Wednesday, 15 March 2017

Teacher Assessment & Moderation: Addressing Misconceptions


This video focuses on the teacher assessment of key stage 2 writing and was published by the DfE a few days ago. Clarification on some of the more technical aspects of judging the standards!

Formal or Informal Tone...?


Some recent training for our Year 6 staff revolved the expectation that pupils should switch between levels of formality in their writing to achieve a greater depth standard at the end of KS2. Not something that the majority of us find easy to spot - this guide might be a good starting point?

Monday, 13 March 2017

More Blogs to Follow....


A couple of new and interesting blogs have been added to our links on the right... both talking up a lot of sensible approaches to teaching and learning.


Sunday, 12 March 2017

Outstanding Learning....


We're really impressed with this example of some outstanding learning in Year 4. One of our pupils is clearly developing her reasoning skills and increasing in confidence as a result. This is good to capture and share as we adopt some new approaches to our teaching Maths. We might have to work a little bit on the English too....?!


Saturday, 11 March 2017

Science & Engineering Day


Flyer for the upcoming event next weekend... register at: https://sotsefteacherzone.eventbrite.co.uk/

Friday, 10 March 2017

What makes effective teaching and Learning in Maths?


What do children need to know to add 196 and 10? And what happens if any of those gaps in understanding are present? Our INSET in February was based on the question above and we had several themes to consider.

  • The principles and practices of teaching maths for ‘mastery’ or working at greater depth – thinking flexibly and creatively about number.
  • A shared understanding of what this means and how we can spot it in mathematics lessons to help children move forward.
  • How rich tasks can support and secure pupils’ understanding and our own assessment of their understanding.
One of the key considerations for teachers is building upon what already children know to further their mathematical understanding and how to 'plug' those gaps to ensure children make good progress. We believe it is through careful planning and coherent sequencing of Maths learning that children will best understand the concepts and master the procedures they need to progress. Providing rich tasks will allow them to problem solve and reason about their thinking and lead to 'mastery' and them 'knowing without hesitation'. 
Here's a good example. Have a go at this problem...




A 3 x 3 x 3 cube is painted red on the outside. If it is broken up into 1 x 1 x 1 cubes how many of these smaller cubes have 3 sides painted?
2 sides painted?
1 side painted?
No sides painted?