Subtitles
Associated Teachers TV programme
Formative Assessment and Personalised Learning: Primary
0001 10:00:00:00 10:00:02:00
(accordion music)
0002 10:00:05:01 10:00:07:22
# We're doing healthy eating
0003 10:00:07:22 10:00:10:17
# We're growing our own grub
0004 10:00:10:17 10:00:13:15
(narrator) Westbury Park Primary in Bristol has an original
0005 10:00:13:15 10:00:16:08 and unique approach to personalised learning.
0006 10:00:16:08 10:00:18:21
# We'll give them light and water
0007 10:00:18:21 10:00:20:16
# And upwards they will grow
0008 10:00:20:16 10:00:24:10
To see how this works we're going to follow Will Ewens' year 5 class
0009 10:00:24:10 10:00:27:09 as they create their own song,
0010 10:00:27:09 10:00:29:07 and Ellen Pittard's year 1 class
0011 10:00:29:07 10:00:33:09 during the course of their three literacy lessons in pirate week.
0012 10:00:33:09 10:00:37:17
And we're going to stop just there with the songs
0013 10:00:37:17 10:00:42:13 and I want you to turn to your talking partner
0014 10:00:42:13 10:00:45:04 and...
0015 10:00:45:04 10:00:50:21 tell them the words you can think of to describe the pirates.
0016 10:00:50:21 10:00:53:04
What words were in that story?
0017 10:00:54:00 10:00:56:18
Smelly. Pooey.
0018 10:00:56:18 10:00:59:12
And hairy. Hairy.
0019 10:00:59:12 10:01:03:09
What we're trying to do at Westbury Park School is to encourage
0020 10:01:03:09 10:01:05:24 and allow children to become responsible learners
0021 10:01:05:24 10:01:11:06 so that they know what they are expected to do in terms of learning,
0022 10:01:11:06 10:01:16:22 are able to organise their learning and have a positive attitude to it.
0023 10:01:16:22 10:01:21:12
I'll go to each talking partner and take one from each of you.
0024 10:01:21:12 10:01:25:18
- Um, smelly. - (Ellen) Smelly.
0025 10:01:25:18 10:01:29:01
Smelly. Who's got another one? Anna and Harry.
0026 10:01:29:01 10:01:31:23
- Greedy. - Greedy. I like that one.
0027 10:01:31:23 10:01:34:04
Brilliant. Greedy.
0028 10:01:34:04 10:01:39:08
When we reviewed our assessment policy three years ago
0029 10:01:39:08 10:01:42:15 we found that we were very strong on the summative side. 0030 10:01:42:15 10:01:44:24
At your tables,
0031 10:01:44:24 10:01:48:22 you have your mind map.
0032 10:01:48:22 10:01:52:03
What was missing in our assessment policy
0033 10:01:52:03 10:01:57:10 was the aspect of involving children in a more pragmatic, practical way.
0034 10:01:57:10 10:02:00:06
In this space will be a photo of you
0035 10:02:00:06 10:02:03:13 as you are dressed up as a pirate this morning.
0036 10:02:03:13 10:02:05:20
So you don't need to do anything in this space.
0037 10:02:05:20 10:02:08:22
And then round the outside
0038 10:02:08:22 10:02:11:02 you're going to mind-map
0039 10:02:11:02 10:02:16:01 lots of words about yourself as a pirate 0040 10:02:16:01 10:02:18:16 and you're going to think of lots of wonderful...
0041 10:02:18:16 10:02:22:18
- Adjectives. - Can I have a show of thumbs?
0042 10:02:22:18 10:02:26:17
Like that if you think you know what you're doing.
0043 10:02:26:17 10:02:30:13
If you think you'll be all right with some help from your friends...
0044 10:02:30:13 10:02:34:05
And like that if you want to stay on the carpet and I'll go through it.
0045 10:02:34:05 10:02:36:12
The most crucial aspect of assessment
0046 10:02:36:12 10:02:39:04 is involving the children,
0047 10:02:39:04 10:02:44:02 making them aware of what they need to do to achieve in a piece of work
0048 10:02:44:02 10:02:47:13 and how that contributes to their overall learning.
0049 10:02:48:12 10:02:51:15 (narrator) In collaboration with the University of Bristol's
0050 10:02:51:15 10:02:54:13
Effective Lifelong Learning Infantry project - ELLI -
0051 10:02:54:13 10:02:58:22
Westbury Park uses seven dimensions for effective teaching and learning:
0052 10:02:58:22 10:03:01:24 learning relationships, changing and learning,
0053 10:03:01:24 10:03:04:17 creativity, resilience,
0054 10:03:04:17 10:03:08:17 curiosity, meaning-making and strategic awareness.
0055 10:03:08:17 10:03:13:13
One of the ways that we introduce ELLI is through animal metaphors,
0056 10:03:13:13 10:03:17:11 and the crucial thing is the learning dimensions.
