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Reward

17/6/2017

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When levels were taken away, schools were left at the mercy of large companies claiming to use teacher feedback to generate products. While I'm sure they were tried and tested, many were rushed out in a race for profit against necessity. 

Developing systems for assessing reading and maths is easy; write a set of questions and have a program that does something with the data. However, systems for assessing writing are trickier.

With a lot of my posts recently regarding teaching writing, I wanted to develop a system that reflected my ethos.

And today, it's finally ready to share with you, for free!
Why?
I found with many purchasable systems, they relied on a very basic, unfounded belief that all children make equal gains at timetabled stop-points within the year. As current teachers, we know that simply isn't true, yet in the business of proving progress, you'd be required the tick the box regardless, in order to make the algorithm give the result you needed on the analysis. I wanted a system that better reflected how children make progress in writing, while also giving leaders what they needed.
How?
Many systems work on a 3 tiered system, likely stemming from the end of Key Stage judgements. Regardless of vocabulary, they mostly work with synonyms of: below, at, above (age expectations), with a number or letter associated. And that's it. That's the bit I had a problem with. 

We have all been in the position where you have made an initial judgement on a child's attainment, but when you've come to the next assessment period, progress is abundantly clear, but you're not willing to award the next band yet. So, on paper, they've not got any better?
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My systems works on the simple idea that you can reward children for the smaller steps in progress that they make. By awarding points 0 through 10, you can always credit the children for their inevitable progress, and the overall judgement is based on what percentage of the skills (at whatever level of capability) they are completing successfully. 

But...
Don't ask, "But how do you know whether to award them a 4 or a 5?" Use the same part of your brain that decided whether they were at or above, or a 3b or 3a. It takes a few turns, but it always has done.
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(They haven't all regressed back to zero. As we approach the end of the year, I will enter my Summer data)
What?
Below, I have provided an Excel and PDF for every section of the English curriculum.

The PDFs can be used as posters, stuck in books, checklists, record keeping etc.

The Excel documents allow you to record the children's achievement for each objective. You can filter by groups, and it shows an analysis of each term, for easy comparison.
year_1_writing_targets.pdf
File Size: 66 kb
File Type: pdf
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year_2_writing_targets.pdf
File Size: 70 kb
File Type: pdf
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year_3___4_writing_targets.pdf
File Size: 78 kb
File Type: pdf
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year_5___6_writing_targets.pdf
File Size: 80 kb
File Type: pdf
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writing_assessment__year_1_.xlsx
File Size: 222 kb
File Type: xlsx
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writing_assessment__year_2_.xlsx
File Size: 226 kb
File Type: xlsx
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writing_assessment__year_3___4_.xlsx
File Size: 232 kb
File Type: xlsx
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writing_assessment__year_5___6_.xlsx
File Size: 235 kb
File Type: xlsx
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AOB:
  • You can see some specific posts about improving progress in writing HERE, HERE, and HERE (this features almost everything you need!) 
  • I learnt a tonne by doing this. I'm aware there are some big analysis questions that it might not be able to answer at the click of a single button, but I gained so much knowledge from experimenting with formulas and setups. With all the research that went into making it, it's been a brilliant development exercise for me.
  • I am extremely thankful for everyone in my school who has given it a go. Thank you so much for your time and trust. Whether we use it again or not, I'm so grateful for you testing it out for me; I've learnt a lot
  • The creation of this has been the prompt of some big revelations to me. I used to be quite fluffy with regards to assessment; why can't we just allow them to get better? However, as I mature in my teaching years, I'm starting to see the necessity of some form of data, some form of universally understood language, which undeniably needs to be numerical. More on that soon...
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One

20/5/2017

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BOOKED IS ONE YEAR OLD! I can't believe it.

This week, marks one whole year of my first ever app, and I couldn't be more proud of it. I'm also shocked, that in the year that's gone by, I've not blogged about it before!

As teachers, we often get asked by eager parents, keen to help their child progress, what they can do to help. Now, I don't know about you, but when it comes to reading, I've always talked about the importance of comprehension; understanding what's been read.

In it's simplest form, it's vital that you ask your child questions while reading. There won't always be a clean-cut answer, but the fact you're delving deeper into the text, discussing different topics and engaging further with the book will be a real benefit.
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But what sorts of questions should we ask?
And that's where I came up with Booked! I wanted to create a bank of question stems that could be used by families when reading together. Adding to that, I wanted to encourage children to read with their families more, so I wanted there to be a game element too. That's where it started.

