This is how I like to organise pocket charts. It works a bit like a lesson plan for the teacher with the speed sounds lesson on top and book part of the lesson underneath.

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

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.

I was recently lucky enough to be interviewed for Naylor’s Natter discussing traditional teaching methods in EYFS.

An important part of the EYFS is purposeful play through physical means. Children are encouraged to be physically literate and should be encouraged to access situations where they are able to manage risk via energetic play. Instead of children recognising letters and sounds as they would in literacy terms; children instead build up a bank of movement. This starts first with learning simple actions which then progress into how those actions relate to each other leading to the creation of a vocabulary bank of movement and development of their own physicality.

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.

Continuous provision is essentially all of the resources in the environment that have been provided by practitioners to extend the learning of the children in their care. Children are able to access these resources independently and safely, and use them to explore. They are chosen carefully and mindfully by the practitioner so that even in the absence of an adult the children are able to build upon learning.

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.