0057 10:03:17:11 10:03:22:01
The animal metaphors I see as just a vehicle and as a tool
0058 10:03:22:01 10:03:26:21 so that the young children can relate the different dimensions. 0059 10:03:26:21 10:03:30:05
And things like strategic awareness and meaning-making
0060 10:03:30:05 10:03:34:04 can be very difficult, but we tell stories,
0061 10:03:34:04 10:03:36:21 we sing songs, we use puppets,
0062 10:03:36:21 10:03:42:21 and the dimensions therefore become embedded in the children's learning.
0063 10:03:42:21 10:03:46:24
This morning we did our poem, didn't we, on pirates?
0064 10:03:46:24 10:03:51:18
And then in numeracy we did pirate...
0065 10:03:51:18 10:03:54:10
- (child) Money. - Pirate money.
0066 10:03:56:10 10:04:00:22
And then we did our pirate mind map,
0067 10:04:00:22 10:04:05:06 and then we're searching for treasure as pirates this afternoon.
0068 10:04:05:06 10:04:09:05 So what one animal is helping us?
0069 10:04:09:05 10:04:13:16
(children) The spider.
0070 10:04:13:16 10:04:19:07
Who thinks they can tell me why we're using the spider?
0071 10:04:19:07 10:04:21:07
Hands up.
0072 10:04:23:08 10:04:27:13
- Why are we using the spider? - Connecting stuff.
0073 10:04:27:13 10:04:31:17
Brilliant. We're connecting stuff all together.
0074 10:04:31:17 10:04:34:14
We're connecting all our learning this week
0075 10:04:34:14 10:04:40:11 into one big - like William G said - one big spider's web.
0076 10:04:40:11 10:04:43:08
So tomorrow I want you to remember
0077 10:04:43:08 10:04:45:24 what animal we've been using.
0078 10:04:48:03 10:04:50:11 The animals are introduced in reception
0079 10:04:50:11 10:04:52:07 so they come up knowing the animals
0080 10:04:52:07 10:04:54:08 and then we focus on the animals in year 1.
0081 10:04:54:08 10:04:58:04
It's just giving them tools for awareness of themselves as learners,
0082 10:04:58:04 10:05:00:18 and hopefully as they move through the school
0083 10:05:00:18 10:05:04:02 they can become more independent using the animals' gifts
0084 10:05:04:02 10:05:07:04 and what they represent to help them with their own learning.
0085 10:05:07:16 10:05:09:24
(narrator) At the start of the second lesson
0086 10:05:09:24 10:05:14:03
Ellen gets the children to identify which learning dimensions,
0087 10:05:14:03 10:05:17:21 represented by the animals, they're going to need in this lesson. 0088 10:05:17:21 10:05:21:16
We're using the spider - come and stand here -
0089 10:05:21:16 10:05:24:03 because we were making connections, weren't we?
0090 10:05:24:03 10:05:27:23
All week it's all about pirates.
0091 10:05:27:23 10:05:33:21
And Lola, what other animal are we going to use with our story today?
0092 10:05:33:21 10:05:37:04
- What do you think? - The unicorn.
0093 10:05:37:04 10:05:40:21
The unicorn. Would you like to come up, Lola?
0094 10:05:42:21 10:05:46:06
Lola, we are we using the unicorn?
0095 10:05:46:06 10:05:49:10
Because we're not talking about our real selves.
0096 10:05:49:10 10:05:51:20
Brilliant. What are we talking about?
0097 10:05:51:20 10:05:54:13 Who can...?
0098 10:05:54:13 10:05:57:03
Emily T.
0099 10:05:57:24 10:06:00:10
- Pirates. - Pirates. Brilliant.
0100 10:06:00:10 10:06:04:06
And what are we using? What gift does the unicorn bring us
0101 10:06:04:06 10:06:07:04 to help us think about pirates?
0102 10:06:07:04 10:06:09:18
Ah... Alec.
0103 10:06:09:18 10:06:13:12
- What are we using? - Imagination and creativity.
0104 10:06:13:12 10:06:18:14
Brilliant. Our imaginations to think of a really good pirate story.
0105 10:06:18:14 10:06:22:11
Fantastic. We're going to be using the unicorn
0106 10:06:22:11 10:06:28:12 for our imagination to think of some wonderful pirate adventures,
0107 10:06:28:12 10:06:31:05 and we're going to be using the spider
0108 10:06:31:05 10:06:33:20 because we're making links with our learning
0109 10:06:33:20 10:06:36:22 because everything is about pirates.
0110 10:06:36:22 10:06:39:24
OK. Thank you both very much.
0111 10:06:39:24 10:06:43:17
I'll look after those two animals.
0112 10:06:43:17 10:06:47:08
Right. So we're going to start off by reading a story.
0113 10:06:47:08 10:06:49:24
I'm only going to read you the first few pages
0114 10:06:49:24 10:06:54:24 and then you're going to be writing the middle and the end
0115 10:06:54:24 10:06:57:21 and you're going to be using the unicorn
0116 10:06:57:21 10:07:01:08 to help you write a brilliant, imaginative story.