One Year Later...
  • Booked is supporting learners and their families in several locations around the world.
  • Booked has sold in the UK, Norway, USA, United Arab Emirates and Australia!
  • Booked has been featured in the Primary Times magazine!
  • Booked has been added to various school newsletters, promoting reading together at home!
  • Booked has been renewed in the App Store, and I have plans to make it available for Android users too (thank you so much for your patience).
​...and there are bigger plans afoot.

​But for now, I wanted to share some resources.

PROMOTE BOOKED IN YOUR SCHOOL!
Available below, are some free posters that you can use to spread the message of Booked in your school. A black and white version is available too!

Also, if you'd like to add Booked to a school newsletter, contact me here, where I can send you a blurb, screenshots, anything you like! 
Poster (Colour)
File Size: 393 kb
File Type: pdf
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Poster (B&W)
File Size: 411 kb
File Type: pdf
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Booked has over 150 adaptable questions, split into Fiction and Non-Fiction, ideal for sparking discussion over every type of text! Many of them feature completed examples, to help you ask the right questions to make the best progress!

Don't worry, if the question doesn't quite fit the topic you're reading about, there is helpful Switch button that will give you a new question to use, and you can tap it as many times as you like!

Below is a sample of 20 questions available for you to download. Print them using "Multiple Per Sheet" to make handy question cards for a variety of uses:
  • In class, peer-to-peer,
  • In intervention work, adult to child,
  • In small group work, teacher to learner,
  • At home, families together
Or, alternatively, print them full page and have them as prompts in your book corner!
Booked (Questions)
File Size: 2377 kb
File Type: pdf
Download File

While I'll never recover the costs of creating the app, I loved every step of the project, and I fully intend on doing it all again soon; it's an expensive hobby, but I really enjoy the process. I'm so grateful for everyone's support - the feedback has been so kind and generous. I can't believe, after making a little sketch in my notebook, that I now have something selling globally; this has been such an adventure. Thank you for everything. Mr N. x
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Take Charge

11/3/2017

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January's #LearningFirst conference is but a distant glimmer in the past, although new dates have recently been added! Watch this space. Today's entry reveals the second part of my workshop. If you missed the first, you can catch up here. 

Under a levels culture, the process of assessment often felt like it was forced upon you; everything geared up to an 'Assessment Week' where a set of numbers would be generated, pigeon-holing both you and your children. It connoted judgement, fear and malpractice. However, by putting learning first (within the new curriculum), of which assessment is very much a necessary part, you can genuinely do a better job.
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Under the old National Curriculum, and associated strategies, I would sit for hours, writing the objectives out, fitting them to the weeks I had (because we are under a strange illusion that coverage is more important than grasping anything) and then plan and teach based on the timings I had meticulously worked out.

Now, I'm not saying that coverage isn't important - you have to learn how to manage the time you have available - but I was determined to find a more efficient solution.
Strangely, I considered asking the children what they already knew, before teaching them anything! By this, I don't mean a fluffy 'KWL' grid (or whatever they're called). I decided I would sit therm with a set of questions that I would have originally planned a series of lessons on, to see what would need more attention. I call it an 'Entry Quiz', and the findings are invaluable to me as a teacher:
  • I have discovered, in some cases, some objectives can be completely ignored (or can be used to form other challenges that don't require teaching) because my children have shown adequate capability.
  • I have noticed common misconceptions through their answers, which helps me nail the input of each lesson.
  • I have adapted my questions to cause them to keep encountering the aspects they find most tricky, in order to get the most practice.
All in all, it's imperative that you take charge of the teaching and learning cycle, including assessment, in order to make the best progress possible. It's ludicrous that a diary date dictates 'when you assess' because you know you're formatively assessing all the time, because how else would you teach without knowing what they need to learn? Be transparent, call it Test Week.
The same is true of English; it's a total waste of time to plough through the objectives in your year group when there are many pieces of criteria that aren't embedded, especially while we are still in this transition phase, with some year groups having not completed the new curriculum from the beginning.

For this reason, I developed my own assessment system that I felt would work. There are lots of creases still to iron out, but I'm grateful for the staff in my school for taking it on board and being so patient with me. 

