active than they would be at
home, with some students stating they had
been exhausted by the end of the day.
“We are all good friends now”
The impact on friendships within the
group was further emphasised by the fact
that those who had taken part formed a
SnapChat group called ‘family’. Despite
lasting just two days, the connections they
made have endured and some still remain
friends and regularly keep in touch. The
staff accompanying the young people felt
that they would be far more confident to
take them away again, being reassured that
with the right support and facilities it can
be a positive experience for everyone.
“…the trip was actually the best days of
my life. A trip to never forget”
The pilot marks the start of a year-long
relationship between Aspire and YHA.
Together they will be developing the
programme to make it as easy as possible
for other APs to reap the same benefits for
their students.
This residential is the latest to be
studied by YHA to determine the true
long-term impact of residentials on young
people. YHA welcomes over 400,000 young
people through its doors each year and is
determined to provide every one of them
with the best experience possible. Previous
research by YHA has been positive; 78.5% of
young people surveyed reported increased
confidence after a stay and 73% confirmed
they had made new friends.
YHA is a leading social enterprise with
a 90-year history of making travel and
adventure available to all. The charity aims
to improve outcomes related to health,
wellbeing and life skills — particularly for
had developed a more positive relationship young people and families with challenging
with their teachers. lives. YHA is the largest UK provider of
“It changed people, they became nicer, LOtC-accredited sites and a champion of
kinder, saying their please and thank yous” – the #BrilliantResidentials campaign.
Student, Aspire group We’ve always known that residentials
Mark, the group leader, felt the are an invaluable part of a child’s education,
residential had provided benefits for both but now we’re beginning to see the hard
the school and the young people. He saw evidence of just how big the impact on a
positive behaviour changes, with many young person’s life can be.
of the students becoming more polite
and engaging better with their teachers To ind out more about what a
and peers. There had been a positive YHA residential could do for your
improvement to the relationship between students, and how YHA can support
students and teachers, but interestingly, your school to access enrichment
girls in particular had shown greater opportunities, visit
increases in self-confidence. groups.yha.org.uk/school-trips
Physical activity also played a key role or call 01629 592501.
in the residential. 64% of the students
www.teachwire.net | 75
 The world of
DIFFERENCE
The familiar characters and man-made ibres will be out in force again
on World Book Day. But maybe it’s time for a new approach
JONATHAN BROUGH

W
orld Book the Class) Saqqal, Amelia Fang me. When we used to ask the The contents of any young
Day – from Laura Ellen Anderson children to raid their wardrobes person’s wardrobe, combined
what’s not or Matt Haig’s Evie (and the at home to find an outfit that with an active imagination, can
to like? All Animals) Trench. might be worn by their favourite be used for a perfect outfit for
that needs It is, therefore, no character from literature, I Charlie Bucket, Tracy Beaker,
to happen is for registration and wonder that World Book Day was as enthusiastic as anyone. Paddington Bear, a Smed or
roll numbers to be checked with celebrations have established Particularly valuable, I thought, a Smoo… the list is endless!
the organisers, and then a bundle themselves as mainstays of were the costumes that couldn’t Children enjoy reading about
of complimentary book tokens many schools’ annual calendars. be easily guessed: asking a child personalities essentially like
appears annually during the Indeed, 2020 will be the event’s to explain who their character themselves, but with certain
first half of the spring term. The 23rd birthday. Over the years, I was and to articulate why they exaggerated character traits.
month of March can thus become believe that almost everything had made certain clothing Dressing up to look like a
a celebration of the written word, about the endeavour has gone decisions was entertaining fictional hero, therefore, should
with free books for all children: from strength to strength. (often hilarious), informative be a straightforward task: no
not a single voucher should go Everything, that is, except for and educationally beneficial. particular amendments or
to waste! one key element – something It was true comprehension in embellishments are essential
Furthermore, the choice that, way back at the turn of action, and a great catalyst for (and any individual parent’s
of titles available is impressive. desire to engage in a bit of
This year, young children
have a choice of two picture “The profiteers began to get one-upmanship should be
firmly quashed). The activity
books, pupils in KS2 can select should provide much cause for
from a whopping eight titles involved and mass-produced creativity, personal expression
(overwhelmingly fiction, but and – ultimately – celebration.
with an excellent child-friendly costumes started to appear” However, the restricted
introduction to growth mindset range of costumes commercially
theory too) and there are even the century, was an absolutely passionate oral debate! But available means conformity
a couple of options for teenage brilliant thing to do across the then, alas – and particularly now risks becoming the norm.
readers as well. school but over time seems regrettable as the whole World The opportunity to make a
So – what a fantastic thing to have deteriorated beyond Book Day initiative was born quick buck has replaced one
this is for a school to do. Invest measure. Indeed, it is something out of the desire to give to school uniform with another,
a quarter of an hour in admin that – in the school which I children rather than take from albeit only for one day, and it’s
and an hour or so to run the trip, lead – was replaced a couple them – the profiteers began to a type of attire characterised
and then everyone benefits from of years ago with a much get involved and mass-produced by man-made fibres that are
the infectious enthusiasm of better alternative. Given the costumes started to appear, remarkably successful at being
being given something new to obvious enthusiasm shown in expressly targeted (it was simultaneously skimpy,
read. Even better, a considerable the paragraphs above, it may claimed) at “busy, hard-working sweaty and “sponge clean
proportion of the children will surprise you to learn that I’m parents” who – thanks to those only”: suddenly, an outfit
be introduced to unfamiliar referring to the classic (or dreadful teachers! – suddenly advertised as “only worn
characters or new authors: cliché?) school-wide Dress-Up- found themselves “required” to once” on eBay seems
as just a few examples of the As-A-Book-Character Day. provide their child with an outfit remarkably less
possibilities out there, this year for school themed around a attractive! Prices
pupils could get a first taste – or a Better back then character from literature. are cheap – two
much-anticipated bonus helping Now, before you turn the page Forgive me, but the whole of the discount
– of Alex Rider from Anthony and convince yourself that my dressing-up endeavour should supermarkets
Horowitz, Wells and Wong by Ebenezer Scrooge costume must never have become a job for engaged in
Robin Stevens, Onjali Q Raúf’s have dropped to bits and I’m parents. Instead, it has always a price war
Ahmet (The Boy at the Back of too mean to replace it, bear with been an ideal task for children. last year

76 | www.teachwire.net
 TEACH READING & WRITING

when outits could be purchased school buildings instead. A next few weeks, and this is all very much hoping that someone
for under a iver – but there must couple of weeks prior to their displayed inside; the door/ will choose The Land of Roar by
be unseen costs underpinning voucher-spending bookshop cover therefore becomes – quite Jenny McLachlan; it’s the perfect
these (ultimately pointless) excursion, each class decides literally – a portal into another children’s novel for our special
clothes, much more signiicant on a title (through hustings world. Each class works on a World Book Day treatment!
than those on the price tag. and votes – it’s democracy in diferent title, and so our school We ind that the project
The ultimate irony, of course, action) and they then work becomes a living library. In 2019, work initiated by this approach
is that the same supermarkets collaboratively on an alternative titles chosen ranged from The to celebrating quality literature
also stock new children’s iction cover design which is produced Three Little Pigs in Reception, is ininitely more valuable,
books at around the same price at an appropriate scale to cover through Q Pootle 5, The Bolds impactful and longer lasting than
point. These would be much the classroom door. The book and The Ice Monster, to Chasing the dressing-up activity which it
better – and more appropriate – selected is used as a stimulus Vermeer, Running Wild and replaced. It involves every pupil,
uses of the money concerned. for creative work over the Wonder in Y6. For 2020, I’m gives a book-centred focus for
the entirety of the second half of
Building a the spring term each year, is both
new approach collaborative and creative, and
And so, after several years makes our school environment a
of valiant, yet ultimately truly lovely place to be.
unsuccessful attempts to hold And, just in case you’re still
back the tide, the school I lead reeling from the lack of costumes,
inally moved the goalposts a we don’t actually ignore clothing
couple of years ago. It’s true: we completely but on World Book
no longer dress up for World Day itself (which, this year, is
Book Day. Thursday 5th March, by the way);
Or we don’t dress ourselves each child sports an accessory
up, anyway. We dress up our or element inspired by the
particular ictional community
created within each classroom –
so it might be a motif, a design,
a badge or something as simple
as a colour – that all children
integrate into their everyday
school uniform. We get the best
of all worlds – and we love it! TP

Jonathan Brough is
the headteacher of
Hurlingham School
in Putney, where he
particularly enjoys
sharing picture books and novels
with children. He is also an active
and enthusiastic member of
SCBWI (the Society of Children’s
Book Writers and Illustrators).

www.teachwire.net | 77
 Lessons from the
MASTER
STORYTELLER
Ahead of Michael Morpurgo Month this February, here are some ways
his books can be used to help children ind their own storytelling voice…

JAMES CLEMENTS

F
or human beings, There can be few storytellers accompany each of the books
telling stories comes who have touched as many lives (which will be available from
naturally. We do it all with their words as Michael michaelmorpurgo.com before
the time. While only a Morpurgo. His writing career the end of January), looking
few of us actually go on to spans over 150 books, written at the lessons a child might
write that novel, everyone tells over 40 years. From staples learn about telling great
jokes, gossips about what has of the primary classroom stories. These resources have
been happening or recounts such as Kensuke’s Kingdom, been designed to be picked up
the story of last night’s Butterfly Lion and Warhorse, and used by a busy teacher,
football match. Stories are to his joyful Mudpuddle Farm introducing and illustrating a
part of our DNA. books or glorious retellings of particular aspect of storytelling
It’s no different for classics such as Pinocchio with and serving as inspiration
children. Stories are part Emma Chichester Clark, there for the class or individual
of their everyday lives: the is truly a Michael Morpurgo children to go on and read the
books they read, the films and story for everybody. His book itself. The aim is that the
television programmes they wonderful tales have earned resources for the 16 books will
watch and the games they play. him the title of ‘the nation’s help children develop their
It is impossible to walk across favourite storyteller’. So, what skills and confidence in this
a primary school playground can children learn from this area, and here’s how.
without overhearing a child treasured author about

1tellRegular
say, “OK, pretend that…” before telling a story?
describing the next part of
chances
the story they’re acting out. to invent and
Listening to and learning to tell
Morpurgo Month stories
stories should be at the heart of February 2020 In a packed
primary school life. This February sees the return curriculum,
As they get older, the skill of Michael Morpurgo Month, opportunities for
and confidence to control a celebration of his writing. storytelling can be
language in order to delight, Sixteen books have been restricted. In some
amuse or shock their audience chosen, covering a range that classrooms they are
is a gift that will last children should capture the interest limited to extended
for a lifetime. There are many of every reader. I’ve been writing sessions in English
ways we can help children to lucky enough to work on or occasional drama lessons.
find their own storyteller’s some teaching resources to
voice, but one of the most
powerful is to start with
the masters of the art.

78 | www.teachwire.net
 Free TEACH READING & WRITING
Resources
This February, visit
michaelmorpurgo.com
to ind free resources
to see and discuss aspects
to share with of author’s craft, such as
your class. planting clues in their stories
that will pay off later, hinting
at a character’s intentions
But a slot to think about and
and feelings through their
Books for
tell stories doesn’t always need
to mean a great deal of time.
And it doesn’t need to involve
actions, and creating rich,
multi-layered characters.
Other resources focus on
4 Time to listen
to stories being
read aloud
everyone
writing either. Regular, short
the use of language, giving Finally, while there is huge This year, 16 diferent
bursts where children can
children the chance to practise value in discussing, analysing books by Michael
share stories, invent characters
varying their sentence length and studying books in the Morpurgo have been
and practise some of the skills
and structure for effect, using classroom, perhaps the easiest chosen to be part of
that great storytellers employ
verbs, rather than adjectives and most joyful way of using Michael Morpurgo
will help children’s confidence
for descriptive writing, and the 16 Michael Morpurgo Month, arranged into
in talking to an audience,
changing the voice and writing Month texts to support four themes. They
support their vocabulary
in the first person to create a children’s storytelling is to span the breadth of
development and language
sense of excitement. simply read them aloud. As Sir Morpurgo’s storytelling
skills, help them to think
Michael said in 2019: from laugh-out-loud
about language and ultimately

3
“It is vital that children,
improve their writing. The The chance to young people and all of us have
funny stories, to poignant
and moving tales; from
resources for this year’s follow their access to stories which give fast-paced adventure to
Michael Morpurgo Month each interests
us the knowledge, empathy delicate character-led
feature a storytelling challenge The resources allow children
and understanding we need drama. The books are:
– a short focused activity that to tell stories about the thingsto negotiate life. But, just as Tales of the Sea
can be built into a suitable they are interested in, to follow
importantly, we need to give l Boy Giant
space in the school day. They their own enthusiasms. The children and their teachers l Listen to the Moon
might lead to a piece of writing, books featured for this year’s
and parents time to read.” l Alone on a Wide Wide Sea
but the spoken storytelling Michael Morpurgo Month are Carving out this time to l Kensuke’s Kingdom
is designed to be a valuable organised by theme, which are: read in a busy curriculum Times of War
activity in its own right. l Tales of the Sea can be challenging but if we l Private Peaceful
l Times of War want children to develop an l Flamingo Boy