0117 10:07:01:08 10:07:04:19 And we're going to be planning our story first of all,
0118 10:07:04:19 10:07:07:15 so what animal are we going to use to help us?
0119 10:07:07:15 10:07:09:13
(whispers) The owl.
0120 10:07:09:13 10:07:12:01
(Ellen) Nicholas, what animal are we going to use?
0121 10:07:12:01 10:07:14:04
- The owl. - The owl.
0122 10:07:14:04 10:07:17:03
And why are we using the owl, Nick?
0123 10:07:17:03 10:07:19:21
So we can plan what we're going to do.
0124 10:07:19:21 10:07:22:09
Brilliant. Thank you very much.
0125 10:07:22:09 10:07:25:00
And we're going to get the owl down.
0126 10:07:25:00 10:07:28:05
Why does planning help us? Who can think about that?
0127 10:07:28:05 10:07:30:18 Why do we use the owl's gift?
0128 10:07:30:18 10:07:33:03
Turn to your talking partner
0129 10:07:33:03 10:07:36:07 and think of why we plan.
0130 10:07:36:07 10:07:39:22
The benefit of this approach is that it gives them the language
0131 10:07:39:22 10:07:42:18 they wouldn't have to recognise that they are learning
0132 10:07:42:18 10:07:46:06 and it gives them the tools to talk about what they're doing,
0133 10:07:46:06 10:07:48:22 so it makes them much more involved in learning.
0134 10:07:48:22 10:07:53:03
And I'm going to ask Harry and Anna to tell us what they thought,
0135 10:07:53:03 10:07:55:16 why we use the owl.
0136 10:07:55:16 10:07:59:09
So Harry and Anna, what did you say?
0137 10:07:59:09 10:08:03:05 So you know roughly what you're going to do.
0138 10:08:03:05 10:08:08:11
And what you're going to be doing is, with the owl,
0139 10:08:08:11 10:08:12:16 you're going to be planning your story on your whiteboards
0140 10:08:12:16 10:08:15:20
- using a story... - (children) Mountain.
0141 10:08:15:20 10:08:18:06
..mountain to help you.
0142 10:08:18:06 10:08:24:05
So, we have the owl because we're planning our story first of all.
0143 10:08:24:05 10:08:28:17
And let's have some ideas. We had the beginning.
0144 10:08:28:17 10:08:33:06
But let's have a different name for our pirate instead of pirate Pete.
0145 10:08:33:06 10:08:35:08
Who's got a name for their pirate? Alec.
0146 10:08:35:08 10:08:37:20
- Pirate Jack. - Pirate Jack. 0147 10:08:37:20 10:08:41:08
So we start off our story here
0148 10:08:41:08 10:08:43:08 with pirate...
0149 10:08:45:23 10:08:49:09
Jack. And Jack has a capital letter because that's his name.
0150 10:08:49:09 10:08:53:02
So pirate Jack starts off
0151 10:08:53:02 10:08:55:12 finding a treasure island.
0152 10:08:58:05 10:09:01:15
So, pirate Jack finding an island.
0153 10:09:01:15 10:09:04:07
And then...
0154 10:09:04:07 10:09:08:24 he goes up our story mountain
0155 10:09:08:24 10:09:11:18 and what happens next to pirate Jack?
0156 10:09:11:18 10:09:13:13
Who's got some ideas?
0157 10:09:13:13 10:09:18:04
(narrator) Using the planning skills of the owl and the story mountain,
0158 10:09:18:04 10:09:20:23 the children map out their story.
0159 10:09:20:23 10:09:23:19
What happens to him next in our story?
0160 10:09:23:19 10:09:26:15
A storm comes.
0161 10:09:26:15 10:09:28:03
..comes.
0162 10:09:28:03 10:09:32:15
And what happens with him and the ogre? Molly.
0163 10:09:32:15 10:09:36:03
- The ogre dies. - The ogre dies.
0164 10:09:36:03 10:09:39:12
The ogre dies. We've come down our mountain
0165 10:09:39:12 10:09:43:02 and we're now at the very end of our story.
0166 10:09:43:02 10:09:46:12
What has happened to pirate Jack?
0167 10:09:46:12 10:09:51:22
Um, another ogre comes out and kills him.
0168 10:09:51:22 10:09:55:13
I'm glad I'm not pirate Jack.
0169 10:09:55:13 10:09:58:05
Another ogre comes out
0170 10:09:58:05 10:10:01:22 and Jack...
0171 10:10:01:22 10:10:03:12 dies.
0172 10:10:03:12 10:10:07:08
(narrator) The children do their own story plan.
0173 10:10:08:23 10:10:13:23
They use the story mountain to help them with the structure.
0174 10:10:13:23 10:10:17:08
And then did you say they meet skeletons?
0175 10:10:17:08 10:10:20:12
Oh, where are the skeletons? So when does that happen?