Again, take charge. Many of the systems out there are created by people who have no idea in what capacity it will need to be used. So take a little time to think about what you actually need, and create your own!
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Finally, to the lovely person who requested them after the workshop, I have compiled a collection of my Entry Quizzes, and you can download them below. I hope you find them as useful as I do!
entry_quizzes.pdf
File Size: 269 kb
File Type: pdf
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The Sharpest Tool

15/10/2016

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If you had a penny for every time you said, "Where are your capital letters and full stops?", how much money would you have? Probably enough for a comfy retirement.

​While learning is learning, and teaching is teaching, the ways to teach and learn differ depending on the subject matter. These are my most recent thoughts:
  • ​Maths, for example, is a series of updates. It doesn't matter what age you are, addition is ALWAYS addition, you just update how you do it. Moving from a number line, to organised columns for example. The same is true for all the operations.
  • ​English, however, doesn't get updated. It gets added to. At different stages, you learn new skills, but you must retain and apply all the previous skills successfully.

In my opinion, this is the biggest challenge when teaching writing; it counts on a good grasp on all the previous teaching, in years gone by, for them to stably move forwards, otherwise the gaps get greater. (It was this thought that prompted my most successful blog to date.)

So, I needed to find a way for my children to retain all of the things they have learnt. This need became greater when I found simple mistakes in their writing that needed to be addressed, and scanned their English books from last year. I noticed (almost to the exact date) they had done a similar 'gap filling' lesson the year before; a clear sign that their previous teacher found they were missing the same simple skills that needed to feature. If I'm honest, my heart sank a little; seeing that some of these children STILL hadn't grasped the very basics, despite their teachers' best efforts year upon year, was irritating. However, this is where our supportive families and a growth mindset come in.

I had 2 options:
​Option 1 - accept these children 'just can't do it'.
​Option 2 - ask around, research, experiment, engage, involve...find a different solution, and hope that it sticks with them. If not all of them, some of them.


​Option 2 is essentially a teacher's job description; filter out those who don't understand something and find a way to help them engage with it, storing it to memory! Option 2 is it! Here was my solution:

​I decided to refer to almost every skill as a tool, and that we were adding it to our Toolbox. In order to keep a record of all the tools we were learning, I gave the children a 'Tool Box' to keep their tools in!
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A simple sheet stuck in their books provided a 'one-stop-shop' for everything they're learning, easily referred to when the focus of the lesson is different, but they still want to include a skill from before.

​It also serves as a good Assessment for Learning tool, as I can review their toolboxes to see what they have a suitable understanding of, and what definitions/uses may be slightly off.
Each child takes charge of their toolbox; they all look different, and I see them adding to it all the time!

​However, I also found they needed space for all the Magpie-ing good authors do. Cheers Pie! For this reason, I also wanted to give them another space to keep track of words and phrases, applicable to lots of writing. I used the trusty VCOP method to organise this, and provided another layer of their tool box to keep these ideas in...
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Teaching is a stream of constant modelling, examples and sharing ideas. Therefore, when completing shared writing, I also wanted my own tool boxes that I could refer to! I add to them, just like the children do, in front of them so they can see (we don't want random posters to appear, without reference, and become wallpaper). My Tool Boxes went on the display boards...
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Thus far, I have found these as extremely useful tools for teaching. The displays, twinned with their own versions, encourage independent learning; seeking answers, tweaking ideas and sharing strategies that others might want to use.

​As with everything, this won't be effective for every child (I will need to work hard to find other solutions too) but it's important that we try new things to filter out those who don't understand, in order to help them move forwards.
​
​I need to improve my own use of them, how they are organised and what order I teach the skills in, allowing for sensible opportunities for application in well-planned chances to write for a range of audiences. It can be tricky to ensure they remain relevant, but so far they're proving to be really effective. I need to find a more efficient way to integrate them into my lessons, and I would LOVE any ideas you might have? You can download your own copies of these below...
writers_tool_box.pdf
File Size: 165 kb
File Type: pdf
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magpie_sheet.pdf
File Size: 156 kb
File Type: pdf
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Future Behaviour

17/9/2016

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I'm not really a shouter. More one of those, "I'm so disappointed" teachers. In my opinion, the 'shout' is your last card to play, and once you've played it, you've got nothing left. IF you play it, it needs to mean something. WHEN you play it, there needs to be reason enough for it.

