(PDF) Key Stage 1, Learning Through Play

Home , Key Stage 1

CONTENTS

Acknowledgements ii 1 Introduction & Rationale 3

2 The What, Why, When, Where, Who and How 13

3 Plan 21

4 Do 37

5 Review 51

6 Assessment 57

References 75

i Acknowledgements

Thank you to all the teachers and Primary Schools who assisted This resource has been compiled by members of the Interboard in the development of this resource. In particular we would like panel in response to requests by practitioners in primary school to thank: settings for guidelines on play in Key Stage 1.

Abbots Cross Primary School, Newtownabbey It is proposed that teachers use this resource as a starting point Carrick Primary School, Lurgan when planning for the provision of play. We hope you ﬁ nd some Dungannon Primary School, Dungannon of the ideas useful. Ebrington Primary School, Londonderry Garvagh Primary School, Garvagh Debbie Trainor King’s Park Primary School, Newtownabbey Jenny Mc Mullan Lough View Integrated Primary School, Belfast Helen Macklin – Burns Millington Primary School, Portadown Dawn Crosby Saints and Scholars Primary School, Armagh Lyn Pollock St Brigid’s Primary School, Ballymoney Heather Barbour St. Colman’s Primary School, Moira St. Nicholas’ Primary School, Carrickfergus Whitehouse Primary School, Newtownabbey

Finally, a special word of thanks to The Early Years Interboard Panel and colleagues for their support and advice.

This document builds on the “Learning Through Play” and “Learning Outdoors” ﬁ les which were developed for teachers working within the Foundation Stage. Introduction Play provides opportunities for children to experience learning in a meaningful and purposeful way. It is a means by which children can develop the skills and capabilities to be effective learners. Play provides a context for children to access the content of the curriculum.

Opportunities should be given to children to build on previous experiences and make connections in their learning in an enjoyable way. The environment should encourage children to develop positive dispositions and share ownership of their learning. The teacher should provide opportunities for the children to engage in effective learning within a safe and secure environment. This reﬂ ects how children learn. Rationale “The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.” The ‘Big Picture’ of the Primary Curriculum

3 Learning through Play

Teachers should build on existing good practice in Nursery and the Foundation Stage.

Play: • Develops the fundamental skills of literacy, numeracy and oral communication • Provides rich and varied contexts for developing skills such as observing, organising, recording, interpreting and predicting • Promotes positive attitudes to school and to learning • Provides opportunities to learn in a practical way • Provides opportunities for developing movement and manipulative skills • Develops natural curiosity and stimulates imagination • Provides opportunities for exploration, investigation, problem solving and decision-making • Provides opportunities to develop knowledge, understanding and skills through a range of contexts spanning all subjects in the curriculum

Northern Ireland Curriculum, Key Stages 1 and 2 Programmes of Study and Attainment Targets. Characteristics of the Curriculum at Key Stage 1, 1996

4 Play is Important

• Play promotes children’s development, learning, “We do not stop playing because we grow old. We grow old creativity and independence because we stop playing.” • Play keeps children healthy and active – active George Bernard Shaw children become active adults “Play strengthens instincts needed for the future… it is a • Play fosters social inclusion. It helps children child’s way of practising and preparing for adulthood.” understand the people and places in their lives, learn Kathy Sylva, 1992 about their environment and develop a sense of community • Play allows children to ﬁ nd out about themselves, their abilities and their interests • Play is therapeutic. It helps children to deal with difﬁ cult or painful circumstances, such as emotional stress or medical treatments • Play gives children the chance to let off steam and have fun Children’s Play Council, 1998

“…[The] world’s greatest discoveries have been made because people were playing around with an idea. The freedom of thought allowed for by play may unlock the learning potential which more conﬁ ned approaches to the curriculum leave behind.” Taylor and Baulter, 1993

5 Play at Key Stage 1

Play at Key Stage 1 involves providing a wide topic being explored and allows children to variety of worthwhile experiences which will engage in a variety of focused play activities help to develop the children’s knowledge, skills AND independent play based games/activities, and understanding. During play children should for example, construction, role play, art/ be given opportunities to: design and table top games. • Manage Information • Think, solve problems and make decisions • Be creative • Work with others • Self-manage

Play at Key Stage 1 should build on the active, hands–on learning that has taken place in the Foundation Stage. It is usually linked to the

