Here is a method I use regularly in my maths lessons to ensure that I am meeting the needs of all pupils whilst allowing them access to the same learning.

A way this can easily be done within maths lessons is by using parameters. The original task is open-ended, it can be completed quite procedurally without providing challenge for higher attaining pupils so this is where we can start adding parameters. You could also begin to add parameters that are impossible and allow the pupils to investigate and reason as to why that is the case. 

We can also use parameters to make the task more accessible so it is another level of scaffold and allows them to engage with the task. They can also be used to guide a pupil’s thinking and allow them to think in a particular way e.g. systematically. 

I am thrilled to announce the #PrimaryEssentials conference will be held on Saturday 8th May! We have the amazing

@Teacherglitter

@_MissieBee

and

@MissNewton91

speaking!

Live and recording only tickets available

One of the most enjoyable things about art is how subjective it is. No two opinions on a piece of artwork will be the same. Teachers often talk of Reading for Pleasure. I am a strong advocate of Viewing Art for Pleasure. Responding to art is one of life’s great joys. The key here is discussion. Discussions around artworks need to be planned well within a broader curriculum that emphasizes vocabulary, language, and the value of talk. In its simplest form, this could just be as simple as a pupil saying what they can see in front of them but with careful modelling and the right school culture, it can lead to powerful discourse in the classroom. 

I recently delivered a session titled, ‘Primary Maths: Differentiation through scaffolding and adaptation’ at the #PrimaryEssentials conference on Saturday 8th May. Recordings of the event are still available for purchase here.

The talk focussed on the importance of high-quality differentiation that allows the vast majority of children within the classroom setting access to the same content with tangible real-life examples of how to do so. Instead of creating 30 different tasks/lesson plans for the 30 children in the class teachers should instead use strategies to ensure children are accessing age-related curriculum expectations. 

I have created an entire term’s worth of artwork of the week class assemblies. There is a mixture of artworks throughout history with a little bit of art history and some reflective questions to get pupils talking and experiencing art. They could easily be used across primary and secondary.

Skills progression has an important part to play in designing a well-rounded art curriculum but what does the term ‘skills progression’ actually mean?

In its most basic form, it is essentially advancing pupils through a series of simple steps that becomes progressively more advanced in order to develop proficiency in more complex skills.

Sometimes, I think we as teachers (and I’ve been just as guilty) try to fix situations and create smiles. We want children to be happy. That’s no bad thing but emotions are a part of life and I do believe that children should feel them. Sadness is a part of that life and feeling it and processing it is necessary.

Early Years Foundation Stage can seem overwhelming to those on the outside looking in. It’s a complex series of documents that places the child at the centre. All schools and Early Years providers who are Ofsted registered follow the EYFS. It is important to remember that EYFS applies specifically to England. To truly understand the complexities it needs to be understood that the entire foundation stage has been informed by some essential principles that are reflected throughout the framework.

Planning backwards and sequencing should be paramount. Teachers should have a firm knowledge in knowing how things fit together. These need to be the fundamental building blocks. Planning a one off, individual lesson in detail with no idea how it fits into wider learning won't help the children. It might be a great lesson but with no understanding of how children learn and how learning will be embedded it's all for nothing.

The national curriculum’s coverage of art and DT in primary feels very vague. It barely covers a page and some of the statements are so broad it can be difficult to think about how that looks in terms of progression and learning.