0176 10:10:20:12 10:10:23:15
(narrator) Once they have their plan, the children bring in
0177 10:10:23:15 10:10:25:13 another learning dimension. 0178 10:10:25:13 10:10:29:02
We're going to use... Which animal do you think now?
0179 10:10:29:02 10:10:31:15
(children) Chameleon.
0180 10:10:31:15 10:10:33:17
Why are we using the chameleon?
0181 10:10:33:17 10:10:36:06
Who can put their hand up and tell me why they think
0182 10:10:36:06 10:10:39:24 we might be using the chameleon? Isobel.
0183 10:10:39:24 10:10:46:02
Because your partner's going to be changing things.
0184 10:10:46:02 10:10:50:01
So we're going to think about what we could change about our story
0185 10:10:50:01 10:10:52:12 to make it even better,
0186 10:10:52:12 10:10:56:09 and as we're changing and making it better we're learning even more.
0187 10:10:56:09 10:11:00:08
So pass your storyboard to your partner.
0188 10:11:00:08 10:11:04:05
(narrator) With their stories planned, in their talking partners
0189 10:11:04:05 10:11:08:24 the children suggest to each other how they might change their stories.
0190 10:11:08:24 10:11:13:06
(Ellen) What do you think Lola could change about her story?
0191 10:11:16:11 10:11:20:06
What have we got? The treasure hunt. He gets the treasure.
0192 10:11:20:06 10:11:23:06
Is there a middle of her story?
0193 10:11:24:12 10:11:27:24
No. So do you think that would be something Lola could change?
0194 10:11:27:24 10:11:30:06
OK. Lola, is there anything you think
0195 10:11:30:06 10:11:32:06
Emma could change about her story?
0196 10:11:32:06 10:11:34:17
I think she could have more ideas.
0197 10:11:34:17 10:11:37:22 More ideas. What sort of more ideas?
0198 10:11:37:22 10:11:40:24
She could write a middle.
0199 10:11:40:24 10:11:44:08
Write a middle. What could she put in her middle?
0200 10:11:44:08 10:11:47:21
That he finds the treasure
0201 10:11:47:21 10:11:50:06 and he...
0202 10:11:50:06 10:11:52:06 and, um...
0203 10:11:53:15 10:11:57:15 he would get all rich.
0204 10:11:57:15 10:11:59:01
Brilliant. OK.
0205 10:11:59:24 10:12:03:11
You're going to use your story plan
0206 10:12:03:11 10:12:06:20 to write your story.
0207 10:12:06:20 10:12:09:19
I think the children do understand some of the terms.
0208 10:12:09:19 10:12:12:14 We change them - as in strategic awareness for the owl,
0209 10:12:12:14 10:12:15:01 we talk about it as planning ahead.
0210 10:12:15:01 10:12:19:12
Hey. "Pirate Rick was packing to go on holiday."
0211 10:12:19:12 10:12:21:22
(Ellen) This approach is more child-friendly.
0212 10:12:21:22 10:12:24:14
They've got puppets that they can identify with
0213 10:12:24:14 10:12:29:22 and they can use the puppets' gifts to apply it to their own learning.
0214 10:12:29:22 10:12:32:07
Tr-ea-sure.
0215 10:12:32:07 10:12:36:09
What we're looking for is involving children in the assessment process
0216 10:12:36:09 10:12:40:15 and that can be either individual assessment or peer assessment.
0217 10:12:40:15 10:12:43:17
So it might involve a child looking at a piece of work, 0218 10:12:43:17 10:12:46:01 relating it to the success criteria
0219 10:12:46:01 10:12:48:11 they've determined with the class teacher
0220 10:12:48:11 10:12:51:12 and employing some strategy like three stars and a wish.
0221 10:12:51:12 10:12:56:16
You need to do your three stars and a wish.
0222 10:12:56:16 10:13:00:03
So you need to draw a star
0223 10:13:01:06 10:13:07:00 by three things you've really liked about your story so far
0224 10:13:07:00 10:13:11:11 and then at the bottom you need to do a wish.
0225 10:13:11:11 10:13:14:24
And your wish is the thing you want to change
0226 10:13:14:24 10:13:19:10 when you write your story ready for the book tomorrow.
0227 10:13:23:12 10:13:28:14
OK. We're starting exactly where we finished yesterday,
0228 10:13:28:14 10:13:31:00 thinking about our wish
0229 10:13:31:00 10:13:35:04 and the one thing you want to change about your writing.
0230 10:13:35:04 10:13:38:12
(narrator) It's the final literacy lesson of pirate week.
0231 10:13:38:12 10:13:40:16
Read your wish.
0232 10:13:40:16 10:13:44:09
Two, think about how you're going to change it.
0233 10:13:44:09 10:13:46:18
How you're going to achieve your wish.
0234 10:13:46:18 10:13:51:16
And three, tell your talking partner. Off you go.
0235 10:13:51:17 10:13:53:24
I want to...