Picture it; you foolishly played the last card too early, over something comparatively menial. Perhaps you were trying to exert misplaced authority. Perhaps you thought if you got REALLY cross over that accidental pencil snap, NOTHING would ever go wrong ever again. Well my friend, for want of a better phrase, you're wrong.

Believe it or not, we work with the busiest brains, with the least experience. The trouble with trying to make learning exciting, is that you're doing it with the least controllable minds - the little people who can't sleep on the eve of their birthday. They're going to slip up, make mistakes and likely have some regrets. We all do; don't pretend you've never made a silly choice.

That's why I think we should use our experience of life, and the relevant routes we have taken, to teach the children responsibility, by way of managing their behaviour. Let them know of your difficulties, and how you overcame them. Tell them you used to find X, Y and Z hard, and how you practised to get better. Let them know that you also got into trouble, and how you wished you'd paid attention, because 10 years later...
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My thoughts started at an NQT course, many years ago, when they told us of a Professional Development idea based on the Boyateis Model.

My interpretation of this starts with the question, "Who do you want to be?" (officially called 'My ideal self'), and I feel like the rest would be self explanatory. You would consider who you want to become, against who you already are; decide what could be changed and then work hard to make it where you want to go.

I watered this down in my second year of teaching, to create a mobile of positive attributes that the children could reference when I asked them the daily question; "Who do you want to be today?" Using lollysticks, although these work just as well, I'd pick 3 pupils at random, and then we'd review at the end of the day. "How were you polite today?", "You said you wanted to be more independent. How did you work to achieve that?"
Then, last year, it snowballed after I met another teacher wishing to get the children to understand the value of hard work. She organised a fantastic Career Day (which you can read about here). We had all of our Upper Key Stage Two involved with speaking to lots of different volunteers, who had kindly offered to tell us about their jobs, how they got to where they are, and any difficulties they faced along the way.

While these talks were geared towards the benefits of being a hard worker with a positive attitude, they also filtered nicely into managing behaviour and making good choices. That's what I think behaviour management should be all about; making good choices. That's a far more long term impact than screaming at someone.
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As a result of this, my first week was essentially planned! I asked my new class to write a letter to their future self. They found it easier than I thought they would.

While many wrote ideas like,
  • Hello! How was your year? Did you get better with your handwriting?
  • I hope you've been learning your times tables?
  • Did you read every day?

...others wrote...
  • Are you still holding on to your dream of being a race driver?
  • Have you been helping out at home?
  • How many new friends did you make this year?
They wrote their letter, and decorated the envelope with how they imagined their future life.

It's use is simple:
Whenever you're having a tough time, finding something too difficult, or you're about to make a silly choice, consider whether it will help you achieve whatever it is you've set out to do. 

They're permanently on display, and the children will receive the letter back on the last day of the year. 

It's something I thought I would try, and we shall see how it goes. 
Using responsibility and choice is something I'm doing a lot of at the moment, as 2 strategies to manage the class and their behaviour. They've been a dream to teach so far, I'll let you know if that changes!

PS. Those little posters at the bottom of the envelopes, are something I made to example how what they learn in school could help them in later life. You can download them below if you're interested.
why_learn_display.pdf
File Size: 850 kb
File Type: pdf
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Office Recap

18/7/2016

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I started the year with what my classroom looked like, so it seemed only right to end the year with what it looks like now! Any teacher will know that how you visualise things and how they end up, are two completely different entities. So here's what happened...

​Our Learning Walls
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My English Working Walls became a staple part of my lessons, an extra resource that I referred to daily. I've got a separate post about them currently drafted. The main rule is that nothing gets added unless it has been used with the children (otherwise it just becomes wall paper). Ideally, I like to think the children seeing it being used and then pinned to the wall gives it a bit more context.
My Maths board works in the same way. I try to use them as pictorial versions of their brain; a symbol of what they're expected to remember. A challenge no doubt, but also a useful reference.

