In this Key Stage 2 literacy ‘Lesson Starters’, suitable for Years 3-6, each of the five short video clips provides a stimulus for pupils to employ a range of persuasive writing techniques. The first clip takes animals as a starting point - three children show us their pets, telling us why they are wonderful and giving one or two disadvantages or problems in looking after them. The remaining clips focus on the local neighbourhood, pros and cons of wearing school uniform and a campaign about smoking.
This programme reveals how the use of multi-sensory teaching can help dyslexic children become independent learners and boost their self esteem.
It is crucial that children with dyslexia are encouraged to believe in themselves and to become independent learners from an early age.
Kate Bodle, a specialist in teaching dyslexic children, works at Ewelme Church of England School in Oxfordshire.
She uses a multi-sensory approach. Kate explains and demonstrates the approach in this programme.
The importance of teaching continuous cursive handwriting and the need to 'overlearn' is also covered.
In Great Lesson Ideas, teachers at Eleanor Palmer School, London, demonstrate fun primary maths games.
Headteacher, Kate Frood, and her enthusiastic staff use games to inspire their pupils, and share three of their best ideas - maths learning cleverly interwoven with some traditional fun and games.
A Year 3 class plays a multiplication game using die and a Year 6 class try to establish the value of the word ‘table’, having been given the numeric value of some of the letters.
Year 1 practise their 'counting on' skills in a simple dice game they call 'Bird Race'.
Three teachers share Great Lesson Ideas to boost pupils' writing skills - and all the resources you need to use these ideas.
The Super Sentence is a good regular KS2 activity which promotes understanding of different ways that sentences can be changed and improved. Next is The Wordscape, which stimulates students in the preparation of writing a description of a setting.
Then Spelling Games shows a variety of simple, fun activities, suitable for Key Stages 1 and 2, to help make spelling lessons more engaging and stimulating.
This is a unit of work that I created for use with Years 3, 4, 5 & 6. It spans six sessions, although it can run for A LOT longer if desired! Although I am a musician, it requires no musical knowhow whatsoever to teach! I was very conscious of this as I was sharing the resource with teachers who lacked confidence in their musical knowledge and skills. This unit focuses predominately on listening, appraisal and understanding, but there are also opportunities for composition and performance included. KS2 Music Attainment Targets Covered:
• Pupils should be taught to listen with attention to detail and recall sounds with increasing aural memory.
• Appreciate and understand a wide range of high quality music drawn from a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
• Develop an understanding of the history of music.
There are also optional links to Science within each lesson, which enable you to cover the statutory requirements for teaching sound:
• Identify how sounds are made, associating some of them with something vibrating.
• Recognise that vibrations from sounds travel through a medium to the ear.
• Find patterns between the pitch of a sound and features of the object that produced it.
• Find patterns between the volume of a sound and the strength of the vibrations that produced it.
• Recognise that sounds get fainter as the distance from the sound source increases.
As a Maths Specialist I also couldn’t resist throwing in a few sorting opportunities in the form of Venn and Carroll diagrams!
• The topic starts with an informal baseline assessment and ends with an informal end of unit assessment.
• Each session focuses on a specific family of the orchestra.
• Pupils enter the classroom each session to an example of music featuring that particular family, giving them the opportunity to appraise music and develop their own taste.
• Pupils learn what each orchestral instrument is called, what it sounds like and how it produces sound.
• Pupils become familiar with the terms pitch, timbre, vibration, dynamics and tempo.
• Children conduct research and learn through activities; however, notes are included for classrooms where ICT/books are not readily available or where pupils lack sufficient research skills.
• Activities are fun and active - with low entry and high ceiling for differentiation.
• A wode range of activities, e.g. rapping, sorting, poster making, ‘Happy Families’, interactive whiteboard games, mind-maps and guessing games.
• Very little marking is required, as the activities lend themselves to being carried out in a group and outcomes can often be photographed or filmed for evidence.
Planning, powerpoint and all paper resources are included. I hope you enjoy!