2 The opportunity l Animal Adventures

to learn
storytelling
l Timeless Tales
The simple task of asking
authentic storytelling voice,
something that we’ll see
reflected in their speaking,
l A Medal for Leroy
l Eagle in the Snow
Animal Adventures
children if there are topics or writing, confidence and
techniques subjects that they enjoy writing empathy, then, in every sense,
l The Butterly Lion
l Born to Run
The resources make use of about can be a wonderful listening to the nation’s l The Fox and the
Michael Morpurgo’s skilful catalyst to writing. Children favourite storyteller is time Ghost King
writing to illustrate a number might mention different well spent. TP l Mudpuddle Farm:
of storytelling techniques that animals, favourite sports,
children can use in their own Pigs Might Fly
genres such as fantasy or sci-fi James Timeless Tales
writing and oral storytelling. or stories set in the world of Clements is l Toto
Across the 16 sets of resources, their hobbies: fishing, ballet
the author l Pinocchio
children have the chance or rock climbing. Helping of Teaching l Sparrow
children to think of these English by the l The Pied Piper of Hamelin
potential topics and then Book. Formally
carving out curriculum a primary From late-January,
time to tell and write school teacher, resources for the books,
stories based on them he now works as an education including teaching notes,
is one of the simplest writer and researcher, visiting a presentation featuring
ways we can encourage schools all over the country to a carefully chosen extract
children to become try to find out what makes from each book and a
confident storytellers. great English teaching. storytelling challenge
sheet for children, can be
@MrJClements downloaded for free from:
michaelmorpurgo.com

www.teachwire.net | 79
 Book CLUB
We review five brand new titles that your class will love

KS2
KS1

KS2

Nothing Ever
Happens Here Earth Heroes Ravi’s Roar
by Sarah Hagger-Holt by Lily Dyu by Tom Percival
(£6.99, Usborne) (£9.99, Nosy Crow) (£6.99, Bloomsbury)

Izzy lives in Littlehaven – a small town As all decent residents of planet earth Most of the time, Ravi can control his
that couldn’t be more ordinary and accept, climate change represents a clear temper but, one day, he lets out the
where, as the title suggests, nothing of and present danger. Young people are tiger within. He finds being a tiger
any real note ever happens. So, when increasingly aware of this too. Books like great fun at first, particularly as tigers
her dad comes out as trans, it’s bound Earth Heroes not only grow this awareness can do anything they want. But there’s
to be the kind of event to make waves but also show that individual people can a problem; who wants to play with a
throughout the community. Despite her make a difference and change the world. growling, roaring, noisy wild tiger who
talent for acting, Izzy is not at all keen Earth Heroes features 20 inspirational won’t share or play nicely? Ravi is about
on being in the spotlight; and that’s just stories highlighting the pioneering work to discover something very important
one of the many issues she finds herself of individuals from all over the globe, from about expressing his feelings and making
having to tackle as all the members of her Greta Thunberg and David Attenborough amends. Ravi’s Roar is a clever and
family try to adjust to the new dynamic to Yin Yuzhen and Isatou Ceesay. engaging book about temper tantrums,
without losing the strong bonds that have Whether it’s advocating for wildlife and dealing with emotions and learning to
always kept them together. Hagger-Holt conservation, striking to draw attention of express and understand your feelings. This
is actually head of campaigns at the climate change, planting trees to stop the is the ideal book to help young children
LGBT+ equality charity Stonewall – but desert or protecting the Amazon rainforest cope with bad days and outbursts. The
although she is clearly keen to open from deforestation, it’s celebrated here, brainchild of writer, artist, video producer
up important discussions with young told through the words of Lily Dyu and and musician Tom Percival, this is a
people about gender and diversity, she illustrations of Jackie Lay. It’s a successful worthy companion to Bloomsbury’s sister
never lets the book’s simple and timeless combination. In the words of David picture book titles, the award-winning
message – that everyone has the right Attenborough, “The natural world is the Perfectly Norman and Ruby’s Worry. The
to be accepted and loved as their own, greatest source of so much that makes life charming illustrations and clever use of
authentic self – eclipse its story. HM worth living.” JS colour will draw children in. JS
80 | www.teachwire.net
 Meet the
VICTO RIA N VA L U E

Here’s a nanty narking resource for you. RESOURCES

RECOMMENDED
author
ERIN ENTRADA
A collection of Victorian idioms (including KELLY ON ORDINARY
‘nanty narking’, which means ‘great fun’, if you HEROISM AND FILIPINO
were wondering) ofer a novel way to sharpen FOLKLORE
children’s inference and reading comprehension
skills. There are phrase cards that are great for From where
group work and discussion, as pupils debate did you get the
the possible meanings of some delightful and inspiration for
surprising word combinations, and activity sheets Lalani’s story?
There are so many
that involve inferring what diferent idioms mean
fantasy novels
from their context. Larger versions of the idioms
with heroes who
with period style borders make for a great are destined from birth, like Harry
display, too. Plazoom.com Potter, or children who discover
rabbit holes, like Alice. I wanted
to write a story about a girl who
isn’t chosen by destiny. Instead,
she chooses herself. Lalani
KS2 isn’t the cleverest, smartest or
most beautiful girl in her village;
she’s just a girl who strives to
do the right thing. She loves her
community, even when they
KS2 don’t love her back. She’s an
ordinary girl with extraordinary
compassion. I also wanted to write
a story inspired by Filipino folklore.
Our shelves are packed with
Western fantasy. I wanted to ofer
something diferent.

Which stories inspired you

as a child?
My mother is a devout Catholic,
so I was raised on stories of saints
and angels. But I also lived on
books – Dr Seuss, Judy Blume,
Sideways Stories from Wayside
Alastair Humphreys’ Lalani of the School, Shel Silverstein, The Big
Great Adventurers Distant Sea Golden Book of Fairy Tales.
by Alastair Humprey, illustrated
by Kevin Ward by Erin Entrada Kelly How have children reacted to
(£16.99, Templar Publishing) (£6.99, Piccadilly Press) the story of Lalani?
Some young readers enjoy
drawing their own depictions of
Selected by adventurer Alastair Humphreys, Life is difficult on the island of the creatures in the book. And
this is a collection of incredible journeys Sanlagita. To the west looms a vengeful others love inventing creatures
undertaken by 20 of the most heroic and mountain, one that threatens to of their own and sharing them
impressive explorers who ever lived, collapse and bury the village at any with me. It’s an honor any time
including Ibn Battuta (14th century moment. To the north, a dangerous fog someone (young or old) is inspired
explorer), Apsley Cherry-Garrard (a swallows sailors who dare to venture to create something based of one
member of Scott’s Antarctic expedition), out. The women live in fear of the of my books.
Michael Collins (Apollo moon mission deadly mender’s disease, spread by the
How do you hope teachers
astronaut) and Nellie Bly (who travelled sharp needles they use to repair the will use the book?
round the world in less than 80 days). men’s fishing nets. When Lalani Sarita’s The book has an unusual
Young and old, male and female and with mother pricks her finger and falls ill, structure, with sections
a wide range of abilities, these intrepid she gives her 12-year-old daughter a written in irst-, second-, and
individuals crossed land, sea and sky in daunting task – leave Sanlagita and find third-person, so that can spark
the name of adventure – and might just the riches of the legendary Mount Isa, great discussions about the
inspire readers to do the same. This book which towers on an island to the north. practicalities of craft and writing.
won the non-fiction category of the 2019 But generations of men and boys have Students can also be encouraged
Teach Primary Book Awards, with judge died on the same quest. So how can a to invent and draw their own
creatures. But I also hope teachers
Robin Ince commenting: “A book about timid young girl survive the epic tests
use the novel to ignite discussion
adventurers that seems like an adventure to of the archipelago? And how will she about things like gender
read. A lovely mix of illustration styles and manage without Veyda, her best friend? stereotypes, oppression and social
exciting comic strips that made me hungry Inspired by Filipino folklore, this is an justice. The book is about ordinary
to turn the page. I can see this working for engrossing fantasy is for readers of nine people doing extraordinary things,
lots of different ages.” HM years and above. JS which can lead to great dialogue.
www.teachwire.net | 81
 PARTNER CONTENT

Classroom
FUN
Teach coding + robotics + creativity with
the micro:bot kit from Tech Will Save Us

What they’ll love What they’ll learn

Inspire your pupils interest in STEAM through crafting and Designed specifically for the micro:bit, our micro:bot kit allows kids
programming robots using our micro:bit project kits. The Tech to get hands on with hardware and electronics while also teaching
Will Save Us micro:bit kits combined with the tiny BBC micro:bit creative problem-solving skills. The BBC micro:bit supports learning
computer brings programming into the tangible world. Pupils in swift, block and python programming languages. The Tech Will
choose from three different robots and combine custom coding Save Us education packs include crocodile clips, wagos, jumper wires,
with creative robot design. Children, both techie and creative servo motors and wheels – everything that’s required for pupils to get
alike, enjoy these hands-on activities. to grips with creating circuits and coding with offline physical inter-
Pupils construct physical circuits using inputs and outputs actions and robotics. Perfect for the future programmer who loves
on the BBC micro:bit, a pocket-sized computer that kids can code, robots! The Tech Will Save Us micro:bot kit education pack comes
customise and control to bring their digital ideas to life. Once kids with a free 12-lesson plan to work-through with pupils and access
have transferred the code from the computer to the micro:bit, to an online project and learning platform that provides additional
they can watch their robots spring into action! Recommended for resources, projects and learning plans to use the BBC micro:bit in the
children aged 9+ and complements Y6 curriculum. classroom or for after-school workshops.

Claim your free sample lesson plan at techwillsaveus.com/teachprimary along with an additional £10 of your irst educational pack.

3 Travel to Tokyo
REASONS TO TRY…

Sport England has joined forces with

Team GB and ParalympicsGB to inspire
schools, families and 5- to 11-year-olds
across England to get active in the run
up to the Tokyo Games...

1 ANYONE CAN GET and rewards to inspire young people

INVOLVED and families to try out and ind new
Travel to Tokyo celebrates how you ways of getting active. There is no the programme to keep
choose to get your body moving. right way to get active and whatever young people motivated on Sign up now and
Whether it’s splashing in puddles your level, Travel to Tokyo is there to the journey to Tokyo 2020. create a class team
on rainy days or playing hide and support you. Explore everything Schools that log enough to start logging
seek around the house, if it gets the programme has to ofer and activity can win an athlete activity at getset.
your heart pumping for ten minutes, ind your favourite way to log visit to their school! co.uk/teachers
you can count it as logged activity. activity now!
Join the movement and be a part
of the half a million families getting MEET OLYMPIC AND
At a glance
involved in Travel to Tokyo. 3 PARALYMPIC HEROES  Travel to Tokyo releases new resources and
Get inspired by our Travel to activities to unlock prizes and stickers throughout
2 TRY NEW THINGS Tokyo Olympic and Paralympic the programme to keep pupils active.
Whatever your ability, it all ambassadors! These athletes  Share your accomplishments using the
starts with a irst step. Travel to provide encouraging messages and #TTTYourWay hashtag. See @getsetclub on
Tokyo provides resources, ofers exciting activity ideas throughout Instagram and @getsetcommunity on Twitter.
www.teachwire.net | 83
 BOOKS TO TEACH ON
10
growing up
Each of these stories exploring the complex sorrows and joys
of getting older can spark a creative topic in your classroom

1
How does he overcome it? see in outer space.
FOUNDATION STAGE How could you help someone What happens when
who was frightened? you get to the Moon?
Tell your story.
The Darkest Dark Try this… n What kind of person
BY CHRIS HADFIELD AND would you like to be
n Make a Chris-style rocket when you grow up?
KATE FILLION (MACMILLAN from cardboard boxes and
CHILDREN’S BOOKS) What would you like
imagine you’re flying to to do? How could you
the Moon. make those dreams
n Move like weightless come true?
astronauts to starry music
and draw what you can
What’s
the story?
“Nothing had changed.
But Chris had changed…”
Chris is scared of the
dark and still sleeps with
his parents. But it’s 1969
and a rocket is landing on
the moon. Can Chris find
the courage to stay in his
own bed?
Cheerfully and
imaginatively illustrated,
this autobiographical story
shows astronaut Chris
Hadfield conquering his
fear and dreaming of his
Illustrations: The Fan Brothers

next big step.

Thinking
and talking
How do we know that
Chris loves space? Spot the
clues! What scares Chris?

84 | www.teachwire.net
 TEACH READING & WRITING

What’s Thinking and

FOUNDATION STAGE the story? talking
Ticky and Tacky and Jackie What games do you play?
the Backie and Jim with two What would have happened
noses and Jo with the bow to the dolls if the boy hadn’t
are all paper dolls. They’re cut them up? What has
loved and played with until changed in your life?
a boy comes along and cuts
them up. “You’re gone,”
he says, but they’re not.
Try this…
n Cut out paper dolls

2
They’ve flown into the girl’s
and name them. Tell
memory where they find
and write stories about
a forever home alongside their adventures.
white mice, a butterfly n What is tucked away in
hairslide and fireworks. your memory? Working
This powerful story uses together, make a list - then
rich, rhythmic language to read it aloud. Can you add

Illustrations: Rebecca Cobb

explore ideas around loss, to your list-poem, change
the passage of time and the words or rearrange it
growth in an imaginative so that it sounds better?
The Paper Dolls and enjoyable way. There’s
an intergenerational
n Invite visitors to share
childhood memories of
BY JULIA DONALDSON AND REBECCA COBB
(MACMILLAN CHILDREN’S BOOKS) message about creating games and activities.
memories together, too. Have a go at them!

3
FOUNDATION
“Nothing had STAGE

Illustrations: Lauren Child

changed. But I Am Too Absolutely
Chris had Small for School
BY LAUREN CHILD
changed…” (ORCHARD BOOKS)

What’s the Try this…

story? n Use collage and
Charlie’s sister Lola drawing to create
would rather stay home Charlie-and-Lola-style
portraits of everyone
with her invisible friend
in class. Help children
Soren Lorenson than make thought bubbles
start school, and counters recording a memory
Charlie’s arguments with of starting school, and
carefully considered display.
objections. But Charlie n Which bedtime story
is several (inventive and would you read to the
entertaining) steps ahead ogre, and why? Record
and knows just how to an audio file of yourself
persuade Lola that school reading to the ogre and
is worth attending. add it to your reading
corner.
n Practise counting
Thinking with lots of different
and talking biscuits. Sort them
How can you tell that into groups to help
Lola’s worried? What you. Can you count in
do you remember 2s and 10s?
about starting nursery n Prepare Lola-style
or school? Is there lunchboxes, then dress
up and go on a Charlie
anything you’re worried
and Lola story-picnic.
about now? What would
Charlie say about it?

www.teachwire.net | 85
 4 5
Illustrations: Kerascoet

KEY STAGE 1

Illustrations: Jessica Love

forbidden to go to school.
Malala spoke out and Julian is a
was attacked, but she could
not be silenced.
Mermaid
BY JESSICA LOVE
Malala tells her story (WALKER BOOKS)
in an age-appropriate way,
Malala’s giving younger readers
Magic Pencil an insight into adversity,
resilience and change, and
BY MALALA YOUSAFZAI
(PUFFIN) inviting them to think about
the differences they might
make as they grow up.