0236 10:13:56:10 10:13:58:16 to change the story
0237 10:13:58:16 10:14:03:09 and put more adjectives in. 0238 10:14:03:09 10:14:05:05
I want to do better writing
0239 10:14:05:05 10:14:10:00 and I want to change my words to make it longer words.
0240 10:14:10:00 10:14:11:24
(Ellen) Fantastic. OK.
0241 10:14:11:24 10:14:16:05
You've all thought of your wish and how you're going to change it.
0242 10:14:16:05 10:14:20:03
We're going to start writing our stories in just one moment,
0243 10:14:20:03 10:14:22:11 but we need to think about
0244 10:14:22:11 10:14:27:10 what a good story needs to have before we start writing.
0245 10:14:27:10 10:14:32:00
So we have on the board our success criteria.
0246 10:14:32:00 10:14:35:23
Those are the things we need to make our story a success,
0247 10:14:35:23 10:14:38:12 to make it really good. 0248 10:14:38:12 10:14:41:04
I want you to think quickly with your talking partner
0249 10:14:41:04 10:14:43:04 what could make your story good?
0250 10:14:43:04 10:14:45:24
Then we'll come back and I'll write them on the board.
0251 10:14:45:24 10:14:50:00
Full stops. Capital letters.
0252 10:14:50:00 10:14:52:11
Adjectives.
0253 10:14:52:11 10:14:54:07
Exclamation marks.
0254 10:14:54:07 10:14:56:09
Describing words.
0255 10:14:56:09 10:14:59:09
So who can put their hands up and tell me
0256 10:14:59:09 10:15:02:12 a couple of their fantastic ideas?
0257 10:15:04:01 10:15:06:08
Full stops.
0258 10:15:06:08 10:15:08:04 Finger spaces.
0259 10:15:08:04 10:15:10:14
Adjectives.
0260 10:15:10:14 10:15:14:22
And let's have one more thing
0261 10:15:14:22 10:15:18:12 that we need at maybe the start of the story.
0262 10:15:18:12 10:15:20:11
Capital letters.
0263 10:15:20:11 10:15:23:21
So you've got your wish,
0264 10:15:23:21 10:15:25:19 you've got your plan
0265 10:15:25:19 10:15:29:18 and you've got the five things you need to put in your story.
0266 10:15:29:18 10:15:34:03
So, start writing your fantastic stories.
0267 10:15:43:03 10:15:46:22
..the treasure box, and it was full of...?
0268 10:15:46:22 10:15:49:01
Gold. 0269 10:15:49:01 10:15:51:16
Well, think of your idea. Don't use his.
0270 10:15:57:13 10:15:59:24
(narrator) Once the children have finished
0271 10:15:59:24 10:16:02:23 they think about how they used the learning dimensions.
0272 10:16:02:23 10:16:09:14
Just before we finish, you have done some absolutely brilliant stories,
0273 10:16:09:14 10:16:12:17 and I just want you to think if there's any animal you've used
0274 10:16:12:17 10:16:14:24 that's really helped you this week.
0275 10:16:16:02 10:16:17:18
The tortoise.
0276 10:16:17:18 10:16:20:08
And why has the tortoise helped you this week?
0277 10:16:20:08 10:16:23:05
Because it helped me not give up.
0278 10:16:23:05 10:16:27:06
- The unicorn. - Why have you used the unicorn? 0279 10:16:27:06 10:16:32:22
Because I've done loads of imagination this week.
0280 10:16:32:22 10:16:36:18
- The chameleon. - Why have you used the chameleon?
0281 10:16:36:18 10:16:39:06
Because I've changed my handwriting.
0282 10:16:39:06 10:16:42:18
Who's used another animal?
0283 10:16:42:18 10:16:45:06
- The spider. - The spider.
0284 10:16:45:06 10:16:47:21
Why have you used the spider, William?
0285 10:16:47:21 10:16:53:10
Cos I was connecting stuff together.
0286 10:16:53:10 10:16:59:07
We're going to stop there and that's the end of our pirate week.
0287 10:16:59:07 10:17:01:06
(man) # Oh, now, Polly
0288 10:17:01:06 10:17:04:23
# Now, she's the girl for me 0289 10:17:04:23 10:17:07:10
# Oh, now, Polly
0290 10:17:07:10 10:17:09:24
# I fancy I can see...
0291 10:17:09:24 10:17:13:15
(narrator) In another part of the school, year 5 has a special guest.
0292 10:17:13:15 10:17:18:16
John Kirkpatrick has come in to inspire the children with his songs.
0293 10:17:18:16 10:17:20:22
# And handing them to me
0294 10:17:26:15 10:17:29:22
What we're trying to do as the children move through the school
0295 10:17:29:22 10:17:33:18 from year 1 right through to year 5 and then on to year 6
0296 10:17:33:18 10:17:37:18 is to use more and more the actual learning dimensions.
