Transcript Meerkats

Parakeets
Meet the Teacher
September 2013
• The admin
• The learning culture
– pupil voice
• The learning environment
• The partnership with you
– reading
– maths
– handwriting
– home learning books
• Assessment
Admin
•
•
•
•
•
PE – Thursday
Daily Activate
•
Show and tell – Tuesday and Thursday
Morning routines
– Thank you for your support
– Settling the children early in the day
is important, it sets them up for
learning
– Messages left at the gate are
relayed quickly to the classroom and
acted upon
– I’m available most afternoons on the
playground or in the classroom.
Books will be changed Mon / Wed /
Fri
Please make sure that your child has
a:
– Waterproof in school – so that
they can be out during most
playtimes.
– All their clothes labelled – we
try hard to keep their
belongings with them!
– If they have laces on shoes or
trainers that they can t.ie them
independently.
– Socks in their PE kit if they wear
tights.
– Please make sure their PE shoes
fit.
The learning culture - Learning is
learnable
• As teaching team we are:
– Learning facilitators
– Creating opportunities for
children to learn at own pace
(differentiated activities) and
in different ways (selection of
outcomes / activities)
• Stage not age teaching
• Children are aware of English and
whole class maths targets
• We model, support and reward
good learning behaviours.
• Celebrate success –
– in class – visualiser, House
Points, verbal feedback.
– Certificates, Star Writers, Star
of the Week and celebration
showing
The learning culture
• Whole school / cross partnership
•
themes
– Learning Journeys sharing a
theme across the year groups –
this term it’s All Change Please!
• This enables a sharing of learning
and celebration vertically and
across the two schools.
• Whole school ERIC (everyone
reading in class) time –
comprehension and guided reading
tasks, independent and adult led.
• Allowing pupils a voice in their
learning through choice in the
classroom.
Talk Partners
– Partners who change each week
and work with one another in
various (though not all) areas of the
curriculum / day
– An effective way for children to
learn with all other children in their
class, to learn to listen and discuss
in different ways
– Children might be inspired or led by
a more able child, or might gain
deeper understanding by explaining
a concept to their talk partner.
The learning environment
• Clear routines for:
– early morning work and settling
– Tidy-up music
– Lining up music
– Talking Partners and registration places on
the carpet / line up
– Monitors for various duties in the classroom
– Activate – every morning and afternoon.
Partnership with parents
•
•
•
Reading:
•
HFW / Bullseye / Starspell: rote learning of
key words
Critical stages of learning to read:
• With an early reader:
– Support
– Repeat
– Encourage
– Engage
– Share
– Game play
– Predict
– Question
– Imagine
– Don’t make reading a chore – enjoy
books together!
Developing reader – time to probe
deeper:
• What does that new word mean?
–
CONTEXT
• What is the author trying to do?
• What do you think they mean?
• What are they really saying?
• Why is the font different?
Reading into writing
Partnership with parents
•
•
•
Reading:
•
HFW / Bullseye / Starspell: rote learning of
key words
Critical stages of learning to read:
• With an early reader:
– Support
– Repeat
– Encourage
– Engage
– Share
– Game play
– Predict
– Question
– Imagine
– Don’t make reading a chore – enjoy
books together!
Developing reader – time to probe
deeper:
• What does that new word mean?
–
CONTEXT
• What is the author trying to do?
• What do you think they mean?
• What are they really saying?
• Why is the font different?
Reading into writing
Partnership with parents
• Homework offers a variety of home learning
opportunities:
– gives you the parent a link into school
– gives you a window on your child’s learning
– link to school through the VLE
Partnership with parents
• Maths:
– Keep going back to the key
facts – these are crucial
building blocks to
mathematical competence –
they are repeatedly covered in
school, but further support can
only help.
– Homework – consolidating
classroom learning OR key
facts.
– Chanting isn’t out of fashion –
we do it, BUT not on it’s own
• Cursive handwriting for all:
– This will lead to speed – so
that their hands keep up with
their heads!
– Pride in everything
• Home Learning Books
– Time to be creative
– To support your child
engaging in the current
learning journey in an
individual way
– Do support, but let them lead.
Let them choose.
– Different areas of challenge.
Assessment
• Assessment is ongoing –
sometimes more formal, but
always routine.
• Mostly informal – collaboration
between me, others in the
teaching team and the children
• In Key Stage 1 children leave
the Foundation Stage Profile
and enter Level 1; the national
average at end of KS1 is 2b –
but progress is different for all
children, and progress made in
the FS will impact the outcome
at the end of Year 2.
• Year 2 – Statutory assessment
• Year 1 Phonics assessment
• Ongoing assessment in
English and maths, but drawn
from across the curriculum
(using and applying skills
learnt in the core skills)
• There is some more formal
(but relaxed) assessment
through the year.
• Final assessments are teacher
judgement based on the
different sources.
Any questions –
please don’t hesitate
to ask!