6 Play is a vehicle through which children can…

MANAGE INFORMATION Asking, accessing, selecting, recording, integrating, communicating • Ask focused questions • Plan and set goals, break tasks into sub-tasks • Use own and others’ ideas to locate sources of information • Select, classify, compare and evaluate information • Select most appropriate method for a task • Use a range of methods for collating, recording and representing information • Communicate with a sense of audience and purpose

WORK WITH OTHERS Being collaborative, being sensitive to others’ feelings, being fair and responsible • Listen actively and share opinions • Develop routines of turn-taking, sharing and co-operating • Give and respond to feedback • Understand how actions and words affect others • Adapt behaviour and language to suit different people and situations • Take personal responsibility for work with others, and evaluate own contribution to the group Be fair• Be fair• • Respect the views and opinions of others, reaching agreements using negotiation and compromise • Suggest ways of improving working collaboratively

7 BE CREATIVE Imagining, generating, inventing, taking risks for learning • Seek out questions to explore and problems to solve • Experiment with ideas and questions • Make new connections between ideas/information • Learn from and value other people’s ideas • Make ideas real by experimenting with different designs, actions and outcomes • Challenge the routine method • Value the unexpected or surprising • See opportunities in mistakes and failures • Take risks for learning

SELF-MANAGE Evaluating strengths and weaknesses, setting goals and targets, managing and regulating self • Be aware of personal strengths, limitations and interests • Set personal targets and review them • Manage behaviour in a range of situations • Organise and plan how to go about a task • Focus, sustain attention and persist with tasks • Review learning and some aspects that might be improved • Learn ways to manage own time • Seek advice when necessary • Compare own approach with others and in different contexts

8 THINK, SOLVE PROBLEMS & MAKE DECISIONS Searching for meaning, deepening understanding, coping with challenges • Sequence, order, classify and make comparisons • Begin to test predictions and to look for evidence • Make links between cause and effect • Explain methods, opinions and reasons for choices and actions • Generate possible solutions, try out alternative approaches, evaluate outcomes • Examine options, weigh up pros and cons • Use different types of questions • Make connections between learning in different contexts

9 Learning through play is about…

• Providing opportunities for adults and children to plan learning together • Enabling children to develop their own ideas and interests • Setting up a stimulating and appropriate learning environment • Creating opportunities for children to make choices and decisions • Developing Thinking Skills and Personal Capabilities • Providing practical, interactive and enjoyable play experiences • Encouraging children to think, do and review for themselves and reﬂ ect on practice • Employing a wide range of teaching strategies • Developing a language for learning • Sharing and demonstrating learning

What is it? Play is a natural, enjoyable way of promoting learning across all areas of the curriculum

It is about: It is not: • Enjoying learning • A separate subject • Developing imagination, • What you do as a time-ﬁ ller creativity and natural curiosity • Only about the end product • Learning in a safe, secure and • Death by worksheet happy environment • Something you do when • Planning learning together you’re not working • Recognising and valuing teachers’ • “Just Playing” and children’s ideas • Just providing practical • Developing skills and capabilities activities through a range of experiences • Just something you do in • Making connections Primary 1 and Primary 2 • Having fun • Building relationships • Exploring and experimenting • Solving problems • Developing independence • Making things • Playing games • Finding out/discovery

13 Why do it? Play is a natural, enjoyable way of promoting learning across all areas of the curriculum

It develops: It encourages adults to: It encourages children to: • The dispositions to learn • Make learning enjoyable • Enjoy learning • Self-esteem • Make learning relevant • Make informed and responsible • Self-confi dence • Build on previous knowledge/ decisions • Independence experiences • Make links in their learning • Positive attitudes to learning • Involve children in the planning • Refl ect on previous experiences • Feelings and relationships process • Self-evaluate • Personal skills and capabilities • Be imaginative/creative • Manage their learning • Creativity • Be active • Take some responsibility for their • Self expression • Observe and assess regularly to learning • Imaginative thinking inform future plans • Transfer learning to real-life • Co-ordination skills • Interact effectively situations • Communication skills • Self-evaluate • Language development • Consider the holistic • Curiosity development of children • Investigation • Monitor progress • Exploration • Autonomy • Motivation • Perseverance • Concentration • Refl ection

14 When do we do it?

Permeates the day

Physical Education Personal Development Language and and Mutual Literacy Understanding At home At school When do we do it?

In the community

The Arts Maths and Numeracy

World Around Us

Teachers should have dedicated play/topic time on their weekly timetables

15 Where do we do it?

• HOME • CLASSROOM • OUTDOORS – SCHOOL GROUNDS • HALL • SHARED LEARNING AREAS • LOCAL AREA – PLACES OF INTEREST

It is the adult’s responsibility to provide a safe and secure environment both indoors and outdoors which motivates children and supports their learning. This needs to reﬂ ect the current topic/ theme.