KEY STAGE 1 Thinking

and talking
How did Malala feel at
different points in this book?
What did she do because of
those emotions?
What would you draw
with a magic pencil? What
would you like to change?

Try this…
n Explore the idea of magic
pencils through roleplay,
movement and drawing,
What’s the story? then write stories inspired
Because she didn’t have a magic by your experiences.
pencil like the TV boy, Malala n Create a classroom
couldn’t erase the poverty in display about Pakistan.
her Pakistani village, so she n How could you make
decided to get an education a difference in your
and use this to change the neighbourhood? Choose a
world instead. Then girls were project and make it happen.

86 | www.teachwire.net
 TEACH READING & WRITING

What’s the story? to mention all the mess? but does so with insight and the same way? How many
Julian is entranced by three Luckily Nana is wise and restraint. Jessica Love’s different interpretations can
mermaids he spots on the New loving enough to understand. stage-set spreads are home to you suggest?
Giving Julian some beads to a cast of carefully-observed
York subway and imagines
swimming underwater like a complete his outfit, she takes characters and her minimalistic Try this…
him to the Mermaid Parade and text acts as a prompt to the n Explore moving like a fish,
fish with his hair swirling out
gently encourages him to join in. visual and imaginative dramas then find (or make!) some
behind him. As soon as he gets
This book explores some that play out across every page. watery music and give a fishy
back to his Nana’s house, he
performance.
dresses up. But what will Nana big ideas around diversity,
think of Julian’s new look – not belonging and self-esteem Thinking n Choose an incidental
and talking character and invent a
back-story for them. Who are
Have you dressed up for a
they and how did they come
performance or special event?
to be in this picture? Tell the
What did you wear and how did story of what happens next…
you feel? or act it out!
Look at the picture that n Assemble a dressing-up
says “Oh!” What could Julian box full of fabulous colours
be thinking? How about Nana? and textures. Invite children
And what about you? Did to create outfits, then hold
everyone read this picture a parade.

6
KEY STAGE 1
Try this…
Illustrations: Lauren O’Hara

n Examine the way the

The Bandit bandits are depicted. In
Queen a large, clear space, copy
their gestures, postures
BY NATALIE AND LAUREN and facial expressions.
O’HARA (PUFFIN) How would they move?
Join your performances
to create a bandit parade.
Can you compose a bandit
is right” and give up their
song? Add costumes to
hedonistic lifestyles. It feels
your performance.
scary to grow, but grow she
n Choose one of their
must - and her bandits must escapades and imagine
What’s the story? change with her. you’re stepping into the
Told in verse with picture to join the
A rumbustious bunch of bandits
retro-style illustrations, this bandits. What can you
steal a baby from an orphanage
riotous story takes a fresh see, hear, smell and
and subject her to a life of joyful and entertaining look at the taste? If you could interview
anarchy. At first the Bandit responsibilities of growing up. the characters, what would
What would you do if you
Queen enjoys the mischief - but they say? Pretend you’re
were a bandit king or queen,
a reporter and write about
as time passes, she realises that Thinking and nobody could stop you? what happened. Then
it might be better to work for and talking How might your actions affect write about the escapade
what you want. Heading back How do the bandits amuse their other people? from the point of view
to school, she tells her men to queen? How do their antics Why does the Queen decide of one of the people or
“struggle and fight to do what affect other people? to go back to school? animals involved.

www.teachwire.net | 87
 TEACH READING & WRITING

8
Illustrations: Catherine Rayner
KEY STAGE 2
KEY STAGE 2
Illustrations: Susan Einzig

Clare and

7
her Captain
BY MICHAEL
Tom’s MORPURGO
Midnight (BARRINGTON STOKE)

Garden
BY PHILIPPA PEARCE
(OUP)
What’s that stay with audiences long
after reading.
the story?
Clare’s parents are always
What’s the story? What part do dreams play
in this story? How is Tom arguing and she’s dreading Thinking and
When his brother has measles, a talking
changed by his experiences another summer at Aunty
cross and resentful Tom is sent Talk about your pets and how
in the garden? Dora’s in the country. Then
to live with his relations who you look after them. Is Thatcher
Do you think this is a she meets a lonely and isolated
reside in a flat in an old house. Jones pleased to see the donkey?
book about growing up? old man, Thatcher Jones, and
One night, the grandfather What changes for Clare
Why / why not? his horse, Captain, and an
clock strikes thirteen and Tom during this book, and how and
important friendship begins.
opens the hall door to find that why does it change? Should
everything has changed. Instead Try this… As a result of loss and change,
Clare have obeyed her father?
n Hatty’s hiding place Clare is able to stand up to her
of a back yard, he steps out into Why / why not?
becomes a time capsule bullying father and assert her
a garden where he meets Hatty,
when Tom discovers her own quiet independence.
a lonely orphan. Together they
explore a timeslip world that
skates. What would you Beautifully illustrated Try this…
put in a sealed box to be in colour throughout and n Using a natural history
changes every night. By the end opened in a year’s time? published in an accessible handbook, identify the wildlife
of the summer, when old Mrs Five years? A hundred? in the illustrations. Go for a
format, this short novel was
Bartholomew’s true identity is Debate, then write about walk to sketch plants, birds
inspired by true events and
revealed, Tom is beginning to your choices. Assemble a and other creatures from
creates an atmosphere
see his own experiences as part time capsule to be opened observation. Experiment with
just before your children
and insights
of a wider picture of connection, watercolours, inks, coloured
insight and responsibility. move to secondary school. pencils and pastels to create
First published in 1958, this n Both Hatty and Tom are your own wildlife pictures
is a classic story of time and now part of history. What inspired by Catherine Rayner.
change and growing up. does this book tell us about n There’s a truth at the heart
life in Victorian times? of this story, but Michael
What do we learn about Morpurgo has added his own
Thinking Tom’s world of the 1950s? events and characters. Think
and talking Talk about the similarities of a real event that happened
How does Tom know that and differences and to you, then add to it to create
he’s travelled back in time? create timelines. your own Morpurgo-style tale.

www.teachwire.net | 89
90 | www.teachwire.net
 TEACH READING & WRITING

KEY STAGE 2

9
The Boy accessible and enjoyable tale. read this book? What have
at the Alexa narrates her own story,
but in line with the book’s
you learned? If you wanted
to change something, what
Back of messages around diversity could you do?
the Class and inclusion, her name and
BY ONJALI Q. RAUF gender aren’t revealed until Try this…
(ORION CHILDREN’S much later in the action. n How many languages
BOOKS) By helping Ahmet, Alexa are spoken in your school?
learns much about herself Learn some words from
and others - and readers, too, each, then write or tell a
will have their assumptions story using them.
What’s the story? challenged and be invited to n Alexa and friends don’t
Nine-year-old Alexa’s class set out to start a campaign
consider new perspectives.
welcomes a new arrival. – they just want people
Ahmet is a Syrian refugee to help Ahmet find his
who’s lost his family as well Thinking family. Research an issue
as his home. Alexa and her and talking you would like to support.
How could you persuade
Illustrations: Pippa Curnick

friends decide to find them What do you recognize about

others to help you? Write
and a daring plan to enlist the Alexa’s experience of school?
about how you collected
Queen’s help evolves. In what ways does her school your ingredients and what
Current events, ideas and differ from yours? happened when you cast
attitudes are explored in a What did you know about your spell.
direct and timely way in this child refugees before you

Carey
How does she deal with the Fluker-Hunt
KEY STAGE 2 changes in her life? is a freelance

10
Do you know someone writer, creative
who likes gardening? Have learning
you grown plants? Share your consultant and
knowledge and stories. founder of Cast of Thousands
How could you help Lob (castofthousands.co.uk).
care for the natural world?

Try this…
n Using paint, found objects
Lob and other media, create a
Green Man collage. What’s
BY LINDA NEWBERY his name and where
(DAVID FICKLING BOOKS) does he live? Write
his story.
n Search for
signs of Lob’s
and she realizes that change green magic
What’s the story? can bring good things, too.
outdoors.
Every year Lucy stays with Make notes,
her grandparents at Clunny Embellished throughout by collect
Cottage where she works Pam Smy’s observational line words to
beside Grandpa in the garden drawings, this engaging and describe your
and listens to his stories about affecting story about family experiences
Lob, who helps the plants grow. relationships and the power and use these
of nature moves at a gentle to help you
One summer she finally spots
pace, with narrative chapters write reports and
Illustrations: Pam Smy

Lob hiding in the bushes… poems. Examine

but then something terrible interspersed by short lyrical
passages describing Lob’s the illustrations for
happens and everything different kinds of lines and
changes. On top of all the loss journey from Clunny Cottage
marks. How does Pam Smy
and misery, Lucy worries to the city. capture light and shade?
about Lob. If he can’t find her Take sketchbooks
at Clunny Cottage, where will Thinking to a garden,
they meet? At last, a chance and talking allotment
encounter at a city allotment What does Lucy lose in this or park and
draw from
brings Lob back into Lucy’s life book and what does she gain?
observation.

www.teachwire.net | 91
 Book
topic
BOOK TOPIC TEACH READING & WRITING
KS2

Published by
HarperCollins, 2019

Explore the complexity of being human, emotions and empathy

with Katherine Applegate’s moving book inspired by a true story
JOHANNA ROBINSON AND JONATHAN ROOKE

E
very child wants to be Ivan’s understood and to be the gorilla he was stripped-back literary language and fully
friend. He’s a philosopher, an born to be. rounded characters. The relationships are
artist, a storyteller... and a gorilla. Katherine Applegate gives him a compassionate and complicated and leave
A gorilla without a real home. voice with calm dignity even though his plenty of room for children to explore
Above all, Ivan is a gorilla with a sense of circumstances are terrible. It’s when emotions and empathise.
honour. If he makes a promise to a friend Ruby, a new young elephant, is brought Applegate wrote this book for children,
then he keeps the promise, no matter what to the circus that his life changes. saying: “I hope they realise that it takes a
the obstacles, no matter what the cost. Honouring a promise made on the lot of courage to stay true to yourself
Taken from their mother and father as deathbed of his elderly elephant friend, in grim, lonely circumstances, and will
babies, Ivan and his twin sister Tag are put he sets out to ensure Ruby has a better take heart that Ivan found a place where
in a crate and shipped across the Atlantic to life and can live in freedom in a zoo. But he belongs.”
live with an unscrupulous circus manager how? His art and his intelligence will Applegate’s strong animal and human
in the United States. After bringing him up show him the way. And it’s a true story – characters and the interplay between them
like a human child, Ivan is put to work in even though, as Stella the elephant would have made this a hugely popular book with
a circus in a shopping mall as a curiosity. say, some of the facts are confused. American elementary school teachers. It
He lives in a glass habitat and spends his Applegate was moved when she saw is moving and enables children to explore
time throwing dung balls, watching TV and reports about the real Ivan on TV. Her together the complexity of being human, to
painting. Ivan has learned to accept the story gently unfolds, drawing the young ask questions and to be inspired. The book,
cards life has dealt him but he longs to be reader in with short chapters, economic, like Ivan’s real life, has a happy ending.

www.teachwire.net | 93
 Book
topic

The loneliest gorilla The littlest big A non-fiction project that looks at where
in the world top on earth gorillas live, and their ecosystems, could be
the basis for a practical exercise where the
This book is rich in “golden concepts” Throughout the story there are references
to the animals living in the Big Top Mall children design the perfect natural habitat of
enabling deep, quarrelsome questions
leaving their “domains” to perform: “Every gorillas. They might want to think about:
to naturally arise. Concepts such as
day at two, four and seven, humans fan • Food they eat
freedom, power, friendship, loneliness,
themselves, drink sodas, applaud. Babies • Climates they live in
family, trust, fear, hope and loss can be
wail. Mack, dressed like a clown, pedals a • Plants and animals that they live alongside
explored through philosophical questions.
tiny bike. A dog named Snickers rides on • Their family groups
Through the multiple step model of a P4C
discussion the children can generate their Stella’s back. Stella sits on a stool.”
own philosophical questions to explore. We gain an insight into the daily Gorillas are as patient
If your class are not familiar with the P4C routine of the animals. However, Ivan as stones
model you can generate questions on does not give readers a great deal of detail. Katherine Applegate uses a lot of similes and
behalf of them. This could include: This is where the children might be able to metaphors to help Ivan express his feelings.
• Can an animal ever be truly free? help fill in the gaps and write the “missing Humans “drift past my domain like logs on a
• Is it ever acceptable to put an animal pages” of the book. How do the animals lazy river”. The dog’s tail moves like “weeds
in a cage? feel as they prepare to enter the ring? in the wind, spiralling, dancing”. Make a list
• What makes humans powerful? What can they hear? Smell? See? Using of some similes and metaphors Applegate
• Why do we need friendship? the five senses, adjectives, adverbs, similes uses and display them on the working wall.
• What makes a family? and metaphors children can use their Discuss the effect they have on the children.
• Do we need fear to have hope? understanding of characters from the text Talk about why she uses them and how she
to write in the perspective of one of the uses comparisons consistent with Ivan’s
Signs on sticks performing animals. experience.
Animal rights is prominent throughout Bring this to life in your classroom:
the novel. On page 191 protesters arrive: • Allow children to smell popcorn, candy ‘My domain is at one end
“More people with signs come today. floss and sawdust. of the ring’
They want Ruby to be free. Some of them • Play repetitive circus music. Ivan lives in a glass domain. It isn’t much.
even want Mack to shut down the mall.” • Play videos of crowds cheering and It certainly isn’t suitable for a gorilla. Direct
This presents an opportunity for you to applauding. your children to pages in the book where
engage the children practically around • Turn the light off and shine torches to they can search for references to the setting
this topic from the text. Re-enact this emulate spotlights. of Ivan’s glass domain. Gather sentences
scene with your class: and words that describe it and collect them
• Create signs, placards and posters and ‘Here is my domain, there together to share with the whole class. In
protest in your playground. is no one to protect’ groups, your children can make a shoebox
• Come up with chants, phrases and Ivan mentions his “domain” often setting of Ivan’s domain. They can include
slogans that succinctly put your views throughout the novel and it is used to draw the TV, the dog, the hole in the ceiling, the
across effectively. attention to his state of captivity. “My painting on the back wall, the tyre, Not-Tag,
• Raise awareness of animal rights in your domain is made of thick glass and rusty his paintings, the 9876 Xs on the wall and
school community based on research you metal and rough cement.” The facsimile even write the sign for the mall. Make
have carried out. of a jungle is painted on the wall, but we plasticine figures of the characters and
• Write speeches outlining your views and don’t hear much about how gorillas live in maybe have Julia, the little girl, standing
actions you are going to take. the wild. This presents an opportunity to outside. Children can then write an estate
• Write persuasively to important figures, speak with your class about what Ivan’s agent’s description about Ivan’s home
such as politicians. natural habitat would, or should, be like. and stick it on the back of the box. Make a