0297 10:17:37:18 10:17:40:14
# I rambles through the clover
0298 10:17:40:14 10:17:43:09
# And I helps to make the hay
0299 10:17:43:09 10:17:47:00 We're going to take one of John's fantastic songs
0300 10:17:47:00 10:17:51:21 and turn it around, not musically but words-wise,
0301 10:17:51:21 10:17:54:01 change the words around
0302 10:17:54:01 10:17:56:14 to do with one of the themes we've been looking at.
0303 10:17:56:14 10:17:59:06
(narrator) The children use the learning dimensions
0304 10:17:59:06 10:18:01:06 to help them achieve the task in hand,
0305 10:18:01:06 10:18:03:24 starting with strategic awareness or planning.
0306 10:18:03:24 10:18:07:03
The first thing to do is write down how the syllables work.
0307 10:18:07:03 10:18:09:18
Diddle um dum dum dum dum dum.
0308 10:18:09:18 10:18:13:09
Diddle um dum dum dum daaa. 0309 10:18:13:09 10:18:16:09
Diddle um dum daaa, diddle um dum daaa.
0310 10:18:16:09 10:18:19:01
(all) # Diddle um dum dum dum daaa
0311 10:18:19:01 10:18:21:12
# Diddle um dum dum dum dum dum
0312 10:18:21:12 10:18:24:10
# Diddle um dum dum dum daaa
0313 10:18:24:10 10:18:27:07
# Diddle um dum daaa, diddle um dum daaa
0314 10:18:27:07 10:18:30:23
# Diddle um dum dum dum daaa
0315 10:18:30:23 10:18:34:01
The chorus is... # Dum dum diddle
0316 10:18:34:01 10:18:37:10
# Dum da de dum dum daaa
0317 10:18:37:10 10:18:39:17
(all) # Dum dum diddle
0318 10:18:39:17 10:18:42:23
# Dum da de dum dum daaa
0319 10:18:42:23 10:18:45:09
# Dum dum diddle 0320 10:18:45:09 10:18:47:23
# Da dum da dum dum daaa
0321 10:18:47:23 10:18:51:00
# Diddle um dum dum dum dum dum
0322 10:18:51:00 10:18:53:03
# Diddle um dum dum dum daaa
0323 10:18:53:03 10:18:56:10
# Diddle um dum daaa, diddle um dum daaa
0324 10:18:56:10 10:18:59:18
- # Diddle um dum dum dum daaa - (John) Very good.
0325 10:18:59:18 10:19:01:18
(narrator) Having mastered the tune,
0326 10:19:01:18 10:19:05:20 it's time for the children to start on the lyrics.
0327 10:19:05:20 10:19:08:19
Think about what you could do for all the vegetables.
0328 10:19:08:19 10:19:12:02
All the words we can use. Think about what we've been doing.
0329 10:19:12:02 10:19:15:22
The process of sowing the seeds. Looking after the seeds. 0330 10:19:15:22 10:19:18:21
Caring for the seeds. Why we're growing the seeds.
0331 10:19:18:21 10:19:22:17
What we'll do with the vegetables once we take them outside
0332 10:19:22:17 10:19:26:09 and what we're going to do with the vegetables when they're grown -
0333 10:19:26:09 10:19:30:09 to get the parents in and we're going to have an eatathon.
0334 10:19:30:09 10:19:33:03
We're going to eat them. Work with your talk partner.
0335 10:19:33:03 10:19:36:00
Scribble ideas on whiteboards.
0336 10:19:36:01 10:19:38:13
- Compost. - Water. Watering.
0337 10:19:41:02 10:19:43:02
That's it.
0338 10:19:44:09 10:19:47:14
We try and incorporate ELLI learning dimensions
0339 10:19:47:14 10:19:50:12 within all the lessons we teach in Westbury Park.
0340 10:19:50:12 10:19:54:13
It's really good for the children, taking control of their own learning
0341 10:19:54:13 10:19:57:23 and ownership of their learning, working together to come up with
0342 10:19:57:23 10:20:00:16 the verses for the songs themselves.
0343 10:20:00:16 10:20:02:12
"Which makes it grow quickly."
0344 10:20:02:12 10:20:06:08
Let's see. Da dum dum dum daaa.
0345 10:20:06:08 10:20:09:07
(narrator) The children begin to bring together the words
0346 10:20:09:07 10:20:11:12 they're going to use in their song.
0347 10:20:11:12 10:20:13:14
- Compost. - Windowsill.
0348 10:20:13:14 10:20:15:15
Minerals.
0349 10:20:17:17 10:20:21:23
We've now written, "Peas, carrots, spinach. We grow tomatoes, too." 0350 10:20:21:23 10:20:25:02
"Most of it will be for us, but there'll be some for you."
0351 10:20:25:02 10:20:28:20
(all) # They're my favourite veggies
0352 10:20:28:20 10:20:31:01
# Oh, they're the ones for me
0353 10:20:31:01 10:20:33:21
# The seeds we'll sow We'll watch them grow
0354 10:20:33:21 10:20:36:18
# And have them for our tea
0355 10:20:36:18 10:20:40:10
That's nice to sing, isn't it? Hooray!