16 Who does what?

Children should: School Community should: Teacher should: • Have fun • Recognise and value the importance • Plan for and provide appropriate • Experiment, explore and discover of play activities/experiences • Take part in group planning and • Have a shared understanding of the • Organise and provide a stimulating organisation principles of play learning environment • Gain conﬁ dence • Work together to plan for play • Facilitate learning • Use resources in an imaginative way • Be ﬂ exible in the use of space • Be aware of the potential learning in • Contribute to resources • Contribute to developing a vibrant all areas of the curriculum • Be aware of learning outcomes learning environment both indoors • Observe/ Assess/ Record/Play • Read, write, talk, listen and and outdoors • Realise when/when not to intervene communicate in meaningful and • Work alongside children, modelling relevant contexts Local Community should: skills and attitudes • Develop, reinforce and acquire skills/ • Work in partnership with schools • Evaluate and extend the provision concepts • Volunteer time and expertise eg: • Pose exciting challenges • Problem solve nurse, vet • Interact with children • Respect others • Contribute to resources and • Ask open-ended questions, make • Develop relationships equipment suggestions • Evaluate own learning • Provide learning opportunities eg: • Enjoy the experience class visits Parents/Carers should: • Recognise and appreciate cultural • Become aware of child’s needs, diversity interests and competencies • Provide opportunities to explore local • Become aware of the importance amenities eg: forest, leisure centre, of play and its part in the holistic council play area development of the child • Support learning at home • Participate in parental workshops • Support the school in a variety of ways

17 Learning Through Play

Choose Starting Points based on: Plan Together • Curriculum requirements • What do we already know? • Children’s interests/experiences • What do we want to learn? • Seasonal/global/topical event • How will we go about this? Med ia• Media• • Who/what can help us? • Story/music • How will we use our ﬁ ndings? • Class visit/visitor • How will we tell others? • Artefacts How do we do it?

Demonstrate and Review Learning Identify Learning Activities that: • What have I/we found out? • Meet curriculum requirements • What did I enjoy most? • Involve decision making and problem • What did my friend ﬁ nd out? solving • What will I/we do next? • Are practical and stimulating • What might I/we have done differently? • Promote and challenge thinking • How will I demonstrate my learning? • Allow children to draw conclusions • Allow children to present ideas and demonstrate learning

Plan, Do, Review Cycle In order to develop children’s skills and capabilities across the whole curriculum, teachers will need to provide frequent opportunities for pupils to think and do for themselves. To help foster good thinking habits and develop more independent learners, teachers may ﬁ nd it helpful to utilise a simple Plan, Do, Review process which integrates and fosters children’s skills and capabilities.

Plan - Clarify tasks - Generate ideas - Design ways of approaching a task/problem

Review Do (both the processes and outcomes (carry out the plan and of their work and learning) communicate findings) - Evaluate progress throughout and make - Find and analyse relevant information improvements when necessary - Create, trial or test possible solutions - Reflect on their thinking and learning - Make decisions - Transfer thinking and learning to other - Draw conclusions contexts - Present ideas, opinions or outcomes

20 Plan How will I know learning Have I involved the children has taken place? When planning in the planning process? for play consider:

How will I monitor what is My learning intentions and going on? agreed success criteria - Across the learning areas - From the skills and capabilities framework What observations will I make? What records will I keep? The activities/experiences. Are they linked to childrens interests? How will my classroom need to be organised? Am I connecting the learning? How will I organise my time?

Will the children enjoy this? How will I keep children motivated, challenged and enthused throughout the Will I enjoy it myself? topic?

How will I meet individual Are there opportunities for needs within the class? outdoor learning? Resources? What do I have? What do I need? What could The range of teaching Who else could we involve? the children bring? strategies I could use.

21 Plan Making suggestions as to Suggesting topics related to how they can demonstrate When planning their interests their learning for play children should consider:

Contributing ideas as to the Contributing ideas to the layout/organisation of the planning classroom

Identifying ways in which Suggesting possible activities they can access information

Identifying questions to be Identifying people that can explored and problems to contribute to their learning solve through play

Making the resources to Contributing to the collection/ support the learning provision of resources

22 Planning for Coherence and Progression

Children learn best when learning is connected. Although the curriculum has been set out under learning areas, integration is encouraged across all areas of the curriculum.