Take it further
‘IT’S NICE I THINK, HAVING A • Discuss the style and colours with
FELLOW ARTIST ROUND’ the children and then invite pupils to
Ivan describes himself as “an artist at make their own painting in the style
work”. He has always been an artist of Ivan.
from the time he dipped his ingers • Ivan says, “When I’m drawing a
into mud and used his mother’s back picture, I feel… quiet inside.” Talk
as a canvas. He loves to paint what with the children about how they feel
he sees in front of him and what he when they paint. What makes them
sees in his head. Find some pictures feel quiet inside? They can write a
Ivan painted on the internet (these are caption to go with their painting and
easily available on Pinterest and around then make a classroom gallery with
the web). a mixture of Ivan’s and children’s

94 | www.teachwire.net
 TEACH READING & WRITING

table-top display of the shoebox settings freeze frames. Photograph the freeze Loved this? Try these...
Morpurgo
for the school library. frames, print them and children can write a v Born to Run by Michael
Martin
narrative around the images. v A Dog’s Life by Ann M.
‘I like colourful tales’ Make a washing-line storyboard v Black Beauty by An na Sew ell
Flashbacks tell the stories of the main at children’s eye level and display in We b by E.B. Wh ite
v Charlotte’s
characters. Stella, Ruby and Ivan each the corridor.
tell the story of how they used to live, Write the animals’ stories as
were captured and their ordeals in newspaper reports or diaries. Think about storypath in chalk on the playground with
captivity. Children respond with how complicated humans are. They are key events drawn at intervals so children
interest to these self-contained capable of cruelty and selfishness, while can play on it.
stories and they will at the same time kindness, in these • Discuss what Ivan means when he says
empathise with the stories. Ivan says he likes stories his story has a strange shape, a stunted
animals’ separation from with “black beginnings and beginning and an endless middle.
home and family. Draw stormy middles and cloudless
storyboards of their blue-sky endings”. Humans waste words
lives. Children • Make a story map for the Katherine Applegate lets Ivan use
can hotseat each book starting with words that he would know as a gorilla to
other and the arrival of Ruby. describe objects he does not know. Cars
make • Make a life size “stampede”, candy floss is a “pink cloud”,
money is “green paper, dry as old leaves,
and smelling of a thousand hands, back and
forth and back again”. When people shop
they “hunt frantically, stalking”. Collect a
list of Ivan’s descriptions.
Have fun giving children everyday
objects that they have to describe as if they
were Ivan. TP

Johanna Robinson
is an English lead
at Weeke Primary
School, Winchester.

Jonathan Rooke is
a senior lecturer
at the Institute
of Education at
the University of
Winchester.

paintings. Put the object they painted, use this knowledge to create gorilla could investigate the history of
or a photo of it, next to their painting. nests. You could do this in one of circuses. This could be nationally,
Play some music, lay on some orange two ways. or worldwide. How have circuses
juice and biscuits and invite the parents Firstly, you could create giant changed? Are there still animals?
in for a special exhibition preview before bamboo structures using lexible Could you interview anybody, or have
school one morning. rods and string. These can be guests visit school to speak about
decorated with large sheets of tissue their experiences? How does Cirque
NEST paper which bridge the gaps between Du Soleil difer? Show children videos
Ivan talks about making a nest on the the rods. Alternatively, children could of the show. Could you visit a circus?
ground by weaving branches together. create these habitats using natural How about a zoo? Children can use
However, he refers to it as “not a true resources such as branches and a range of sources such as photos,
jungle nest”. During the summer months, leaves in an outside area. descriptions, interview answers and
why not try building gorilla nests? When so on, to gain a clear understanding
your class has researched ideal natural THE SEVEN O’CLOCK SHOW of how circuses have transformed
habitats for gorillas in the wild, they can As a fascinating enquiry, your class over time.

www.teachwire.net | 95
 TEACH READING & WRITING

WHY I CHANGED MY
READING LESSONS
Christopher Such hasn’t always taught reading well, but practice, and
a good deal of research, have helped him develop a far better approach
partner will keep track of where their
reading partner is up to using a ruler and
will be trained to offer support in decoding
unfamiliar words. Where neither partner
can decode a word, they will be expected
to write it down for discussion later in
the session.
All children will gain from explicitly
developing their fluency in this way, but the
dysfluent will gain the most. The final 10
minutes of these half-hour sessions will be
spent sharing the knowledge and vocabulary
underpinning the text and discussing
questions relating to comprehension,
inference and authorial intent.
If, however, more than 80 per cent of
the children are fluent, I will undertake daily
fluency practice in a guided group with the
remaining 20 per cent. At the same time,
the rest of the class will read longer texts -
sometimes in silence, sometimes aloud with
a partner - but without the need for repeated
reading, as this is most useful for developing
fluency. As before, the final third of the
session will be spent discussing unfamiliar

I
vocabulary and the knowledge
’m pretty confident that for most of my
teaching career I taught reading badly.
My initial teacher training left me with
1 Focus on fluency
I will begin the year by hearing each
child read and assessing their fluency.
underpinning the text.
If all children reach fluency, we will read
a variety of texts together, sometimes in
scant knowledge of the science of how
(As a rule of thumb, I count children’s silence and sometimes aloud. At this stage,
children actually learn to read. Although in
reading as fluent when they can read aloud my key considerations will be mileage (the
hindsight such ignorance feels borderline
at more than 120 words per minute with amount of reading my class is undertaking
unforgivable, I think this experience is all
good prosody from an age-appropriate each day) and content (the knowledge of
too common – something that explains the
text and then answer a basic comprehension the language and of the world needed to
many similarly uncertain approaches I have
question.) Where phonics is an issue, comprehend the text).
observed over the years.
In the main, I have seen generic systematic interventions will be put
reading skills like comprehension and into place. Why focus on fluency?
inference prioritised while reading fluency, If fewer than 80 per cent of the children Reading fluency is an important – and, in
background knowledge and vocabulary are fluent, I will undertake daily fluency my experience, under taught – step between
have been undervalued. Such teaching practice in mixed-ability dyadic pairs. This phonics and reading comprehension.
simply doesn’t bear much resemblance to entails children reading to one another It needs to be explicitly and regularly
the recommendations made by cognitive from the same text – which is pitched at addressed. Reading fluency can be
scientists based on decades of studying how the best readers in the class – for 20 thought of as consisting of three elements:
people learn to read. minutes in short, alternating periods. automaticity, accuracy and prosody (i.e.
It is the responsibility of every teacher Sometimes the text will be read aloud to fluent readers read quickly, easily and with
to align their practice with the best available the children beforehand; other times they the patterns and rhythm of spoken language)
research in a manner that fits their unique will dive in without this assistance. and research suggests that it is best achieved
classroom circumstances. What follows is an The children will read designated through repeated oral reading in the manner
outline of my attempt to do this, written in passages repeatedly – up to three or four described, using texts that are a little beyond
the hope that it might assist yours. times – aiming for fluency. The listening the grasp of the children.

www.teachwire.net | 97
2 Focus on a variety of
non-fiction
Through the school year, children will
read various texts on subjects from across
the curriculum and beyond. Texts might
discuss marsupials, hurricanes, Gilgamesh,
the history of flight or Mozart. Fiction
will be included in reading sessions too –
short stories mainly, but non-fiction
will be prioritised.

Why focus on a variety of non-fiction?

Beyond the development of fluency,
when children are reading, what is being
learned is entirely contained within the
vocabulary and knowledge inherent to the
text itself. If the text is about volcanoes,
then that day’s lesson is about learning the
background knowledge and vocabulary
related to volcanoes (along with whatever
syntactical structures are contained
within the text). When a child asks where
volcanoes are found and the teacher shows
on the interactive whiteboard a map of
the globe with the tectonic plate margins
delineated, that is teaching reading as
much as discussing why the author chose
a specific simile. Teaching knowledge is
teaching reading.

3 Teach spelling
regularly
Spelling will be explicitly taught with a
focus on morphology. The teaching of children about the similar patterns in other For children who are not fluent, I will use
morphology will use words with which words, and in this way a little morphology parents’ evening to discuss how children’s
the class are already familiar to develop teaching goes a long way. reading can be supported at home,
familiarity with the patterns of suffixes including the basics of fluency practice

4 Read
and prefixes they encounter frequently
while reading. Word matrices will be used
fiction aloud and how to segment and blend words.

to show the common ways in which words every day

I will spend at least 20 minutes each day Why encourage reading at home?
are adapted in the English language for There simply isn’t enough time in the
different meanings. reading a story to my class. Sometimes I
will pause to discuss the book’s language school day for children to build up the
and the background knowledge required bank of orthographic knowledge that is
ful ness a requisite of mature reading. Once
for understanding, but more often than
children are fluent, independent
ed not the focus will be on the right pace to
reading is essential.
un help ing encourage enjoyment.
The way I teach reading will likely
s
evolve through the academic year, but I
Why read fiction every day?
er s am confident that interpreting the best
Nothing inculcates a love of reading better
available research to fit my context will
than setting aside a period every day to
A word matrix showing morphology lead to better outcomes than I would
share brilliant books with a class, and if
have otherwise achieved. TP
along the way they happen to learn some
Why teach morphology?
vocabulary and develop a collection of
Research suggests that the teaching of
story structures and fictional worlds to
morphology assists the learning of reading, Christopher Such
advance their own reading and writing,
especially for weaker readers of all ages. We is a key stage one
then that’s a pleasant bonus.
are, to borrow cognitive neuroscientist primary teacher and
Mark Seidenberg’s phrase, ‘statistical curriculum leader from
learners’, unconsciously finding patterns
in the vast amount of word and sentence
data that we read.
5 atEncourage
home
reading
For children who are already fluent, I
Peterborough. He has
worked in education
for thirteen years,
Showing the bound morphemes that can will encourage independent reading including spells in every key stage from
be added to a root morpheme (e.g. ‘ing’ added at home by recommending books and foundation stage to A-Level, teaching mostly
to ‘help’ in the word matrix above) teaches keeping track of the reading being done. in upper key stage 2.

98 | www.teachwire.net
 GIVEAWAY

Ente

21st
r by

Febr
uary

WIN
D
oodleMaths is a multi-award-
winning digital learning
platform which builds
DoodleMaths has been specially
designed to make maths learning
fun. Short, snappy exercises, which
A six-month
DoodleMaths
subscription
for your school!

What’s on offer from

DoodleMaths:
personalised work programmes are fully aligned to the national
Three six-month whole-school
designed to raise children’s curriculum, fit conveniently around
subscriptions including:
confidence and ability in maths. busy schedules, while motivational
Every child’s work programme is features keep children engaged, l Full access to DoodleMaths and
perfectly tailored to their level, ability, ensuring they come back every day DoodleTables for pupils
strengths and weaknesses thanks feeling more and more confident l Access to the web-based Teacher
to Proxima™, DoodleMaths’ built-in about maths. Dashboard for teachers
intelligence, which continually adapts In this fantastic giveaway,
l Access to the free DoodleConnect app
to provide the best possible learning three lucky primary schools will and Parent Dashboard for parents
experience. Designed for touchscreen win a whole-school subscription.
and built for mobile, children work All children will receive unlimited
on their programme for a few minutes access to DoodleMaths across Speak to one of our education specialists by
a day. Proven by academic studies all platforms including Windows, emailing [email protected],
to raise attainment and used in iOS and Android and teachers can calling 01225 220122 or by visiting
over a thousand schools worldwide, access the web-based Teacher www.doodlemaths.com/tp
Doodlemaths’ technology is trusted Dashboard to monitor their pupils’
by teachers and parents alike. progress.