​Those mini whiteboards?
​Remember that grand idea to write up the objectives for each week, and have the children move their name to signal their understanding? Never happened.
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It was a great idea in theory, but it's nothing that marking wouldn't have told me. It would have added ownership, but I also felt I'd achieved a great deal of ownership with the Entry Quizzes (which are one of the things I will definitely continue in the new year).
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Foundation Subjects
​I have really enjoyed using this, almost as a scrap book. It's been really easy to add to and take from. Depending on what we've been learning at the time, it's been useful to refer to, a simple place to add 'things we've learnt', a great source of feedback and it's also served as a place to display those extra bits they bring in as homework or independent study. In future, I'd like to add more photos and maximise its use at the beginning and end of lessons. I love a Post-It!
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Record Keeping
​Providing a very visual place to keep track of homework submission has proved very useful. However, I realised it's not a cumulative record. For this reason, I started using a chart (at the bottom) where the children mark themselves off. I will make better use of this in the new year to keep track of all home learning: core subjects, reading and the like. I believe increasing the children's responsibilities is key as they get older. Remembering kits, deadlines and so on is likely something we could all do with improving.

This has been my favourite classroom to design so far, and I've already plotted out my thoughts for the summer overhaul. Different table setup, some colour changes, etc.

​I love the fresh start of a September, using everything you've learnt from the year gone by.
​Watch this space. What have you learnt? What went well? What will you do differently?
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Label Mate

17/4/2016

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Teaching Maths is like spinning plates. While teaching fractions, you need to keep the number and place value plate spinning, ensuring the geometry dish is still going, before the multiplication ceramic comes crashing down.

​In years gone by, this could have been achieved through 'starters'; traditionally the first 10 minutes of the lesson, to warm up the students' brains. When we were working with the National Numeracy Strategy, I used to take an objective from Block A through E for each day, Monday to Friday, to revise. It worked well; we all knew every Wednesday that I would present some form of graph and ask questions; we dreaded Fridays because I would ask for decimal fraction equivalents.

​However, in this time of curriculum change, where children already in the system are playing catch-up to meet the new expectations, sometimes the first 10 minutes of revision could be better used as a hook for the latest objective or a chance for deeper study of the raised bar.

​Yet we still need to keep the plates spinning.
My solution to this is quick and simple; Sticky Labels.

​With careful planning, you can build in an opportunity for the children to rehearse jumping between concepts; remembering how to use place value to solve problems, while also recalling prime numbers to 100 and identifying missing angles around a point. I have always found this to be the biggest barrier in making progress in Maths; how do you keep the momentum of one idea, while needing to cover the intricacies of another? 
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Alongside my Entry Quizzes, I try to have a good grasp on what the children can already do. While never 100% accurate, it's much simpler to plan for their next steps when you have a real-time starting point. Using this information, I know where to pitch their work and, as a further result, I can also design more challenges for them; chances to reason, problem solve and apply.

​Each lesson includes a series of questions that the children can choose from. (I'm likely to write about this sometime too!) But, in addition to these Challenges, I use simply typed sticky labels, placed randomly in spare spaces by some helpful children, to mix up the types of question they answer; it's like an extension of the Extension, adding that 'starter' style revision, just to the end of the lesson, once the most important skill of that day has been covered. I have found it more time-efficient than opening the lesson with a series of information that might be of little use when it comes to the main input. In an ideal world, of course the opening would link to the main, but then we return to square one when considering how to prepare children for a world that isn't so neatly compartmentalised.
For example, in a lesson on addition, showing adequate proficiency once you have answered your questions, tackled the Challenge (the Extension; likely a set of word problems or a "what are the possibilities?" question) you can flick through your book spotting the stars; these are the sticky labels.

​Upon the labels, you might find new versions of the measure problems we have been tackling, or a fractions question that'll need to be solved. It might ask you to calculate the area of a shape, or find the answer to a question requiring multiple steps. Either way, you'll need to search your brain (and your book) to remind yourself of the methods, ideas and strategies we were learning, switching from the addition you have just been practising.

​It will rarely be something new, and I have found it really useful as tool to look back on; cast your eye over their answers to see how much is being retained and what will need further coverage.

​Furthermore, I'm a big believer in the children's books becoming almost like a catalogue; a self-made text book. Hopefully, by encouraging them to look back through everything they have achieved, the pages become little triggers; setting off a memory of that unit we haven't visited recently, searching for the label that could be answered by revising this page.