Teachers should seek to build on children’s earlier learning. Teachers should work together at a whole school level to ensure that:

• the overall programme of learning in any one year group, and across the key stages, is broad and balanced; • there is continuity and steady progression in children’s learning; • the planning identiﬁ es clearly the knowledge, skills and understanding that the children are expected to acquire; • the curriculum is planned to take account of the children’s differing stages of development, abilities and attainment to ensure that individual needs are met; • there is careful assessment of children’s progress and evaluation of children’s responses to inform future planning.

(The Northern Ireland Primary Curriculum)

23 Why this Topic?

• Because it provides opportunities to develop learning across the curriculum • Because of an event that happened in the class/ school/community • Because the children were enthused by a school visit/visitor • Because of a children’s ﬁ lm, book, game… • Because of something that was in the media • Because it’s topical/seasonal e.g. celebrations • Because of something one of the children brought in e.g. a treasure map • Because the children are really interested in the topic

The topic selected should meet curriculum requirements. This will ensure continuity and progression.

24 Topic Ideas

Learning should take account of children’s interests and experiences. It is important to remember that other year groups may use some elements of these topics, therefore it is crucial that activities are planned to ensure continuity and progression.

Popular topics that facilitate connected learning in Key Stage 1 include:

Houses and Homes Environment - The seaside Space - The forest Bugs, birds and beasts - The desert - Arctic/Antarctic Our school - Warm/cold countries - The farm The weather - The jungle/rainforest Celebrations - The park Seasons Our locality Ourselves/Life in the past Holidays Transport/Travel Caring for our environment Endangered species Pollution People who help us

25 Ideas for Role-Play

Shops Services Other Ideas A post ofﬁ ce/stationers A garage/service station A palace A ski shop A bank/building society A castle A bakery/butchers An airport kiosk A space station A seaside shop Post ofﬁ ce Setting from another country A garden centre Police station A lighthouse A clothes shop Ferry terminal/Shipyard Santa’s Workshop/Grotto A sweet shop Travel agents Camp site A greengrocer Estate agents Tent A supermarket A chemist Caravan A toy shop A laundry/cleaners An igloo A shoe and handbag shop A hairdressers A guest house/hotel A hardware/DIY shop An opticians/dentist The rainforest A sports shop Hospital/Baby clinic The jungle A jewellery shop Vets The desert A health food shop Under the sea Detective agency Food A stable or farm A café/restaurant Science lab Burger bar/Chinese/Indian/Italian/Pizza Artist’s studio/gallery parlour (in keeping with healthy eating Sound recording studio policy) A theatre/cinema International cuisine A cave Juice bar Home/school in the past Healthy eating restaurant Fairy story setting Vegetarian restaurant Nursery rhyme setting

26 Planning Together

There is no one way to plan a topic with your class. For children to feel involved in the learning process it is vital that there is Remember: Activities/experiences that you choose must genuine collaboration. be linked to your learning intentions. These learning intentions will come from the learning areas in your “The process of being consulted, having one’s opinions seriously curriculum document and the Thinking Skills and considered, feeling that one’s contributions are valued and that they Personal Capabilities framework. may well result in change for the better are all powerful builders of morale, conﬁ dence and commitment.” HMI, Effective Primary Schools 1989

Children’s planning ideas can be recorded:

• On a planning board • On a notice board • In a big book • On a ﬂ ip chart • On a large KWL grid

This planning is a working document owned by both the teacher and the children. Information can be added as the topic progresses and learning develops.

Teachers need to ask key questions when planning the topic with the children. These help generate ideas, promote creative thinking and stimulate discussion. These ideas inform the teacher’s 4 – 6 week play/topic planner.

27 So how do I involve children in the planning process?

Step 1 Step 3 Choose a topic Select and plan that facilitates for activities that learning across the support your curriculum and is learning intentions. based on children’s interests.

Step 2 Step 4 Ask key questions This plan should to generate ideas be a working (see page 29). document, frequently visited by teachers and children. It can also be used to inform parents of the learning that is taking place within the classroom.

28 Key questions for your Planning Board

What do we know already? How will we show our learning? ???How will? we begin????Who are? we going? to tell??? What do we want to find out? Who can come to visit our class?

Where can we find out more? Who can help us to learm more? ???What could? we do???????? How are we going to How are we going to arrange tell people? our classroom? ???What do? we have????What? can we? bring? ?? What do we need? What can we make?

