Teaching for Mastery...

We have begun some excellent CPD run by the Solent Maths Hub on teaching primary mathematics for mastery. The aims of the initial day were to develop our ideas on maths mastery and provide an introduction to the principles and practices of teaching for mastery. We are also developing a shared understanding of what mastery means and how we can spot it in mathematics lessons and how rich tasks can support teachers and children in their understanding.

A good quote from the day:
Mastery is not just being able to memorise key facts and procedures and answer test questions accurately and quickly. It involves knowing ‘why’ as well as knowing ‘that’ and knowing ‘how’. It means being able to use one’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations.

The essential idea behind mastery is that all children need a deep understanding of the mathematics they are learning so that:

• future mathematical learning is built on solid foundations which do not need to be re-taught; 
• there is no need for separate catch-up programmes due to some children falling behind; 
• children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised.

Try and do the task above and consider the knowledge and skills that you would need to carry it out...

Getting our heads around feedback and progress...

We have been contemplating the issue of how we demonstrate progress in the new curriculum within a lesson, across a series of lessons and across a year. We would also like to be able children to understand that their learning behaviour and attitude contributes towards this. The removal of levels does not necessarily provide that something to aim for. Where does that inspiration and aspiration for pupils to aim for that higher achievement now come from? We have begun to think around how we can use the B-W-S to provide a model for our olders pupils to achieve '6S+' or '6-cess'! We feel for some of children, feedback on their progress through their classwork that is linked to something more tangible will give them something to aim for. It's a work in progress!

Effective Teaching & Learning Sequences...

Some more notes from our recent INSET on planning for an effective sequence of learning. Two examples were shared - a writing example and a maths topic taken from Year 6 objectives and books. Discussion was then based around the types of teaching and learning that needs to take place when children are beginning to learn new concepts (ie models and images, guided work), working within those concepts (ie scaffolded tasks accessed independently) and when pupils are more secure with them (ie challenge and choice). Understanding the process is a key to good teaching and learning and securing good progress.  

Notes on progress in the new curriculum...

Our INSET day this week was based around our understanding of progress and how we make it secure in the new curriculum. We began by attempting to clarify and explore the learning journey of pupils from beginning to securing understanding.

We then began to think about how we know children are making progress and how much of this depends on their learning behaviours but also what we provide as teachers.

Our final task was to ensure that our curriculum provision matched the needs of the pupils and ensured opportunities for them to progress through a clear teaching and learning sequence are planned carefully.

Thinking Scientifically...

Last weeks staff meeting was all about working scientifically. We spent the time reviewing what we were doing already and exploring a few new ideas. One of the ideas that was shared was getting children to discuss their ideas through Concept Cartoons - follow the links below:

ühttp://www.millgatehouse.co.uk/wp-content/web-examples/ccsre/cc65.html

ühttp://www.millgatehouse.co.uk/wp-content/web-examples/ccsre/cc52.html

Another good idea fFor an engaging Science plenary, choose a scientific concept (e.g. gravity, sound waves, predators) and ask the class: should it be banned? Split them into ‘for’ and ‘against’ and have each child prepare at least three reasons supporting their argument. Then let the debate begin! Children will be encouraged to think more deeply about how scientific concepts underpin our everyday lives.

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. (National Curriculum 2014)

Learning Environment 'Best Bits' January 2016

Some interesting stuff on display in our learning environment this week...

DK Findout Resource....

This does look useful.... the link is now on the right!

Get on the learning curve with DK Findout!. We’re creating the ultimate teaching tool for you and your students. DK Findout! will feature:

• Easy-to-access, authoritative DK content
• Subject-based, curriculum-linked articles to support classroom learning and teaching
• Up-to-date resources and ideas for projects and homework
• DKfindout! allows you to create stimulating teaching material using DK’s clear, highly visual content across core subjects.
• Find safe, reliable, age-appropriate text and images, backed up with sound, video, and animation
• Create and organize individual lesson plans
• Access anywhere on computer, tablet, or phone

Valuing Reflection

Example of a Reflection Bubble from Year 6

We are continually developing our learning values and this terms focus is 'Reflection'.

What are we doing already as a school?

• Reflection bubbles with checklists to check work against
• Reflection bubbles with key questions to prompt
• Getting the children to explain a process/their thinking
• Reflect on next steps at the end of a piece of work
• Reflect on prior learning. E.g. children generate their success criteria at the beginning of a piece
• Reflect on previous learning through the use of photographic evidence

What do we also need to develop this term?

• Reflection in other subjects e.g. Science to explain a process; PE to reflect on routine/performance from previous week.
• More opportunities to reflect on previous learning. E.g. use them to prompt application of skills across the curriculum; use them as a way to improve a piece of work.
• Children learning the importance of reflection and how it supports their overall teaching and learning.

What evidence will we see?

• Reflection bubbles/speech bubbles across the curriculum
• Children becoming better at reflecting on their learning
• Teachers responding and using them to support teaching and learning. E.g. use them to inform next steps in planning
• Opportunities for reflection being built into the curriculum map/timetable

Supporting children who have English as an additional language...

At BMPS, approximately 30% of pupils in our school have EAL. Our families are from a range of ethnic backgrounds and nationality including: Portuguese, Polish, Estonian, Hungarian, Albanian, Ghanaian, Nigerian, Pakistani, Afghan, Iranian and Indian. We have approximately 17 different languages spoken including Polish, Pashto/Pakhto and Farsi. This means that at any one time almost one in three of our pupils are learning English as an additional language and supporting them and their families is very important to us.
We have found a wealth of useful resources and advice at NALDIC. This is the national subject association for English as an additional language (EAL). Its mission is to promote the effective teaching and learning of EAL and bilingual pupils in UK schools. Their website link is on the right hand side of this page.
We have identified our key actions:

• Language assessment on ALL EAL children in school.
• Plan appropriate language acquisition work for individuals.
• Develop projects to support and develop children’s mother tongue and home languages eg: story telling sessions, multi-lingual books etc. 
• Create induction pack with key information translated.
• Develop resources for use in the classroom. 
• CPD for staff inc: Developing vocabulary across the curriculum, developing the environment, valuing the importance of Mother Tongue, developing strategies for beginners and advanced learners,  emotional well-being etc.

Most importantly we need to remember:

• Bilingualism is an asset.
• Mother tongue is key to an EAL pupil’s identity, learning and acquiring an additional language. It is the language of ‘home’ and part of their emotional well-being. 
• Cognitive challenge can and should be kept appropriately high through the provision of linguistic and contextual support.  (EAL is not a SEN!)
• Language acquisition goes hand in hand with cognitive and academic development with an inclusive curriculum as the context.