Enter now at teachwire.net/giveaways

*Competition closes at 5pm on 21st February. Winner will be notified within 21 days. Full terms and conditions available at teachwire.net
Please note that DoodleMaths subscriptions can only be redeemed by registered primary/junior schools in the UK

www.teachwire.net | 101
 PSHE & KS2 LESSON PLAN
Citizenship

Teach pupils
to stand up
WHAT
for their rights
THEY’LL
LEARN As a child, what are those
rights and what can you do
l Understand that to uphold them? Phoebe Lill
children have their
own rights
explores advocacy
@comicreliefsch sportrelief.com/schools
l Relate these
rights to their
own life As human beings, we all have fundamental rights
l Discuss and
and freedoms. Children need to understand
share opinions this, know they have their own rights and learn
on issues that to stand up for what is important to them. This
affect them
lesson introduces children to human rights
l Understand what and advocacy. They learn that they have their
advocacy is own rights, relate these to everyday life in the
lStart to plan
classroom and think about what stands in the way
how to bring of their rights being met. Having identified things and is legally bound to make
about change sure they are put into practice.
they want to change, they plan how to speak up Emphasise to the children that
and take action. these are their rights!
Divide the class into five
groups and give each the
START HERE MAIN LESSON number of a statement you
identified before the lesson
(for example, 28 – the right
The starting point for 1|THE RIGHTS OF to education; 31 – the right to
this lesson is the United THE CHILD rest, play and take part). Give
Nations Convention on the Discuss the importance of them ten minutes or so to make
being fair. Can the children a poster for ‘their’ right on a
Rights of the Child (CRC).
tell you about times when they large sheet of paper, stating
Since its adoption in 1989, have felt that they or other ‘We have the right to…’ Give
196 countries have signed people have been treated each group in turn the chance
up to this legally binding unfairly? How did this make to declare their right and
agreement, which sets out them feel? Why is it important display the poster at the front.
to be as fair as possible?
the social, cultural, civil, 2|OUR RIGHTS IN
Explain that to try to make
political and economic sure everyone in the world THE CLASSROOM
rights of every child. is treated fairly, we all have What do these rights mean in
Child-friendly versions human rights. And children the context of your classroom?
of the CRC are available online (check out organisations have their own special rights, Back in their groups or working
which are set out in the United in pairs, give the children two
like Unicef and Save the Children). In preparation for
Nations Convention on the different colours of sticky
the lesson, display the content in the classroom. Identify notes and ask them to discuss
Rights of the Child. Show the
five statements (‘articles’) you think are most relevant children the CRC and explain and agree:
to the children’s life at school and make a note of that almost every country in l three things that help to

their numbers. the world has agreed to these ensure their right is met in the

102 | www.teachwire.net
 “Do all the children agree EXTENDING
about what supports their THE LESSON
rights in the classroom?
Give the children anl

What about the obstacles opportunity to develop

their advocacy ideas into a
they have indentified?” plan that they then put into
practice. Having their voice
heard in the classroom
context will be a powerful
way to discover that they
can make a diference.
other important things they l Use the children’s work
can think of. How about the in this lesson as the basis
obstacles identified? For each for a class declaration
right, take a vote on which of rights.
problem the children think is l Summarise the most
most serious. important rights for every
child in your classroom.
3|STAND UP, Why not ask the school
SPEAK UP! council if this could be
Ask the children if they know used as a starting point
what ‘advocacy’ means. for a school declaration
Explain that it is all about of rights?
standing up for what is
important to you and trying to
make things change.
In their groups, tell the
children to focus on the
biggest problem that the class
agreed prevents their right
classroom (for example, for the that support the right and one being met in the classroom.
right to an education – having for obstacles) and stick them l What needs to change so

enough books and computers). under their poster. You could that this becomes less of a
l Three things that sometimes give children the opportunity problem? What do we want?
prevent the right being met (for to write notes for other rights. l What can we do to help

example, children misbehaving Share the ideas as a class. bring about this change? Who
and disrupting lessons). Ask Do all the children agree about can we speak to? Who has the
them to write ideas on sticky what supports their rights power to make things happen
notes (one colour for things in the classroom? Add any (for example, the school
council, class teacher)?
l What can we do to make
sure as many people as
possible know about the USEFUL
problem and understand what
needs to change? QUESTIONS
Ask the children to share
their advocacy ideas. Can they
put them into practice? Do l Why do you think
they believe they can bring people sometimes
about change? disrespect each
other’s rights?
Phoebe Lill is schools l What do your rights
fundraising manager for as a child mean
Sport Relief. This year’s event when you’re in the
will take place from 9th to playground? At home?
13th March. Find more free l What stops you
materials and a film specially standing up for what’s
made for primary schools at important to you?
sportrelief.com/ What can you do to
meet-cameron overcome this?

www.teachwire.net | 103
English, Science KS2 LESSON PLAN

Using female
scientists to
WHAT teach English
THEY’LL Drawing on the life stories of
LEARN
women in science to boost
biographical writing skills helps
l There are
many successful to break down gender norms in
women scientists
including Mae
the classroom, says Talitha McLachlan
Jemison and @LbQorg lbq.org
Jane Goodall
Children are often quick to assume that scientists
l How to present
information
are men, even if upon reflection they accept
effectively women can also be scientists. For example, try
this test: ask pupils to draw a scientist and you’ll
l How women
have impacted often find the picture is of a man in a white coat.
scientific This is especially common when the children
exploration are male themselves. English lessons are a great
l Common opportunity to break down some of these gender
features of biases in pupils. Creating biographies about biographical information
biographies about another female scientist
lesser-known female scientists provides a fantastic that you would like pupils to
cross-curricular opportunity. find out about. Jane Goodall
appears in the primary Science
Programme of Study, as does
START HERE MAIN LESSON Mary Anning. Purposefully
provide the information in
a disorganised manner and
Start a conversation. It’s 1|QUESTIONS model to pupils a couple of
so important to address Register for a free account annotated suggestions for how
gender stereotypes at any with Learning by Questions the writer might present the
at lbq.org/register and search information – subheadings,
opportunity available, and
under English and Reading paragraphs, chronological
to challenge the views for a biography about Mae order, a glossary for difficult
that children may have Jemison. Use this Question words. It’s a good idea to stick
picked up from parents, Set either as a whole-class A4 printed versions of the
carers, friends, or even starter to be followed with the biographical information on a
teacher, or independently via larger, coloured piece of paper
you! Provide pupils with
individual tablets. Ask pupils so there is plenty of room for
shocking statistics about to note down any features of a all their ideas for improvement.
women in science such as: biography they notice as they Part way through this activity,
only 24% of professional go through the Question Set. you may allow pupils to pause
scientists, engineers and mathematicians are women; Collate and discuss these as a and walk around their peers’
of the 550 people who have been to space, only 11% class and use this as a reference work to ‘magpie’ good ideas.
point/success criteria for the Try making this a talking piece.
have been women; since 1901, there have been 825 male
rest of the lesson. Engage pupils as they walk
winners of the Nobel Prize, but just 47 female winners. around and question them on
Ask the children to discuss why this is so, and what 2|INFORMATION what they are going to magpie,
might be done to make the situation fairer. Provide pupils with who from and why – this

104 | www.teachwire.net
“Model to pupils a couple
of annotated suggestions EXTENDING
THE LESSON
for how the writer might
present the information” l Model to pupils
how to research
efectively and allow
stops pupils worrying about them to choose a female
‘copying’ from someone and scientist to research.
provides a deeper learning l Gather information
experience for all. about female scientists
using a carousel of
3|FOCUS activities: video of an
Ask children to focus on one interview on one table,
element of the biography to speciic links to websites
create themselves for your on tablets, print screens
chosen female scientist – a of Twitter accounts or the
timeline, their childhood, a live feed
glossary, the subheadings they (@JaneGoodallInst)
would use. By focusing on this on another.
one element, you are ensuring l Create biographies
that pupils consider carefully of famous scientists,
how to improve the original mathematicians or
biography feature rather other people of note
than the words and content. through history.
You might also ask pupils to l Work through
provide an explanation as to Learning by Questions’
why the element they have Tim Peake biography
created is an improvement and note the similarities
on the original, or how it and diferences.
compares to Mae Jemison’s
biography from Learning
by Questions.

Talitha McLachlan works at

Learning by Questions. She
previously worked as a head
of English and teacher of
English at both primary and
secondary level.

USEFUL
QUESTIONS

l Why do you think

there are fewer
female scientists and
mathematicians than
there are male?
l Why are biographies
usually written in
chronological order?
l What makes a
good biography?
l Why do we use
subtitles and chapter
headings?

www.teachwire.net | 105
 KS2 LESSON PLAN

MFL (Spanish)

Using a game
for learning
WHAT
THEY’LL
prepositions
LEARN Authentic stories and songs
is a great way of introducing
l To join in with language in a non-threatening
an authentic
Spanish way, says Lisa Stevens
rhyme/song and
to give clues to @lisibo lisibo.com
an object using
the name of the “The National Curriculum for languages aims to
initial letter in ensure that all pupils understand and respond
Spanish
to… written language from a variety of authentic
l To understand sources… Pupils should be taught to read carefully
and use
prepositions of
and show understanding of words, phrases and
place to describe simple writing [and] appreciate stories, song, poems
images and rhymes in the language” (Languages PoS).
l To understand
Children learn and develop their skills in language
and give through rhymes and songs as they include a lot of
directions using repetition, are often short and the rhythm/tune from the maths cupboard to
prepositions practise the vocabulary either
adds to ease of memorisation. Stories too are a as a whole group or in pairs.
familiar, safe form for children. Go on to show an image with
a number of different shapes
and ask questions using ¿Dónde
START HERE MAIN LESSON está..? (Where is…?) to check
understanding.
Instead of geometric
This lesson is inspired 1|OBJECTS shapes you could recycle
by the book Veo Veo by In the book, as two half moons any vocabulary, for example,
Antonio Rubio y Óscar play the game, they spy a series animals, or perhaps tangible
of objects on top of each other: things that can be found
Villán. Veo Veo is the
una estrella sobre un pez (a star around the room.
Spanish version of I spy on top of a fish) then un pez
and there is a rhyme en la nube azul (a fish on the 2|BUILD UP IMAGES
associated with it that blue cloud), la nube sobre un Start with two items, such as
works as a short dialogue: ciempiés (the cloud on top of a circle and a square, on top of
a centipede) and un ciempiés each another to introduce sobre
it’s a call and response,
sobre un iglú (a centipede on (on top of) saying Un círculo
with the leader saying the top of an igloo). sobre un cuadrado, or Un
parts in red and everyone This could be simplified by círculo rojo sobre un cuadrado
else responding with using geometric shapes such azul. Repeat this to introduce
the blue words before someone guesses. as un círculo, un rectángulo, un further prepositions such as
Veo veo (I see, I see) ¿Qué ves? (What do you see?) Una triángulo, una estrella and so en (on/in) al lado de (next to)
on. To increase the challenge, delante de (in front of) detrás
cosita (A thing) Y ¿qué cosita es? (And what thing is it?)
you could add adjectives de (behind) debajo de (under).
Empieza con la... (It begins with…) ¿Qué será? ¿Qué será? too – el círculo azul, el círculo Practise the new prepositions
¿Qué será? What can it be? This is a good opportunity to rojo, el cuadrado grande, la by playing true/false games,
practise the alphabet in Spanish. estrella pequeña. Use 2D shapes showing an image and making

106 | www.teachwire.net
 “Children learn and
develop their skills in EXTENDING
THE LESSON
language through rhymes
and songs as they include ofBuild up the complexity
the description with
l

a lot of repetition” multiple prepositions.

l Take the learning outside
into a larger space and
create an assault course or
maze that learners must
cross together by giving one
another directions, picking
up objects as they go.
l Create a QR treasure
hunt with spoken clues to
the ‘treasure’ revealed by
scanning a QR code.
l Give learners a cuddly toy/
object to photograph in a
variety of places of their
choice and then describe
using prepositions, or give
them a list of required
photos to create.

a themed story with objects

Free online resources seen in the garden or a zoo, or
could use a dictionary to find
Download our free set of resources to help you
deliver this lesson from tinyurl.com/tpmlprep
vocabulary that matches their USEFUL
ideas. More advanced learners
could incorporate adjectives
QUESTIONS
and write in full sentences, for
example, El tigre feroz está al
lado de la jirafa gruñona (The l Is it acceptable to
fierce tiger is next to the grumpy sacriice some accuracy
giraffe); El ratón pequeño y gris (for example, de el, using
está sobre el tigre feroz (the está instead of estan for
small grey mouse is on the fierce plurals) for the sake of
tiger). Alternatively, rather than communication in this
writing the story, you could activity?
create a class ‘story’ in the style l Could this activity
of Grandma’s shopping, adding be used as a way
a new component each go and of ensuring regular
creating an image on the IWB to language ‘inputs’ outside
aid retelling. of discrete lessons
a statement that learners 3|STORY – for example, giving
must decide is correct or not. Model how to build up a series Lisa Stevens is a primary instructions to place
Once learners are secure in of images as in the original languages educator and things in places around
their understanding of these text, creating a story with two consultant who teaches at the room, explaining
prepositions, ask them to place images on the first page, three two Birmingham primary where things go and so
2D shapes or draw an image on the second, four on the schools. She has consulted on, playing games that
according to your instructions. next and so on. Learners can on a various projects including recycle the language?
Confident learners might like choose who is playing Veo Veo the BBC Schools Radio l Is this a skill that has
to give instructions to a partner and what they see. They could series ¡Mi Madrid! for KS2 applications beyond
or take on the teacher role. stick to geometric shapes, write Spanish learners. the classroom?

www.teachwire.net | 107
 KS2 LESSON PLAN

Literacy

Teach proper
nouns and
WHAT
THEY’LL
LEARN
capital letters
Have fun helping children to
lAn introduction
to proper nouns
remember when to use the
right punctuation for names,
l Understanding
the range of proper says Beki Wilson
nouns: ‘names’
given to specific @jollylearning jollylearning.co.uk
people, places,
days of the week The National Curriculum suggests that children
and months of
the year begin to learn the concept of proper nouns in KS1
English and literacy, and by Y2 it is expected that
l Developing an
children will write names of anything, including
understanding
of the difference friends, days of the week, countries, clubs,
between nouns and companies, parks, streets and historical events, with
proper nouns
correct capitals. But making this learning fun and
l Learning that engaging can be a challenge. In this lesson, children
proper nouns begin will experience a cross-curricula approach to facts about them. For example,
with capital letters “This is my daughter Daniella.
recognising proper nouns, when they should be using Daniella is fun, nice and clever.
capital letters and remembering to do it! She is pretty and she has brown
hair and brown eyes.”