29 Establishing Prior Knowledge

This is an example of dialogue which was recorded during the initial stages of the planning process for the topic of pirates. This established the baseline of children’s previous knowledge and experience.

Teacher: What do we know about Pirates? Aaron: On big ships they have skeletons. Ronan: That’s skull and crossbones, it’s got a skull head and bones that cross over. James: Pirates like treasure, they kill people and steal it from them. John: Well sometimes they ﬁ nd it in caves in big boxes you can lock with a key. Anna: They have real shiny swords to swish. Aaron: They have black spots on their faces. Conor: And evil teeth and they grit their teeth like this. Ronan: They have one eye and a crystal ball. James: Sometimes they wear a patch. Anna: They have guns and cannons. Toby: Some are silly like Captain Jack Sparrow. Ronan: I think they lived somewhere surrounded by water. Conor: We’re not surrounded by water. All: Yes we are! Conor: Well I can’t see any water. James: We mean our island is surrounded by water.

30 Sample Planners

Topic: Pirates Class P3/P4 Date ______

FOCUS SKILLS AND CAPABILITIES STARTING POINTS HOME LEARNING Working with Others • ‘Pirates of the Caribbean’ movie just released • Discussion about the behaviours of pirates - listen actively and share opinions • Peter Pan (visit to the pantomime) • Bring in any pirate resources - suggest ways of improving the approach to working together • Story • Sing sea shanties • Perform pirate dance Being Creative - making ideas real by experimenting with different designs, actions and outcomes

LEARNING INTENTIONS

PERSONAL DEVELOPMENT & LITERACY ACROSS THE NUMERACY ACROSS THE WORLD AROUND US THE ARTS PHYSICAL EDUCATION ANY OTHER AREAS MUTUAL UNDERSTANDING CURRICULUM CURRICULUM

• Explore their own and others’ • Develop vocabulary associated • Use simple co-ordinates • Understand the need for a fair • Use a range of materials, tools • Link and sequence a series of emotions with the topic • Explore 3D shape test and processes to realise their movements • Understand roles and • Present information in a variety • Sequence everyday events • Explore historical characters ideas and intentions • Understand the importance responsibilities of ways (lists, poems, recipes…) • Measure in a variety of ways from the past • Develop a sense of the world and need for balance when • Know how to respect and react • Recognise points on the • Recognise aspects of change by engaging in a range of performing a number of appropriately to others’ actions, compass over time creative and imaginary role play movements feelings and emotions • Assemble, rearrange materials situations • Understand and recognise the and explore different ways of similarities and differences joining them between people

TEACHING APPROACHES AND DIFFERENTIATED ACTIVITIES/CONNECTED LEARNING

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

Include: • Plan topic with the children, • List things needed for the • Create pirate pictures/ scenes • Examine feelings, emotions, • Investigate and select suitable • Children prepare for and • Teacher’s ideas. KWL grid, planning board voyage using a variety of materials/ and behaviours through role materials for fl oating and discuss how they are going to • Children’s ideas. • Introduce topic watch movie/ • Design a wanted poster methods play activities sinking experiments ie. demonstrate their learning read story • Class/group discussions about • Class/group discussion on • Carry out a treasure hunt designing and making a boat - display, We want to: (from Planning Board) • Class/group discussions about the appropriate, inappropriate how to deal with confl ict around school grounds, use that fl oats in the water tray - invite Principal or buddy • Learn about the life of a pirate behaviour of the pirates appropriately – devise positional language • Explore sea shanties/ write class • Investigate • Create role play/topic area strategies • Program Roamer to fi nd hidden their own - assembly • Do – children design and make treasure in classroom • Design invitations to a pirate - pirate party – invite the ship, masts, telescopes, • Make a desert island/pirate party parents in costumes, jewellery, treasure • Research famous pirates from • Write clues for a treasure hunt/ cave in the sand/ water tray • Create a new recipe for making chests, coins, fl ags, treasure the past – Long John Silver, map • Hide treasure in sand tray and grog maps Black Beard etc • Positional language –follow mark coordinates on sand • Graph journeys pupils have • Measures e.g. height of mast, • Create a pirate dance directions to fi nd treasure • Investigate safety at sea taken or places they would like length of plank • You are stranded on a desert • Prepare for a pirate party – • Research famous ocean to visit • Construction materials – make island - letter in a bottle invitations, shopping list… explorers – Christopher • Explore a variety of landscapes model boat that will fl oat in • Keep a pirate log book/ and • Listen, respond to, sing and Columbus, Francis Drake. – sea, desert water diary perform pirate related songs/ Track voyage routes on maps • Table top activities linked to the • Themed games, books puzzles sea shanties • Estimate distance theme • Coins – work out prices for ship • Explore weather – detection of supplies storms at sea