0356 10:20:40:10 10:20:43:18
(narrator) With the chorus finished they move on to the verse.
0357 10:20:43:18 10:20:48:03
Well, it's just some rhyming words is "veg" and "ledge",
0358 10:20:48:03 10:20:51:04 cos we put them on the window ledge.
0359 10:20:51:04 10:20:54:02
"They are very yummy. They fill up my tummy." 0360 10:20:54:02 10:21:00:10
Well, for the two lines after, "We're growing our own grub,"
0361 10:21:00:10 10:21:03:15 you could say, "We'll really dig when they get big
0362 10:21:03:15 10:21:05:15 and put them in a tub."
0363 10:21:08:24 10:21:11:20
# We're doing healthy eating
0364 10:21:11:20 10:21:14:15
# We're growing our own grub
0365 10:21:14:15 10:21:17:08
# We'll take some seeds and plant them
0366 10:21:17:08 10:21:19:13
# And put them in a tub
0367 10:21:19:13 10:21:22:22
# We'll give them light and water
0368 10:21:22:22 10:21:25:17
# And upwards they will grow
0369 10:21:25:17 10:21:28:15
# We'll really dig when they get big
0370 10:21:28:15 10:21:31:06 # We'll have a healthy glow
0371 10:21:31:06 10:21:35:09
(narrator) The children need to write one verse without John's help.
0372 10:21:35:09 10:21:39:09
They remind themselves which learning dimensions they'll use.
0373 10:21:39:09 10:21:42:02
- Marvin. - Why are you gonna be like Marvin?
0374 10:21:42:02 10:21:47:21
Is it because you have to make up rhyming words?
0375 10:21:47:21 10:21:52:03
Right. We're making up... You're trying to find words that rhyme,
0376 10:21:52:03 10:21:55:22 that fit into the tune of the verse, the tune of the song.
0377 10:21:55:22 10:21:57:17
OK, so, brilliant. Marvin.
0378 10:21:57:17 10:22:01:04
Creativity. Definitely. That's one I've thought of. Zack.
0379 10:22:01:04 10:22:02:15
- Ellie. - Why Ellie? 0380 10:22:02:15 10:22:07:12
Because she's got learning relationships
0381 10:22:07:12 10:22:11:12 and if we're gonna go into small groups
0382 10:22:11:12 10:22:14:24 we're gonna have to work hard together as a team.
0383 10:22:14:24 10:22:17:06
Maybe Vinnie the Vulture.
0384 10:22:17:06 10:22:19:08
Maybe Vinnie the Vulture. Why Vinnie?
0385 10:22:19:08 10:22:25:05
Because we have to find words that rhyme and that's meaning-making.
0386 10:22:25:05 10:22:28:16
OK. Making connections. Yeah. Fantastic.
0387 10:22:28:16 10:22:32:09
- Lenny the Lion. - What's Ho... What's Holly good at?
0388 10:22:32:09 10:22:35:03
You're good at lots of things. What's Lenny good at?
0389 10:22:35:03 10:22:37:23 - Resilience. - Resilience, which means...?
0390 10:22:37:23 10:22:39:08
Like, never give up.
0391 10:22:39:08 10:22:44:23
(narrator) In their groups the children start on the new verse.
0392 10:22:49:19 10:22:53:14
I don't want to do peas, carrots and all the vegetables
0393 10:22:53:14 10:22:58:15 cos we did that in the chorus, so it might sound like we're copying it.
0394 10:23:02:02 10:23:06:01
(woman) Can you think of any words to rhyme with "care"? "Fair".
0395 10:23:06:01 10:23:08:15
Yeah, but... # We'll take them to the fair
0396 10:23:08:15 10:23:11:03
Anything else?
0397 10:23:11:03 10:23:14:04
"Share". Rebecca thought of "share".
0398 10:23:14:04 10:23:17:06
- We've got lots of ideas. - "Make sure they don't tear."
0399 10:23:17:06 10:23:19:08 (woman) "Make sure they don't tear."
0400 10:23:19:08 10:23:23:17
They break. They snap. They don't... "Snap".
0401 10:23:23:17 10:23:26:00
(woman) Can you think of anything in there?
0402 10:23:26:00 10:23:29:01
- # We'll keep them free from... - Bugs.
0403 10:23:29:01 10:23:31:21
Yeah. # We'll keep them free from bugs and slugs
0404 10:23:31:21 10:23:33:21
# And make enough...
0405 10:23:33:21 10:23:36:04
- # And then... - # Make enough to share
0406 10:23:36:04 10:23:38:06
Yeah. That's good.
0407 10:23:38:06 10:23:40:19
- "And grow enough to share"? - Yeah.
0408 10:23:40:19 10:23:43:03
..which do grow slow? I don't know.
0409 10:23:43:03 10:23:45:01 Some do.
0410 10:23:45:01 10:23:46:24
Yeah, but the peas don't grow slow.
0411 10:23:46:24 10:23:48:24
- Peas. Please. - Knees.
