Category Archives: ECT

Differentiation in the Primary classroom (1)

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Differentiation has always been a concern for Primary class teacher’s –  with many regarding the subject with unease, not certain that they know precisely what it is – but convinced that they may not be providing it to the levels they should.

Some, on the other hand, seem tempted to treat it lightly as little more than a buzz word or passing trend!

The fact is that differentiation has always been present for as long as teachers have taught classes comprising a mix of pupil development, intelligence and experience.

Differentiation is simply an attempt to match what is taught and how it is taught to pupils abilities and aptitudes.

One researcher defined differentiation as “linking directly with good teaching – the means where curriculum objectives, content, learning activities, teaching methods and resources are structured to match the range of abilities and experiences of the children.”

Teachers have always provided differentiation – some more successfully than others. Sometimes instinctively and sometimes through careful and structured planning – so let’s take a step back and look at the topic as a whole and see what we can discover.

Here are a few examples of the variety of approaches that can be taken:

  • Variation in difficulty of task to match different levels of ability. For example in maths some children may be reading, writing and ordering numbers to 100 while other work on fractions, decimals and percentages.
  • Teachers spending more time assisting pupils having difficulties
  • Ability groups
  • The use of support materials – for example in maths; equipment to assist pupils better understand place value or in literacy; word banks or exemplars of narrative structures to help with writing.
  • Outcomes – the acceptance of varying levels of achievement, presentation and time allowed for work completion

In fact it is not so much that we try to implement differentiation into our classrooms but the fact that we NEED to implement differentiation. It is not an option, it is a necessity in response to the range of pupil abilities and limitations within learning situations. Limited physical co-ordination in P.E, outstanding musical ability, excellent computer and tech skills or the inability to structure and write a story. It is not a one size fits all situation and we as teachers must quickly identify the strengths and weaknesses in our pupils and respond accordingly.

However the greatest illustration of the need for differentiation has been the National Curriculum – in its previous form with its precise descriptions of achievement levels and cognitive ability it established the need for differentiation to be at the centre of effective teaching.

This has now changed with the implementation of the 2014 changes and the situation is not as clear in its presentation. Couple this with the abandonment of levels and the now pass / fail grading it now challenges schools to think creatively in their assessment and tracking procedures and to implement simple systems that can inform teachers, pupils and also parents of success, progress and areas for improvement.

How can teachers provide effectively for differentiation?

Before we can look at the classroom issues of managing and organising differentiation there are certain crucial elements that need to be considered and in place.

  • Teachers should have access to the National Curriculum programmes of study that map the knowledge and skills elements for each subject. Coordinators in schools should be knowledgeable in their subject areas and able to assist colleagues if necessary.
  • The School should have clear policies and approaches to planning and delivery of the N.C subjects including  timetabled curriculum balance across all subjects.
  • Pupils should be encouraged and taught to be Independent Learners as far as possible. In order for this to be possible there must be a whole school approach to support systems and materials. Examples such as word banks, reference materials, information technology and also teaching and support staff availability.
  • There must be a range of challenging and stimulating assignments that can be used as extension materials whenever required. These should be easily available and accessed as necessary.
  • Consideration should be given to “ability grouping” on occasion – possibly for core subjects rather than foundation.
  • A large emphasis must be made from Reception upwards to build  confidence in pupils to read and write (especially in personal expression). This ability to read and express themselves in writing is a huge step forward towards effective learning differentiation across all curricular areas and year groups.

Having outlined the basic definition and premise of differentiation we can now  look to successful implementation in the classroom.

In the next article I will be looking at the strategies you can use to successfully achieve this.

Charles

It’s time to get creative with the Primary Literacy curriculum.

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The new national curriculum is at first glance a very demanding and difficult document to get your head around. The phrases used are, in many cases, complex and academic in nature and theoretical in practice. Whilst attempts have been made to clarify, with examples, this still leaves large chunks of the curriculum as “great  waste bins of unintelligible garbage!”

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How far can we promote healthy eating in Primary schools? (1)

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Its a subject that has been discussed for a long long time – but has it really had any effect on the eating habits of children at Primary School age?