RESOURCES Story, variety of junk material, topic Research books, plastic bottles, Junk materials, books, appropriate Sand/water tray/basin, topic books, Recipe books, party invitations, Variety of materials for related games themed games dance music natural materials junk materials demonstrating learning

31 HOW ARE CHILDREN DEMONSTRATING OBSERVATIONS/ASSESSMENT THEIR LEARNING [OF LEARNING INTENTIONS]

drawings diagrams • PROJECT writing models photographs

class • PRESENTATION group

video recording • ICT audio recording digital camera

• DRAMATISATION

EVALUATION

32 Topic: Birds, Bugs and Beasts (Mini-Beasts) Class P3/P4 Date ______

SKILLS AND CAPABILITIES STARTING POINTS HOME LEARNING • Managing - Use their own and others’ ideas to locate and select various • Bug Hunt • Visit garden/park/backyard to ﬁ nd insect life information sources of information; • The Bad Tempered Lady Bird (Story) • Find out in your family which insects people like or do not like - Record information in a variety of ways. • The Ugly Bug Ball (Song) • Visit library to ﬁ nd insect books • Being creative - Show curiosity when approaching new tasks and challenges; - Generate as many ideas and options as possible.

LEARNING INTENTIONS

PERSONAL DEVELOPMENT & LITERACY ACROSS THE CURRICULUM NUMERACY ACROSS THE ICT WORLD AROUND US THE ARTS PHYSICAL EDUCATION MUTUAL UNDERSTANDING CURRICULUM

• Recognise and value the role • Demonstrate understanding • Classify objects using a variety of • Develop research skills through • Recognise the role of animals, Music • Respond to a variety of stimuli to others (insects) play in the that reports are used to provide criteria (P3/4) the use of the internet insects and people in the • Understand that sound can be communicate ideas and express environment information in a structured way • Record results in a variety of ways environment used to create an effect feelings (P3/4) • Understand the importance of • Understand the concept of caring for the environment Art and Design symmetry (P4) • Use a range of materials, tests and processes for a speciﬁ c purpose

SUCCESS CRITERIA

• Handle and care for mini-beasts • Participate in research (KWFL) • Sort for given criteria; • Use speciﬁ c pieces of software to • Identify the variety of insects in • Choose and use a variety of • Move in a controlled manner appropriately (P3) with some independence (P4) • Choose criteria for sorting and access and record information their local environment (S&T) resources to create sound effects paying attention to pace, direction • Organise aspects of a topic using sort • Sort the insects according to • Draw pictures and patterns to and speed framework guidelines (P3/4) • Interpret information on a sorting different features (habitat, represent sounds created • Develop a sequence of movements • Use illustrations/pictures/ diagram appearance, behaviour) (S&T) • Choose appropriate materials and photographs/diagrams to support • Record pictorially or • Recognise how people’s actions assemble, arrange and join them text (P3/4) photographically or using ICT can affect animals (insects) (G) to make construction • Begin to generalise and classify software (P4) • Say if an object is symmetrical and give reasons

TEACHING APPROACHES AND DIFFERENTIATED ACTIVITIES/CONNECTED LEARNING

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

Focus and Independent activities • Children listen to a story. • Use digital microscope to observe, • Complete a symmetrical diary of a • Whole class revisit the KWL including: ‘Bad Tempered Lady Bird’ and sort and record features of mini- mini-beast planning board • Teacher’s ideas song ‘Ugly Bug Ball’ beasts (whole class) • Create 2 or 3D imaginary mini- • Children will demonstrate their • Children’s ideas • Class discussion about insects on • Sort, design and make a model These activities continue beasts which are symmetrical learning in a variety of ways our environment (KWFL grid) mini-beast (Group 1) (Procedural throughout the topic • Listen to the song ‘There was an • Report writing We want to: (from Planning Board): • Create a wildlife area (preferably writing activity) old woman who swallowed a ﬂ y’ – • Group/paired/individual • Learn about outdoors) which will provide • Research what mini-beasts do (eg. in pairs/groups make-up their own presentation (differentiation by • Investigate suitable habitat for mini-beasts bees, making honey, caterpillar to version outcome) • Do • Use digital camera to record butterﬂ y (Group 2) • Caring for mini-beasts ‘How would • Create a habitat in the sand tray • Whole class discussion on the you feel if you fell into a giant’s Children demonstrate their learning (change to soil, leaves, stones etc.) important role mini-beasts play in trap’? our environment • Create a dance for the Ugly Bug Ball linking 2 or 3 movements • Use a range of body sounds tuned Groups of children work on • Move to a range of musical sounds • Prepare/compile suitable music End the topic by having an Ugly Bug and untuned instruments to make these activities throughout Travel in the style of different mini for the ball Ball a mini-beasts sound story the topic beasts • Compile a shopping list of things • Create a pictorial score/sound • Creative table you need for the ball pattern • Design and make masks for the • Themed jigsaws, puzzles and • Sort for 2 criteria using Carroll, Ugly Bug Ball small world resources for table Tree and Venn diagram. Choose • Write invitations for the ball top activities method of recording • Design a poster to advertise the • Construction materials • Use Clicker 4 programme - IT ball