MAIN LESSON 2|PRESENT

START HERE Ask the children to find
themselves a partner. Give
1|PEOPLE each child one to two minutes
Ask the children to write Ask the children to think about to ‘present’ or talk about
their names on a small their favourite person. their ‘proper noun’ person
Model the activity by writing using their picture as a
piece of paper, collect
a person’s name at the bottom visual prompt. Repeating the
these up and put them into information a few times helps
of the board, telling them that
a small bag or box. Pick a this is your favourite person. the children to practise and
child to pull one name out Then ask the children to do refine their presentations,
of the bag and write it up the same while reminding supporting reading fluency and
on the board. Repeat this them that the name should confidence in their delivery.
begin with a capital letter. Once the children have
activity four or five times.
Now sketch a head-and-shoul- talked about their person a
Can the children spot ders portrait of the person, few times, ask if any of the
anything special about all keeping the drawing as simple pupils would like to do a short
of the names? Hopefully, as possible. Ask the children presentation to the whole
this will lead to a discussion about how names are proper to do the same in their books class, or you can ask questions
or sheet of paper. Once the such as, “Who is Natalia’s
nouns and that they start with a capital letter. Repeat
children have completed their favourite person?” and, “Why
the game a few more times. This time they will hopefully did Natalia draw him or her?”
drawings, describe the person
remember to use a capital letter. you have drawn, introducing The portraits can then be
their name and providing a few made into ‘Wild West’ style

108 | www.teachwire.net
 “Give each child one to
EXTENDING
two minutes to ‘present’ THE LESSON
or talk about their ‘proper
noun’ person” l Give the children a blank
piece of paper, ideally with a
picture frame template.
Ask them to choose a
partner and sit opposite
c) The queen lives in
from them, writing their
buckingham place with her
friend’s name (using a
husband prince philip and
capital letter).
their corgi dogs called monty
l Ask them to draw their
and willow.
partner’s portrait.
d) Hurricanes occur every
l They are not allowed to
year. They are given names
look down at the paper at
in alphabetical order. In 2019
any time until they have
the names will be: andrea,
inished drawing.
barry, chantal, dorian, erin,
l Model for the students if
fernand, gabrielle, Humberto.
necessary. The results are
Ask the children to write
hilarious class portraits that
down the displayed sentences
have an abstract Picasso
with the correct capital
look to them.
letters for the proper nouns.
When they have finished this,
ask one student at a time to
come out and be the teacher,
correcting the proper nouns
in each sentence.
Ask the children at their
desks to mark their work
themselves and correct
any mistakes.

‘wanted’ posters as a class central display board in the Beki Wilson has over 20
display or booklet. This should class, for example: years’ experience in the
be accessible and on display to a) mary went to visit her auntie classroom. She currently
pupils to help remind them of elizabeth at the hospital called works as a full-time teacher
the different types of proper the london general hospital. trainer and literacy
nouns you have covered. b) peter threw the ball to jack. consultant with Jolly
jack then threw it back too hard Learning, supporting
3|CORRECTING and smashed the window of his schools, teachers and
Write some sentences on the dad’s ford escort car. parents all over Europe.

USEFUL
QUESTIONS

l What other names do

we know?
l Are there any other
ways to use capital
letters?
l Are days of the week
proper nouns and why?
l If you could invent a
new name for yourself,
what would it be?

www.teachwire.net | 109
 Event
DETAILS

Where is BETT?
n Bett is hosted at
ExCel London,
Royal Victoria Dock.
When is BETT?
n The show takes place
between Wednesday 22nd
and Saturday 25th January,
and is open from 10am to
6pm every day, except for
Saturday when the event
ends at 3pm.
How do I attend?
n Registration for Bett
is free of charge if you
register in advance. Visit
bettshow.com to register
for your ticket.

What’s happening at
BETT SHOW 2020?
Get the low-down on what to expect
at this year’s jam-packed event
The Bett Show is back again – this time and education as tech developers and
bringing more technology, brand-new teachers come together to explore how
zones and content-driven programmes technological advancements can change
that could reshape innovation and classrooms and schools, helpfully be back again this year with a focus on
interaction in the education sphere. bringing together everything a school AR and bringing the real world into
Technology and education come together needs under one roof.” the classroom. Following on from the
in a showcase of what the future has Another key feature of the Bett popularity of themed trails at Bett 2019,
to offer, as innovators and educators Show 2020 is a reinvigorated content this year’s trail themes include ‘SEND’
focus on unlocking pupils’ potential by programme, including an expanded and the ‘Great British Trails’, designed
presenting an educational space with CPD offering that encourages the to help visitors interested in primary
plenty of opportunities. opportunity to learn from peers and school learning and teaching technology
Building on the success of last year’s colleagues alike. Six themes have been to navigate the show and more efficiently
event, the Bett Show 2020 has introduced incorporated within the show that manage their time.
six brand-new, targeted zones. These, the represent “the most important and As well as this, the companies featured
organisers say, offer the chance to plan current topics within the industry”. on the trails have been hand-selected by
your visit and enable easier accessibility Inclusion, social mobility and SEND the Bett advisory board.
to find the right solutions and providers. are among the targeted sessions held
The six zones will provide practical throughout the show that concentrate Notable additions
tips and sessions on how edtech can be on discussion and offer facilitated As a champion of international alliance,
implemented in the classroom, as well networking and learning opportunities the Bett Show is introducing the new
as the positive effect it can have for both for educators. Global Showcase Zone that welcomes
pupils and teachers. Among the selection of exhibitors representation from nearly 150
For the first time, The Education comes Maths Super Store’s ‘Infinite countries. The organisers say: “The
Show will be included inside the Bett Maths’ software that provides teachers technology industry is always changing
show in its own dedicated zone, giving with an infinite supply of maths and adapting, with new concepts and
visitors the opportunity to explore new worksheets and whiteboard sheets. ideas constantly emerging. The Global
classroom resources and methods to Also new this year is the Cloudwise Showcase is designed to give visitors
achieve school success. The organisers classroom management that offers the chance to discover developments in
say: “The collaboration between the educators more control over digital education and education-focused global
Bett Show and the Education Show devices and online educational industry bodies from various parts of
marks the unification of technology materials. Discovery Education will the world.”

www.teachwire.net | 111
Why you should attend
the BETT SHOW
Terry Freedman outlines what you
shouldn’t miss out on

Register in advance, at bettshow.com.

You can register when you get there,
but that will just use up valuable time.
Wear comfortable shoes. This
sounds rather prosaic, but after an
This year, the Bett Show and the Education already use, and see what’s on the horizon, hour or two of walking around on a
Show are running at the same time and in especially in the Bett Futures area, which thin carpet over concrete, you’ll
the same place. That means more seminars, features start-ups. regret not doing so.
and for this reason alone it’s worth making And let’s not overlook the serendipity Look at the seminar programme
the time to attend. At a quick glance, factor. Even if you’re absolutely sure of on the Bett website. Some of the
sessions are only 20 minutes long,
there are talks on the new(-ish) Ofsted what you need to look at, there’s always
so in theory you could it in quite
requirements, how to teach programming the chance you’ll accidentally come across a few. However, there are two
in primary school, and how to address a stand which has something you’d never considerations to take into account.
wellbeing for both staff and pupils. even thought of – and which you might not If the irst talk you wish to attend
What this means is that if you are able otherwise have found out about. is at one end of the hall, and the other
to attend and plan your time wisely, you can The same goes for random one is at the opposite end, allow
tick quite a few items off your to-do list. conversations. You could meet another plenty of time to get from A to B. It
For example, suppose you’ve been meaning teacher who has already solved a problem can easily take 20 minutes or more.
to explore how to get even more out of you’re grappling with – and you might Although planning is good, allow
using your interactive whiteboard. It’s a even be able to return the favour. extra time in your schedule in case
you come across stands or products
great goal to have – but who has the time for Finally, it can be pretty isolating
you didn’t know about in advance.
that sort of exploration in a normal school working in school, especially if you’re Even if you attend for the whole
day? By attending a seminar on that the only technology expert. Attending four days, you won’t see everything.
subject, you can learn quite a bit in just Bett can be a real energy and inspiration Therefore, get into the habit of
20 minutes or so.  boost. Go there!  striking up conversations with people
If you’re responsible for the use of Terry Freedman publishes the when you grab a cofee or sit down
education technology in your school, then ICT & Computing in Education website for a rest. A good question to ask is:
Bett is the ideal place to find new products, at www.ictineducation.org, and tweets have you seen anything really
talk to suppliers of the software you as @terryfreedman exciting or interesting today?

114 | www.teachwire.net
 RECOMMENDS
Global leader
With more than 20 years’ experience in
education, Promethean is a global leader
in education technology. On stand SN41,
the ActivPanel Elements Series and its
combined educational software will
demonstrate a truly collaborative and
connective approach to enhancing teaching
and learning through edtech. Focusing on
the little things that make a big difference
in the classroom, the latest ActivPanel is
designed to ultimately save valuable teacher
time and improve student outcomes.

Innovative range
Hope Education is the home of innovative
resources for schools and nurseries. We’ve
created an exclusive range of Developed by
Hope resources across English, maths and
computing as well as offering over 30,000
additional products. At Bett, we will also be
showcasing a dynamic room concept from our
partners, Waldner Education. Come and visit
us at stand SN34 where you can try these
resources yourself.

How to get the best out of Bett

Without a bit of preparation, Bett can be overwhelming. To get
the most out of your attendance, follow these simple tips...

If you’re fortunate enough to be products and services being hawked

able to attend with a colleague, divide are quite innovative, and you might
up the talks and the products to see even be able to join a beta trial free
between you. Then compare notes at of charge.
lunchtime and at the end of the day. Finally, if at all possible, try and
There are several ‘zones’ at the arrange time to write up some notes
Bett Show, so it might be a challenge and give a presentation to the SLT
to visit them all. However, one to and the staf as a whole about what
prioritise is the Bett Futures area. This you learnt during your visit, and
is populated by start-ups. Some of the how that could help the school.

“If you’re fortunate enough to be

able to attend with a colleague,
divide up the talks and the
products to see between you.
Then compare notes”
www.teachwire.net | 115
 researchers – ought to pool their
resources so we can look at what works,
what doesn’t and what might work in
diferent contexts. Otherwise, we’re just RECOMMENDS
going to be repeatedly replicating the
same research and activities. Initiatives
such as MESHGuides (see meshguides.
org/guides) are at last demonstrating

Q&A what is possible.

HOW WOULD YOU RECOMMEND THAT

JOHN AUDAIN SCHOOL LEADERS VISITING BETT
MAKE THE BEST USE OF THEIR TIME?
Senior lecturer at the Over the years, I’ve learnt that it’s best to
Institute of Education, explore any software demonstrations
University of Winchester, chair with a clear purpose in mind. Focus on
why you’d want to use it, and how you’re
of the Technology, Pedagogy going to efectively implement it in your DoodleMaths
and Education Association school. Will you have staf behind you? DoodleMaths is an award-winning
(TPEA) and Bett advisory Will it lighten or add to you and your programme that builds the confidence
board member colleagues’ workloads? Even the most
of 4- to 14-year-olds by providing a
modest hardware and software tools take
time to understand and implement. personalised work programme
Start small, then grow and build on what tailored to children’s individual
you’re doing – that’s the approach that strengths and weaknesses. Aimed to
WHICH EDTECH DEVELOPMENTS
DO YOU PREDICT AS HAVING will really make a diference in terms of be used for just ten minutes a day,
THE BIGGEST IMPACT ON PUPIL your children’s outcomes. DoodleMaths is the perfect app-based
OUTCOMES OVER THE NEXT FIVE tool for catching up or getting ahead
YEARS? ARE THERE ANY SPECIFIC AREAS in maths. Visit stand NE41.
We’ve seen a considerable focus on AT THIS YEAR’S SHOW THAT YOU’D
computer science in recent years, but RECOMMEND?
I’m currently looking at how in future we TPEA (tpea.ac.uk) is holding research
balance that by also paying attention to safaris at Bett for the irst time this
other aspects of ICT and digital education year, which consist of trails touching on
– at how technology might be used across certain key points around the exhibition,
curricula, for example, and how it could be accompanied by expert-led discussions on
used to support personalised education how certain solutions can be implemented
in terms of pupils’ learning journeys. and currently research indings concerning
There also continue to be interesting particular tools. The Bett Show’s own
developments in augmented, mixed and navigation trails around the show are
virtual reality, and in the use of AI to especially good this year, in that they give
ease pressure on teachers’ workloads. visitors the option to focus on a speciic
The key here is achieving a broad, deep subject or area of technology.
and balanced approach to young
people’s use of technology. I’d also suggest to readers that they
look carefully at their school before they
come to identify what gaps they have
WHAT ROLE CAN YOU SEE within their provision. Know what it is
TECHNOLOGY PLAYING WITHIN
TEACHER TRAINING AND CPD?
you’re trying to ind a solution to,
because it’s very easy at Bett to look
Dyslexia help
at the plethora of solutions surrounding Claro Software develops assistive
We’ve got to start from a position of
building our research base, so that you and lose sight of whether a given technology, for people with print
as a profession we can become more product or service will engage staf and reading difficulties like dyslexia,
evidence-based. Technology moves and can be implemented successfully. to help them achieve all they can.
quickly, which means everyone – For more information, follow @jonaudain ClaroRead reads any text aloud in
companies, schools, organisations, or visit jonaudain.com clear, high-quality voices. Whether
it’s a long PDF, proofreading an
assignment or even reading a letter,
we help you concentrate on content
“Over the years, I’ve learnt that it’s best and meaning rather than stumbling
through each word. ClaroRead’s many
to explore any software demonstrations tools include ScreenRuler (which tints
the screen and provides a configurable
with a clear purpose in mind. Focus on ruler to help you follow text), word
prediction, and a dyslexia-friendly

why you’d want to use it and how you’re spell checker. Our apps provide
text-to-speech and other assistance
on the move. They even read text from
going to efectively implement it” your photos. Bett Stand: NJ48

www.teachwire.net | 117
RECOMMENDS
So simple
2Simple has been producing powerful
yet simple educational software
for over 20 years. Its best-selling
whole-curriculum solution, Purple
Mash, has been incredibly popular
in reducing teachers’ workload and
engaging reluctant learners and
parents. This year it has redeveloped
its assessment and observation app,
Evidence Me. It has also launched
Striver, its PE and wellbeing platform.
Today, 2Simple is used by over two
million learners in over 11,000 schools,
in more than 74 countries worldwide.
To find out more, visit 2simple.com
or come by stand NG50.