​As with everything, this won't work for everyone. However, I think it's important to find new ways to have the children revise the learning they have covered; it's a study skill for life. This method gives every child a chance to do that. We work hard to ensure 'everything makes sense' to our classes, but once we are not there, we need to feel confident that they can make sense for themselves, choosing suitable methods to solve mixed problems with the vast knowledge they have been given.
Downloadable Resources
I have created some Challenge stickers below; each set adheres to the objectives of the specified year group. They're great for a quick and easy extension, covering a variety of topics, aiming to keep as much learning as possible at surface level for easy retrieval and application. They should print neatly on a simple label sheet (18 labels to a sheet). Alternatively, you might want to print on paper and guillotine.
year_3_-_challenge_labels.pdf
File Size: 182 kb
File Type: pdf
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year_4_-_challenge_labels.pdf
File Size: 183 kb
File Type: pdf
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year_5_-_challenge_labels.pdf
File Size: 184 kb
File Type: pdf
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year_6_-_challenge_labels.pdf
File Size: 183 kb
File Type: pdf
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Welcome to my 2015 Office!

6/9/2015

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I take my classroom almost too seriously. It needs to be practical, attractive and inspiring but also easily maintained. Every summer, for a couple of weeks, I rope in as many helpers as I can get to help sort my creative chaos; a series of bright ideas, with the best intentions, all aimed at promoting independent learning and community spirit.

This is the result of Summer2015's efforts:

Our Learning Walls
Much to the frustration of a previous colleague, I used to back ALL my boards in white. However, I soon realised that posters, models/images and reminders, often on white themselves, would get lost in the background. With that in mind, I chose black backing with borders the same colour as the subjects' respective exercise book.

Why the little whiteboards?

I have a grand plan to write up my week's objectives, so the children can see where our learning is heading; the end product of the hard work we will be putting in. Whether that's solving a problem using the methods we learnt, or writing something including the skills we rehearsed, I'm hoping my learners will be able to move their name tag along the lessons to show they are ready to move on. It'll be a good way for me to focus my feedback and organise extra support and revision where needed.

Spelling Spy?
My English wall features a "Spelling Spy". I was inspired by my class last year, who used to enjoy finding words that could have belonged in their spelling list that week. The number of times quiet reading would be disturbed by, "Mr N! I've found another word with 'tion'!". I decided to capitalise on that this year, and provide a space for the words to be collected.

Toolbox?
With the changes in the English Curriculum, and the apparent disappearance of 'Writing Genres', teaching writing got a little blurred; too many people with too many ideas of what 'good writing' is. In my opinion, the genres were a great way of showing off various types of language in different contexts. Writing instructions, for example, to best show off time conjunctions, or descriptive writing to best see the impact of adjectives and use of the senses. I can only assume we became too reliant on the genres and writing became very predictable. I will use this Tool Box idea to keep a reminder of all the different strategies we learn, so we can use them at any time; aiming to remedy the previous problem regarding genres, that we only use brackets in a newspaper to reveal a spectator's age! 
The Den
I have never liked 'The Book Corner.' What's inviting about that!?! This is our den, where there happens to be some books! I have compiled this collection with a bit of personal investment and clever bundle purchasing online. Some of them are childhood favourites of mine.

My school have a big focus on reading.

To encourage avid readership, the black board features "The Reading Race"; space for my learners to tick off how many books they read, and an area for them to recommend a book to others (via the trusted sticky note on the board method).

It is my aim to fill the top half with class photos, motivational quotes and such. Like your living room at home!

Key Vocabulary
The white board is where I will be putting key vocabulary for our topics, as well as space for the children's questions about each subject.

If we are asking questions, it's only fair we also display the answers, so there's room for that too!

Let's watch our knowledge grow!

Cushions & Rugs
Just because why wouldn't you?
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Foundation Subjects
My new school teach subjects fairly discretely. I've not worked in this way for a long time so I am looking forward to experiencing it again. Therefore, rather than a 'topic/theme' display, I have chosen to give an area for each subject. Whereas the Vocabulary board is dedicated to important language, posters and reminders, this board is solely for children's work and successes. Photos of PE, annotated maps or creative timelines, reports and fact-files; this board will become a scrapbook of each term's learning completed by the students. 
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General
My final spaces are designed for those that go the extra mile.

On the left, alongside our behaviour traffic light system, we also have the 5 qualities we will be looking for in our learners. Reasoning, being Reflective, Responsible, Resilient and Resourceful. I will be using sticky notes to add the names/moments where we have shown those qualities.

On the right, our homework! A very simple and visual way to see who I can expect to see in the 'In' tray, and who needs to get a move on!
And there you have it! My 2015/16 classroom! I'd love to hear what you think, any suggestions for additions and ideas for next year! Our classrooms are where we spend most of our teaching lives, so take pride in them and make them yours; the children will appreciate your efforts!
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