• Story Book • Children work in mixed ability • Report writing frameworks • Variety of junk materials groups • Resources necessary for • Pictures • Magnifying glasses demonstrating learning • Bug Boxes • Bug boxes • Camera • Junk material • CD of songs • Microscope • Range of information books and suitable software

33 HOW ARE CHILDREN DEMONSTRATING OBSERVATIONS/ASSESSMENT THEIR LEARNING [OF LEARNING INTENTIONS]

drawings diagrams • PROJECT writing models photographs

class • PRESENTATION group

video recording • ICT audio recording digital camera

• DRAMATISATION

EVALUATION

Plan - Clarify tasks - Generate ideas - Design ways of approaching a task/problem

36 Do Interact with the children Facilitate the setting up of To carry out the the learning environment play plan the Extend thinking through the teacher needs to: use of effective questioning Determine activities for that session (share with the children)

Encourage ALL children

Share the learning intentions with the children Observe and intervene when appropriate Identify and share with the children the skills being developed Know when to bring the session to a conclusion

Identify and work with the selected focus groups Encourage children to communicate their findings

Provide independent activities for the remainder Develop an awareness of of the class and allow the the strategies they children to choose their employed activity ENJOY THE EXPERIENCE

37 Do HAVE FUN Help set up the learning To carry out environment/activity areas the play plan, children should: Present their learning to others Choose an activity for the session

Tidy up after the session Access appropriate resources

Talk about their learning Engage in purposeful learning

Have opportunities to work individually, in pairs and in Create and try out possible groups solutions to a problem

Set their own goals Express ideas/opinions and draw conclusions

38 Organisation and Management

“There is no one way to organise a classroom, there are so many * A focus activity is one that the teacher wants ALL children variables, so many factors to consider” to experience by the end of the topic (e.g. could be a new D Whitebread, 1996 skill /concept from a particular learning area). Activities may span several weeks depending on children’s level of interest/ • Bring the whole class together, when required, ie. beginning engagement. of week or topic, to explain activities on offer and potential learning. BE FLEXIBLE! • From planning you may identify one or two focus activities* for some children and have a selection of independent play IF THEY DON’T LIKE THE ACTIVITY, BIN IT! based tasks for the remainder of the class. • You may choose to work with one or two focus groups for most of the session and may then interact with other groups for the time remaining. • Be ﬂ exible in how you organise your play session, consider your groupings, provide opportunities for free choice, when possible, and try not to be too prescriptive. • Involve the children with the setting up of activities (this will save time). • Do not stunt creativity, children should be made aware when play time/topic time is drawing to a close, thus enabling them to bring their activity to an end. • Children tidy up materials (some teachers play music, sing song or use a timer of some description). • Class come together for plenary where the learning is discussed. • Achievements/learning should be displayed in a designated area.

39 Organisation and Management

Remainder of children play Teacher discusses the activities on Teacher works with a focus group. independently and are given offer with the children. opportunities to choose their activity which relates to the topic.

40 When play time/topic time comes Children demonstrate/discuss Children display their learning. to an end children tidy up. their learning (plenary).

41 Managing Space and Resources

A well organised, stimulating and secure environment enables children to become conﬁ dent, active learners.

Teachers should ensure that materials and equipment are readily available so that children can select what is needed for their activity. By giving children this responsibility adults can spend longer periods of time interacting with the children during their play session.

Clear labelling enables children to select and return their own equipment and naturally promotes further opportunities for independent learning.