How to get time out

to attend BETT
Terry Freedman shares some advice
for clearing your schedule
Music maestros
Charanga will be out in force at the When applying for time out of school to Despite appearances, Bett is not just
Bett Show this January. Stop by the attend the Bett Show, put yourself in the a trade show. There is a huge seminar
DIT stand to meet new members of senior leadership’s shoes. programme, and attendance at these
our team, to take a look at some great Are you in the market for purchasing is free. The emphasis is very much on
new developments and hear about our more ed tech? If so, the Bett Show gives professional development, and there are
exciting new partnership with Awards you a great opportunity to see what’s on many opportunities to learn.
for Young Musicians. 2020 promises offer and to compare different solutions. For example, you might wish
to be another busy year for Charanga. Whereas this would normally take weeks to attend a demonstration given by
Our Musical School primary music with you trying to fit it into odd hours like Microsoft or Google about one of their
programme has been shortlisted for before or after school or at lunchtime, you products. Programs these days are
a Bett Award, and we’ll unveil a new can do most – if not all of it – in a day or so feature-rich that it can be hard to
interface for specialists and an enhanced two at Bett. remember what all the features are,
training offer for non-specialists. Even if you’re not in a position to let alone learn how to use them. By
buy more stuff, it might still be attending a couple of demonstrations
worthwhile going along to visit the and a talk or two, you can potentially
suppliers of the hardware and software make your lessons even more effective.
you already have. You can talk to someone Hopefully, this will result in better
about something going wrong or that outcomes for pupils.
you’re not sure of, or see what they have One of the big problems faced by
planned for a future release, say. Having schools is that of being insulated. You
that knowledge will enable you – and the and your SLT might think the school is at
SLT – to plan better for the future. the cutting edge, while it could be pretty
It’s also worth bearing in mind that average. By attending the Bett Show you
attending the show can sometimes help will be in a better position to judge which
the school save money by taking advantage of these is correct. And that’s something
of special show prices. the SLT should definitely want to know.

www.teachwire.net | 119
 Best Adventure Best Residential
Experience Experience

120 | www.teachwire.net
 having to spend on their tasks, but we collaborating and develop structures
know that workload isn’t just about the whereby teachers can observe each
number of hours being done – it’s also others’ practice.
about how engaged staf are in the hours Another area is the quality of
they’re working. communication. Are there systems
I think we’re currently ixing half of through which people can raise concerns,

Q A & the problem. How can you ensure that

development sessions, team meetings
and so on feel relevant to what teachers
express doubts and make their voices
heard? This might involve helping middle
and senior leaders and line managers to
are focused on? I frequently meet have good quality conversations in which
teachers who have left the profession people feel heard and any actions raised
DAVID WESTON are followed through. Move beyond the
because of all the forms they had to ill in,
the quantity of books they had to idea of meetings simply consisting of
CEO of the Teacher mark and relentless nature of it all, people standing up and reading notices,
Development Trust and chair unconvinced that all that stuf was and start seeing them as occasions where
of the DfE’s CPD group actually adding value to what they did. people come together to collaborate and
Teacher development has to feel relect as a team.
relevant to the job teachers will be
doing in the short term, but also related to WHAT WOULD YOU SAY IS THE BEST
WHAT PRESENTATIONS AND the goals their teams and schools WAY FOR VISITORS TO SPEND THEIR
DISCUSSIONS WILL YOU BE LEADING are engaged in. How will them getting TIME AT THE BETT SHOW?
AT THE SHOW? better in a speciic area help their school
Start with the end in mind. Only after
I’ll be giving two presentations, both move forward? It’s only when people
you’ve deined that can you then identify
focusing on how school leaders can can connect their day-to-day reality
what products or services may be suitable
create the right policies, procedures with the bigger picture that you get
and the best people to talk to. This will
and processes to ensure teachers are professional development that really
enable you to have better conversations
improving and staying in school and does work.
at the stands, where you won’t just be
that newly recruited teachers are of asking about what a product will do and its
a high standard. impact, but how it can help you manage
WHAT FACTORS BEHIND FALLING
the change in your speciic school. If you
RETENTION RATES ARE SCHOOLS
ultimately purchase the item, it’ll then be
ARE THERE ANY STICKING POINTS PERHAPS BEST PLACED TO
more than a ‘piece of kit’ that just sits in a
IN RELATION TO RECRUITMENT AND ADDRESS?
cupboard never being used.
RETENTION THAT YOU KEEP SEEING One is how welcome teachers feel
REGULARLY? their colleagues are. Do they feel free
David will be presenting on
People are talking a lot more about to ask colleagues for help? Can they ‘Teacher Recruitment, Retention
workload, and the impact of the visit colleagues’ classrooms? Do they and Development’ (22nd January, 10.15am
government’s workload strategy in feel invited to share ideas? It’s fairly in the Schools Theatre) and ‘Unleashing
particular. Schools are trying lots of things straightforward for schools to create Great Teaching’ (23rd January, 15:30 in
to reduce the number of hours staf are spaces where teachers can get used to the Education Theatre).

RECOMMENDS
Staf performance
BlueSky supports leaders at a strategic
level, enabling trust CEOs, heads and
executive heads to aggregate large
sets of data on staff performance and
development activity to run real-time
reports in a format that is easy to digest,
providing a granular, evidence-based
view on the performance of their
Free resources organisation. At a glance, school leaders Expert knowledge
BBC Teach is home to all the BBC’s can see a complete picture of the progress Grow your teaching practice with Maths
free teaching resources, including video of their staff – individually, in teams, by — No Problem! It’s clear new technology
clips, Live Lessons, School Radio and specialism or status. Visit stand NN57 has the potential to shape classrooms
year-round projects like Ten Pieces. for a free demonstration or and make a lasting impact on future
Visit the website to find thousands visit blueskyeducation.co.uk generations of learners. On Thursday
of free curriculum-linked classroom at 12.15pm, the founder of Maths — No
resources to help you deliver lessons. Problem! Andy Psarianos explores
Everything is arranged by subject and how technology can transform the
age group so it’s easy to find what you’re maths mastery classroom, ease teacher
looking for. More than 20 subjects are workload, and help children develop a
covered, ranging from Early Years to deep understanding and love of maths
GCSE/Nationals and Highers. Visit — but only when underpinned by sound
bbc.com/teach or stand NC40. pedagogy and research.

www.teachwire.net | 121
 PARTNER CONTENT

Top of the class

Resources and activities to bring fresh inspiration to your classroom...

Grow your own Zip it!

1 Now in its 15th year, Grow Your Own Potatoes (GYOP) is a hands-on
classroom experience for primary schools (5- to 11-year-olds) that teaches
Zip World introduces a brand new
education programme inviting
children all about potatoes: where they come from, how they grow and how
teachers to escape the classroom and
they it into a healthy balanced diet. Schools that sign up to take part can apply for up
teach in the great outdoors. Tying in
to four free growing kits, containing everything they need to grow two crops of potatoes.
key components from the National
After harvesting in June, they can enter their weights online for a chance of winning
Curriculum for Key Stage 2 and 3,
prizes for their school. To sign up to take part or to download resources to support the
the Zip World Gravity & Geography
project, visit growyourownpotatoes.org.uk. Curriculum-linked classroom resources
package will include detailed lesson
about potatoes are available from foodafactolife.org.uk
plans, worksheets and powerpoint for
pre, during and post the excursion.
Based in North Wales, Zip World has
three sites across the Snowdonia
National Park with a wide range of
activities suitable for all abilities and
ages. The cross-curricular activity
booklets will inspire, challenge and
educate. zipworld.co.uk
Free mental health
resources
We know how diicult it can be to focus on
your pupils’ mental health as well as your
targets. Searching online for useful resources
can feel overwhelming and it’s hard to know
which are tried, tested and relevant to you.
Leading children’s mental health charity
YoungMinds has made it easy by creating an
e-newsletter packed with bite-size, practical
3 resources to help you support your pupils’
wellbeing – as well as your own. Designed by 5
High achievement our training experts, and based on teachers’
insights, your free resources will land
Prepare your pupils for the 2020 SATs
with Achieve’s unique three-step process:
straight in your inbox. Join YoungMinds’ Fight poverty
use an easy lowchart approach to teach
360° Community:
youngminds.org.uk/teach-primary
through volunteering
pupils how to tackle SATs questions. VSO is the world’s leading international
Apply and test the knowledge learned development charity that works
using the Question Workbooks. Improve through volunteers to create a fair
exam performance and build conidence world for everyone. We ight poverty
with full-length test papers mirroring not by sending aid, but by working
those used in the SATs. Once you have through volunteers and partners to
identiied gaps in pupil’s knowledge create long-lasting change in some
with Achieve, use Question Bank to of the world’s poorest regions. This
create tailored classroom resources for year VSO’s education programmes
additional SATs practice. Edit past National supported over 550,000 children to
Test papers or choose from over 8,000 access a quality education.
questions to create bespoke homework
sheets from scratch in a couple of clicks.
4 Interested in volunteering? Visit
RisingStars-UK.com/Revision vsointernational.org/volunteering

www.teachwire.net | 123
 REVIEWS

KNOWLEDGE

Qwizzle
Fun and educational puzzle-based
knowledge checking games

AT A GLANCE

l 48 different puzzles for KS1 and KS2

l A boxed set of 40 puzzles for KS1
l A boxed set of 11 puzzles supporting

times tables ideal for KS1 and KS2

l A boxed set of 18 puzzles supporting

addition, subtraction and number bonds

l Suitable for a diverse range of

learner types
l Consolidate learning

REVIEWED BY: JOHN DABELL

Qwizzles are basically triangular cards which adds a further layer of enjoyment.
each containing numbers, words, pictures Teachers have the option of telling children
or statements based on speciic learning what the completed shape will be or not!
outcomes of diferent subject areas. These The cards have been carefully
are then matched together correctly just considered and designed so that they not
like the classic game of Triominos but only withstand plenty of use but are also
using a Qwizzle game board. user-friendly. They have non-relective
A range of puzzles are available and they coloured surfaces and a special bold font is VERDICT
increase in diiculty chronologically. I used used to ensure a diverse range of learners
the times tables set for KS1 and KS2 (2 to are catered for.
12 times tables) and also a comprehensive An intelligent feature of the Qwizzle 3 Helps students identify and
KS1 maths box set covering a range of cards is the inclusion of Quick Response comprehend gaps in their knowledge
key skills. Instructions and guidance are codes. This promotes active learning so 3 Provides teachers and students with
provided and the box set comes with a children can check their responses and it valuable feedback
game board. They went down a storm! expands the learning experience. It’s also 3 Produces better organisation of
They take next to no setting up so a game quick, reliable and time saving.
knowledge
can be up and running in moments and Qwizzle games are perfect for
then the fun begins. collaborative learning in small groups
3 Improves metacognitive monitoring
What is immediately obvious is that and provide a dynamic stimulus for 3 Supports later retention and motivates
children soon encounter what it is they children to share their ideas. They students to self-study
know, or rather don’t know. This motivates provide access to learners’ knowledge 3 Suitable for any part of a lesson and
them to ill gaps, make connections so that you can make assessment tailor-made for revision and refreshing
and upgrade their knowledge in a judgements based on the accuracy
non-threatening context, and so this allows and completeness of the matches they
them to grow as learners in a safe and make. This simple framework is therefore UPGRADE IF...
secure way. helpful for identifying uncertainties and
Children pick up what to do very misconceptions.
quickly and are always keen to have Qwizzle is a really great way for you are looking to enhance learning
another go a number of times, and for reviewing and consolidating learning, and retention through inclusive,
some it is addictive. The puzzles have boosting revision and helping children exciting and eicient resources
all been designed to generate diferent to really build on what they know and do that promote hands-on active
shapes such as diamonds and hexagons, something positive about what they don’t. engagement.