With the seemingly headlong rush towards obesity causing panic amongst the medical profession it seems that the ideal platform to stop and alter eating habits should be at Primary School age – so is this happening or are we simply giving a token gesture nod towards it?

With the introduction of the new National Curriculum we see that PSHE (which is the vehicle for healthy eating and diet) is no longer a compulsory subject to be taught in schools – however strangely  there is a general requirement for schools to publish their approach to PSHE provision.

The Conservative government blocked recommendations that PSHE should be a compulsory element in the latest Primary School curriculum stating  instead that “it should be at the heart of and underpin the curriculum.”

The interest in PSHE provision arises from the national focus on various problem areas affecting children and young adults – however it does need to be a coordinated and planned approach towards these failings rather than just asking schools to “sort things out!” It is not acceptable to identify a national crisis and then throw it into the education mix and think that’s all that needs to be done.

In order for any programmed approach to succeed it needs well-trained teachers and  important status in the school curriculum. However as we have seen – the government has made PSHE non statutory on an overburdened curriculum and in addition provides no additional training for teachers in this subject.

Over the past five years the government has primarily focussed  the timetable towards what it calls a “knowledge-based” curriculum – hard facts that can be learned, tested and measured. This is what now defines a school’s success and status – the consequences of failing against these criteria are well understood and as such schools main drive is now to meet these criteria often to the exclusion of all else.

In such an environment it’s not surprising Ofsted has judged that more than 40% of schools do not have good PSHE lessons.

It is therefore against this background that we try to look at healthy eating and to approach this topic as a serious and necessary part of the education in our class and school.

Healthy Eating: One of the problems we face is that we can discuss and advise as much as we like but we have to change not only the child’s attitude to this but also the parents.

A recent Government initiative launched  free school meals for Reception, Y1 and Y2 children –  coupled with the requirements of school kitchens to provide nutritionally balanced meals to children this can only be seen as a good thing. and a positive step forward.

However at KS2 things are different. The free school meal for every child scheme does not apply – although free school meals are available to children of families matching social need criteria.

This means that whilst there is a degree of control over the food eaten by KS1 children (those choosing the free meal system) – and this is a high percentage; this control and overview is lost in KS2 as Parents are required to pay for childrens’  meals. This results in a large swing away from school meals due to the cost and a large increase in packed lunches which are, of course, unregulated.

The irony of the situation is, that at an age where children don’t completely understand the rationale of eating healthily they are given healthy food and conversely when they do understand the benefits of healthy eating a high proportion are on packed lunch with no choice!

Breakfasts :

I am going to mention at this point the importance of breakfasts for children – try asking in your class firstly who has had any breakfast and also what it was they had to eat? Its an interesting survey to conduct and can be quite informing. It will also give you, as a teacher an insight into perhaps why certain children struggle in the mornings or lack energy or look washed out. I mention this at this point because in poorer areas many children are sent out in the morning without having had breakfast or given 50p for example to “get something at the shop”….its something you need to know and of course something the school may need to take action on.

Many schools have responded to this being widespread by opening a free breakfast club for invited children based on need  and this can only be commended. (sponsorship often helps with costs here)

Healthy eating and exercise :

In our teaching, the 2 aspects of diet and exercise have got to be inextricably linked – leading to a healthy outlook in life. Children need to be taught and practically shown what and why certain foods are good for us and why some foods are bad for us. Of course as we all know its often the “bad for us ” that taste great so emphasis on balanced choices must be also taught.

As we have mentioned – the free school meal programme helps in providing children at KS1 with an amazing example of healthy eating and it would seem an ideal example to illustrate to the children why and how these meals are so healthy and good for us. With more and more schools now reverting to active kitchens it is a great opportunity to see cooking “in action” something I am sure many children will never have seen at home!

If we can start to educate and guide children in KS1 towards healthy choices then there is a chance that this will be carried through into KS2 when there is an element of influence for those having packed lunches.

So let me ask you another leading question:

As a class teacher do you know what your children have in their packed lunch boxes? 

I have to admit that I never did – perhaps I should have made more of an effort – but what would we do with the “knowing?” – bearing in mind that it is parents preparing the lunch boxes just how far can we influence what goes into them before it appears  to be criticism?

In the next article I will look at starting a whole school programme and incorporating exercise and fitness into the teaching day.