0412 10:23:48:24 10:23:51:04
Knees? What? Knees.
0413 10:23:51:04 10:23:53:05
Please.
0414 10:23:53:05 10:23:56:10
(narrator) The groups share their songs with the class.
0415 10:23:56:10 10:23:58:16
# We'll put them in the garden
0416 10:23:58:16 10:24:01:05
# We'll give them lots of care
0417 10:24:01:05 10:24:04:05
# From earth and trees That blow in the breeze
0418 10:24:04:05 10:24:06:23
# And make our thoughts flow
0419 10:24:06:23 10:24:09:15
# We'll pick them when they're ready 0420 10:24:09:15 10:24:12:12
# We'll keep them free from weeds
0421 10:24:12:12 10:24:16:01
# When it's in our tum we'll all go yum
0422 10:24:16:01 10:24:18:10
# Our home-grown healthy veg
0423 10:24:18:10 10:24:22:06
(narrator) The children vote on which group's suggestion they use.
0424 10:24:22:06 10:24:25:04
You can't vote for your own, OK?
0425 10:24:25:04 10:24:30:11
And if there's a similar amount of votes for two verses
0426 10:24:30:11 10:24:32:10 we'll try and put them together.
0427 10:24:32:10 10:24:37:02
So, for this group over here, votes? Mrs Showler's group in the corner.
0428 10:24:37:02 10:24:41:13
OK. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.
0429 10:24:41:13 10:24:44:07
(narrator) It's a tie and they decide to combine 0430 10:24:44:07 10:24:46:16 two of the groups together.
0431 10:24:46:16 10:24:50:22
"We can't wait to eat them. Grown upon the ledge."
0432 10:24:50:22 10:24:55:03
"When it's in our tum, we'll all go yum. Our home-grown healthy veg."
0433 10:24:55:03 10:25:00:08
"We'll put them in our garden. We'll give them lots of care."
0434 10:25:00:08 10:25:03:09
"We'll keep them free from bugs and slugs."
0435 10:25:03:09 10:25:05:21
"We'll grow enough to share."
0436 10:25:06:17 10:25:09:00
- Ah. - (child) Just in time.
0437 10:25:09:00 10:25:11:20
No, it's John Kirkpatrick, not Justin Time.
0438 10:25:12:15 10:25:15:06
(# accordion)
0439 10:25:18:15 10:25:21:11
# We're doing healthy eating 0440 10:25:21:11 10:25:24:03
# We're growing our own grub
0441 10:25:24:03 10:25:26:24
# We'll take some seeds and plant them
0442 10:25:26:24 10:25:29:21
# And put them in a tub
0443 10:25:29:21 10:25:33:02
# We'll give them light and water
0444 10:25:33:02 10:25:36:04
# And upwards they will grow
0445 10:25:36:04 10:25:40:11
# We'll really dig when they get big
0446 10:25:40:11 10:25:44:20
This afternoon I've really enjoyed the children starting from scratch
0447 10:25:44:20 10:25:47:11 on writing their own songs with John's help
0448 10:25:47:11 10:25:50:04 and linking it in with what they've learned in science
0449 10:25:50:04 10:25:54:02 and using ELLI as well. Packed it all into an afternoon.
0450 10:25:54:02 10:25:58:07 I think with three verses and a chorus it was a great result.
0451 10:25:59:02 10:26:01:11
# The seeds we'll sow We'll watch them grow
0452 10:26:01:11 10:26:04:22
# And have them for our tea
0453 10:26:04:22 10:26:07:13
# Growing seeds of spinach
0454 10:26:07:13 10:26:10:17
# Will make our muscles show
0455 10:26:10:17 10:26:15:18
The biggest benefit for pupils in employing this approach
0456 10:26:15:18 10:26:19:20 is that they feel more involved in their learning.
0457 10:26:19:20 10:26:23:23
They're more stimulated and they are more motivated.
0458 10:26:23:23 10:26:28:20
This process involves the children in a much more practical way.
0459 10:26:28:20 10:26:33:02
They are partners in their learning and we can see 0460 10:26:33:02 10:26:35:19 that they can identify ways
0461 10:26:35:19 10:26:39:09 in which they can improve their learning and make progress.
0462 10:26:39:09 10:26:41:08
# They're my favourite veggies
0463 10:26:41:08 10:26:43:24
# Oh, they're the ones for me
0464 10:26:43:24 10:26:47:12
# The seeds we'll sow We'll watch them grow
0465 10:26:47:12 10:26:50:08
# And have them for our tea
0466 10:26:50:08 10:26:53:04
# We'll put them in the garden
0467 10:26:53:04 10:26:56:03
# We'll give them lots of care
0468 10:26:56:03 10:26:59:00
# We'll keep them free from bugs and slugs
0469 10:26:59:00 10:27:01:02
# And grow enough to share
0470 10:27:01:02 10:27:04:02
Visiontext Subtitles: Margaret Burke 0471 10:27:04:02 10:27:06:02 www.visiontext.co.uk