Individual boxed puzzles are £4.99 and the full times table set is £59.95. qwizzlegames.co.uk

124 | www.teachwire.net
 REVIEWS

LITERACY

Explore with Biff,

Chip and Kipper
A corpus of 60 phonically-based paired
reading books from Oxford Reading Tree

AT A GLANCE

l From the award-winning duo

Roderick Hunt and Alex Brychta

l 30 Biff, Chip and Kipper stories and

30 informational books
l Flexible teaching support materials

and three teaching handbooks with

photocopiable activity sheets
l Free teaching notes for every story

REVIEWED BY: JOHN DABELL

Oxford Reading Tree books have been a collaboratively gain understanding as they
mainstay of the National Curriculum and delve into issues and topics more broadly
have helped over 30 million children to read. and deeply.
Started in 1986, more than 800 titles have Teaching handbooks are available for
been released, translated into more than diferent year groups, providing plenty of
15 languages and used in 80% of Britain’s expert guidance and photocopiable
primary schools. activities for deepening comprehension
And now there is a new resource available skills. Advice is also given for supporting VERDICT
in the Bif, Chip and Kipper series of books parents and carers.
that cleverly connects iction titles with Every title, book banded from Lilac to Gold
curriculum-linked non-iction titles covering (Oxford Levels 1-9), features an observational 3 Beautifully illustrated stories and
science, geography, history and art. challenge at the start to motivate children, carefully selected topics
The idea is that each book is part of a which heightens their curiosity and helps 3 Full of rich language, drama and
pair so that when children inish one book, them make connections along the way. varied text to engage and develop
they then read its companion and ind out Comprehension questions are included at comprehension skills
more. Bif, Chip and Kipper introduce the the back of the books to develop children’s
3 Fuel children’s imaginations and
non-iction book, which motivates children to literal, vocabulary and inferential skills.
discover new facts and acquire information If there is one thing you are guaranteed
creativity
through top-class text and illustration. with the iction books then it’s the superb 3 Meticulously levelled to build children’s
Topic-pairing like this is a stroke of illustrations. They bring so much life and conidence, helping them to progress
genius because the companion books energy to the stories and get children 3 Perfect for group work and one-to-one
overlap and feed each other, making strong hooked. Their non-ictional pairs are reading
and memorable connections. One genre excellent too, with top-quality photography
elegantly supports and enhances learning and text throughout.
from the other and so the Explore titles Oxford Reading Tree is a staple of UPGRADE IF...
strengthen current connections and create children’s classrooms and long may it
new ones – which is an essential component continue. It produces resources that really
of comprehending a text. do have the magic key, and these can you are looking for a cross-curricular
They also teach children that the two text inspire children to explore diferent places, set of a resources for building reading
types need to be approached diferently characters and experiences. conidence based on fun and helping
and by reading and discussing both ictional Could zebras live on the Moon? You’ll have children open the doors of discovery and
and informational books together, children to ind out with Bif, Chip and Kipper. inding out for themselves.

www.oxfordprimary.co.uk/explore

www.teachwire.net | 125
 REVIEWS

STEM

E.A.R.L
A brand-new loor robot with
RGB lights for cross-curricular
programmes and learning fun

AT A GLANCE

l Digitally controlled motor

l 250-step memory that grows with
learners’ abilities
l Recordable MP3 sounds give children

audible cues
l Programmable RGB lights

l Durable, push safe and charges

with a USB
l Scratch 2.0 compatible

REVIEWED BY: JOHN DABELL

E.a.R.L (or Easy Robotic Learning) is a composition and prediction. It’s a great
green coding cadet from another planet introduction that covers a lot of ground.
who is on a special journey to teach There is a handy user guide too for getting
children on Earth the language of coding. started, with tips and hints about getting
He is designed with young children E.a.R.L ready for action.
in mind, is totally user-friendly for EYFS To help children and E.a.R.L navigate,
and KS1 and sure to spark an emotional there are a selection loor mats available,
reaction, especially when he moves, turns, including an alphabet mat, phonics, VERDICT
spins and his lights start lashing. street scene, UK map, treasure map
He’s a clever cadet, can remember 250 and solar system as well as valuable
commands and moves 15cm with each instructional sequencing cards. Both 3 A perfect introduction to the world of
forward and backward step. His turn the mats and the cards work together to robotics and a catalyst for learning coding
left and right buttons help him swing 90 improve communication skills, vocabulary 3 Helps children create and debug
degrees on the spot. Uploading sounds and maths. simple programmes
to E.a.R.L is easy and if you want you can E.a.R.L supports so many habits of 3 Builds engineering intuition and
also customise by replacing the existing mind and key skills, such as building
emphasises problem-based learning
iles with your own. programming know-how, playful
He comes with a transparent case experimentation, perseverance,
3 Supports computational thinking,
that shows children how his internal bits teamwork, preparedness, visualising, higher-order thinking, logical and
and pieces work, including the battery, adapting, resilience, resourcefulness, analytical reasoning
speaker, motors, circuit board and relection and improving. 3 Forms a key part of the push for STEM
microchips. E.a.R.L will be a welcome addition to (science, technology, engineering,
The colourful outer buttons are perfect any classroom. Not only can he teach mathematics)
for little ingers and he looks a happy little coding but could also play a signiicant
soul who children will warm to. role in children’s emotional, social and UPGRADE IF...
A colourful teaching guide includes cognitive development. If your budget
a brilliant collection of concise lesson will stretch then you could think about
plans and progressive activity ideas. getting multiple E.a.R.Ls and have them you are looking to take your children
These focus on getting to know E.a.R.L, all moving together. on a coding and programming
introducing algorithms and moving with a E.a.R.L may very well have landed but journey and develop engineering
purpose, planning, ixing bugs, breaking I’m not sure children will ever let him get and computing habits of mind within
down challenges, problem solving, away. He’s here to stay! high-quality learning experiences.

E.a.R.L £47.99, loor mats and sequencing cards £11.99 to £19.99. hope-education.co.uk

126 | www.teachwire.net
 REVIEWS

LITERACY

PM Benchmark
Literacy Assessment
A complete literacy assessment kit for
assessing and analysing reading achievement

AT A GLANCE

l Precise and robust assessment tools to identify

reading stages using precisely levelled fiction and

non-fiction texts
l Teacher’s book with best-practice guidance and top tips

l Designed to capture progress in reading fluency,

retelling abilities and comprehension skills

l Digital resources including training videos and

examples of reading assessment records

REVIEWED BY: JOHN DABELL

PM Benchmark Assessments have been behaviours and capturing progression. The

updated and revitalised to include 60 brand kit comes with that all-important resource
new contemporary texts (books and cards) book for teachers that tells you how to
from Level 1 to 30, with two texts per level execute the assessments. This contains
for expert matchmaking. There are six extra all the advice, strategies and guidance you
cards for further challenge. They enable you need, drawing on best-practice research.
to teach children at the edge of their current Included are procedure cards that provide
understanding and then to reach and go recommendations for taking a reading VERDICT
beyond it. They are short and punchy for assessment.
accessible reading. All the resources in the kit are conveniently
The resources also contain some packaged in a sturdy box that includes 3 Helps identify the knowledge, skills and
pre-level 1 assessment materials so you can folders to organise the benchmark books and strategies children use when reading
gauge oral literacy, phonological awareness records by level for easy access. 3 Identiies children who need
and concepts about print. This is a cracking resource for intervention and extra support
The kit really is like a breath of fresh air documenting children’s progress through 3 Ideal for assessing children’s luency
because the non-iction texts have been one-on-one formative and summative when reading aloud
written to relect contemporary issues that assessments and allows teachers and
3 Supports comprehension skills
children will identify with, such as drones and pupils to engage in learning conversations
3 Helps you to build future development
plastic pollution. that connect assessment to teaching using
These are unique and high-quality rigorous and consistent administration, with real insight
titles that have been carefully levelled and analysis and scoring. 3 Informs parent conversations
ine-tuned for helping you systematically It enables you to identify key strengths and
examine a child’s strengths and needs. weaknesses, plan for eicient and efective
They are culturally sensitive, relect teaching and intervention, be strategic and
diversity and vary in genre, content and deliberate and monitor and report progress UPGRADE IF...
perspectives and the texts fuel intellectual across a school year.
curiosity and so motivate children to PM Benchmark Literacy Assessment Kit is
you are looking for a polished, fresh
investigate new ideas and take responsibility a comprehensive, systematic box of reading
as agents in their own learning. rigour that guides teachers’ language and
and modern set of rich resources for
The Student Records pro forma is actions and supports them in expert decision implementing a consistent, whole-school
much smarter, sharper and fresher and making for high-impact literacy teaching. It approach to literacy assessment and
provides a well-organised and tidy layout crucially provides children with the feedback for helping children become successful,
for observing and quantifying reading they need to read well and enjoy words. balanced readers.

scholastic.co.uk/pm

www.teachwire.net | 127
 REVIEWS

TECHNOLOGY

HUE HD Pro Camera

A lightweight, portable document
camera and visualiser

AT A GLANCE

l Full 360° rotation and integrated

USB microphone
l Built-in LED lights for illuminating

your teaching
l Perfect for viewing a full A4 page

l Comes with its own specially

designed software
l Flexible gooseneck

l Windows & macOS

REVIEWED BY: JOHN DABELL

The HUE HD Pro Camera is a visualiser with work and so collect evidence of their
a clever head, neck and base that seamlessly learning in the moment and on the go as it
joins teaching, learning and assessment happens. You could use it for sharing work
together. It’s a very afordable bit of kit that and showing ‘what a good one looks like’
can be used lexibly across a range of tasks, (WAGOLL) and annotate work to assist
from shared reading to CPD. with feedback.
You can use it for ‘How to…’ If you wanted to you could also use the
demonstrations so children can clearly camera to connect with other schools VERDICT
see the steps involved in a process and is around the country or across the world for
particularly good for close-up or microscopic live video conferencing of teaching
work. The recording feature means that and learning. 3 Makes classroom management
teaching is never lost as it allows you to The HUE HD Pro is a delightful device easier by projecting teaching and
replay the action as many times as you like, to use and is highly intuitive; it could learning moments
so children can repeat and go back to learn easily be integrated into whatever you 3 Great for live marking and
and relearn. are doing. Its reach extends as a tool peer assessment
This makes the HUE HD Pro the ideal tool for giving best-practice professional
3 Supports a formative way of working
for spaced learning, revisiting knowledge demonstrations to colleagues as part
and building memory for improved recall and of staf training, or it could be used for
to capture children’s learning
retrieval. It also makes you a more eicient recording your own teaching and sharing 3 Promotes access to information and
teaching machine, and that’s obviously good with mentors and coaches. secures whole-class inclusion
for your wellbeing. One of the most exciting uses of a HUE 3 Adds real value to your teaching
It can do all this because HUE HD Pro HD Pro is for doc-casting, giving children and learning
comes with what they call HUE Intuition – glorious opportunities to create their own
classy software for going the extra mile. instructional videos and demonstrate
This allows you to record video and sound, their learning to others via a school UPGRADE IF...
annotate images and save, take photos and website or sent as a link to parents.
take multiple images over time too, such as I have no hesitation in recommending
time-lapse photography of weather changing the HUE HD as a core teaching tool you are looking for a top-quality
or eggs hatching. because it brings learning to life, USB camera for creative teaching,
For assessment for learning purposes the promotes class-wide participation, modelling, diferentiated learning,
HUE HD Pro is a very useful tool because genuinely provides an impact and makes and forensic formative assessment.
you can take formative photos of children’s a visible diference.

HUE HD Pro is available from huehd.com in black blue red or green at £44.95 + VAT

128 | www.teachwire.net
 REVIEW

LITERACY DEVELOPMENT

The Five
Minute Box
A multi-sensory phonics programme,
which enables the early identiication of
potential speciic learning diiculties

AT A GLANCE

l Provides regular, consistent and

secure basic skills for reading,
spelling and writing
l Simple steps learning linked

to multisensory teaching
l Designed so that no children

slip through the net

l Hekos supply baseline data for

school records

REVIEWED BY: JOHN DABELL

The quality of literacy interventions can achievement booklets, an instruction guide

vary greatly, from meticulously detailed to and accompanying resource book with
troublingly fallible, so it’s imperative that we assessment sheets and keywords checklist.
approach them with caution and a critical eye. The resource book is a slim,
We know that there are no magic wands, no uncomplicated guide to using the Box that
quick-ixes, yet there are some interventions includes a step aside spelling programme,
that simply do what they claim to and can a spelling list, and individual record sheets VERDICT
really make a diference – especially if they’re for use with the keyword cards, as well as
well targeted and well delivered. scripts for some supporting audiovisual
The Five Minute Literacy Box is an material on the CD-ROM. ✔ A very easy to manage teaching
excellent example of something that’s been It all adds up to a programme that system straight out of the box
expertly designed to cover basic skills, and ofers clearly focused intervention that’s ✔ Perfect for screening children on
comes presented in a clear and easy to follow intentionally systematic and intensive, based school entry
way. The level of teacher experience and around activities designed for short bursts of
✔ Ideal for consolidating basic skills,
approach will obviously have some impact on around ive minutes. When subject teaching
supporting dyslexic pupils and EAL
what pupils are able to get out of it, but the is structured in a cumulative and sequential
Five Minute Box is speciically designed with way as it is here, you’ll soon start to see learners
high quality instruction in mind, while requiring rapid progress. It’s therefore reassuring to ✔ Gives children ownership of their
minimal training ahead of use. It comes with see that small steps and milestones are an own learning and progress
an instructional CD-ROM that includes some integral part of the Box. Ideally, daily use is ✔ Independence for functional literacy
demonstrations of the Box in use and practical key to getting the most out of it, since the ✔ Boosts self-esteem and
pointers for what to do. There’s more detailed consistency, frequency and intensity it can self-conidence
in-school training available too, covering help provide will all contribute to a child’s
background theory, as well as practical mastery of English skills. Practice that’s
understanding of the intervention. distributed throughout the week is typically UPGRADE IF...
Conceived as an ‘open and teach’ more efective than practice delivered in a
all-in-one kit, it’s well organised and contains single block.
You’re looking for a ‘little and
a bundle of durable hands-on resources, While diferent interventions will, of course,
including keyword cards and boards, a be relevant to particular contexts and children’s often’ lexible early intervention
sounds board, 26 plastic letters, handwriting speciic needs, I’ve used the Five Minute and screening tool that will sit
formation boards, a number formation Literacy Box in a range of schools with great handsomely alongside any phonic
board, whiteboard and pen, record of results, and would conidently recommend it. reading and spelling scheme.

£99.95 (+VAT, P&P), 01442 878 629, iveminutebox.co.uk

www.teachwire.net | 129
 FEATURES BACK PAGE

1 2 M EMOR I E S
barely repressed from primary school
JONNY WALKER

@jonnywalker_edu

1
3
The teacher climbing on
the roof of the school to
rescue a cockatiel
Intentionally
drooling on myself
to try to make it 2 ‘Fitness club’,
which involved
look like I was too carrying water
ill to do SATS to the stafroom
when teachers
had run out

7
Having ‘I like

4
6 all forms of
pudding’ as my
Dropping a potter’s main identity
wheel onto my shins marker
when helping the
Chocolate
concrete (see: 5 pottery man

‘The North’)
A teacher saying ‘I’ll rip
your arm of and bash
8
you with the soggy end’
Not being able
to play bulldog
because an
9 actual bulldog
Watching classmates eat copious was in the
amounts of grass during PE playground

10
Launching
an ill-judged
11
Vest and pants roly-poly during
apparatus lessons, on dusty
crash mats 12Running
5-a-side team into a pole
called Crimson repeatedly,
Crusaders
attempting
high jumps

130 | www.teachwire.net