Formative Assessment and Personalised Learning: Primary

Subtitles

Associated Teachers TV programme

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

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

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

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

0368 10:21:22:22 10:21:25:17

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

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

0444 10:25:33:02 10:25:36:04

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

0452 10:26:01:11 10:26:04:22

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

0465 10:26:47:12 10:26:50:08

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