If classroom space is limited, be ﬂ exible in the layout of the classroom. Look towards linking suitable activities, for example, a book corner may become a role-play area, a basin may replace a sand/water tray.

Remember: the children are growing and changing continually throughout the year. It is important that the resources reﬂ ect the needs of the learners and change to accommodate progression.

42 The Learning Environment The learning environment should reﬂ ect the learning that is taking place within the classroom. Teachers should consider:

The physical environment Bright, stimulating and airy. Displays are a mixture of children’s and teacher’s work, reﬂ ecting the learning taking place. Children are working in a print rich environment. If space is an issue use smaller equipment, water tray can become a basin which can sit on a table top.

The cognitive environment All children are actively involved and enjoying learning. Children are aware of learning intentions and agreed success criteria. Children are thinkers, problem solvers and active learners.

The social/emotional environment Children feel happy, safe and secure. Relationships and attitudes towards learning are positive. Successes in learning are celebrated and shared. Everyone’s efforts are valued.

The learning/teaching environment A variety of strategies are used by teachers and children. Learning is stimulating and challenging and activities are linked to children’s interests and experiences.

43 Sample Activities

STARTING POINTS PERSONAL DEVELOPMENT & MUTUAL UNDERSTANDING PARENTS’ INFORMATION - • Jack and the Beanstalk • Discuss the importance of teamwork and responsibility in working together HOME LEARNING • Video/story • Recognise the harsh conditions facing staff working in the castle • Parent leaﬂ ets with suggested activities • The Coronation • Discuss issues that might have caused conﬂ ict in the castle and how it could be sent home • Preparing for a banquet managed • Home learning will include both set • Designing banners and shields • Look at how people in the past kept healthy activities and choices • Castles in Ireland • Show appreciation of those who do not have a home • Visit to a castle • Develop an appreciation of cultures and traditions now and in the past.

MATHEMATICS & NUMERACY THE WORLD AROUND US • Make model castles identifying 2D and 3D • Research information about life in the past shapes • Identify features of a castle • Be familiar with the four points of the CASTLES • Identify energy sources used in the past compass • Compare and contrast the use of building • Sequence the events of the day/year P3/P4 materials used now and in the past • Introduce 100 in talking about centuries in • Use clues to suggest the use of an artefact discussing changes • Look at the location of castles and give • Play games from long ago and count explanation scores • Use simple maps to locate places in the world.

THE ARTS LANGUAGE AND LITERACY PHYSICAL EDUCATION • Design and make ﬂ ags • Produce an historic guide about • Write to the Royals • Develop juggling skills • Make banquet food the castle • Send out invitations for Coronation/ • Make dance sequences • Design pewter bowls • Make up a family tree banquet • Role play jester-balancing entertainment • Design and make appropriate outﬁ ts/ • Design banquet menus • Spring clean castle • Play skittle game armour • Keep a diary of a knight/jester/ • Prepare for siege • Make and play marbles • Research musical instruments prince/chambermaid • Make inventory of weapons • Prepare soil in garden areas • Interpret music of that period • Draw maps and plans of a castle • Write letters with wax seal • Make up a marching routine • Write and perform a guided tour • Write with quill pens • Give instructions for cleaning armour • Draw up rules for the castle • Read about haunted houses/rooms • Read stories/poems related to the topic • Prepare for a royal wedding/banquet

44 STARTING POINTS MATHEMATICS AND NUMERACY PARENTS’ INFORMATION - HOME LEARNING Learning Intention • Bring in resources for house corner • House trail around the area. • Recognise simple patterns and relationships and make predictions • A Home Learning box/sack/folder/pack linked to the topic • Develop different approaches to problem solving • Look at different features of your home • Clip from a DIY/ ‘Changing Rooms’ TV programme • Know and use appropriate mathematical language when talking about their • The history of your house (if one exists) work • Go on a house trail with your child and discuss the variety of houses in your • Story – Three Little Pigs • Recognise a variety of 2D and 3D shapes locality, the materials they are made from, house numbers, compare and contrast appearance of each • Pictures, brochures Sample Activities • Recognises patterns of house numbers and rearrange numbers • Program Roamer to visit different areas of the home/village/town • Select appropriate shapes for building a variety of houses • Use positional language to describe features around the house

PERSONAL DEVELOPMENT & MUTUAL UNDERSTANDING THE WORLD AROUND US Learning Intention Learning Intention • Know how to keep safe. • Understand how and why things change over time • Recognise roles and responsibilities within families • Understand the importance of using suitable tools and materials when • Know how to demonstrate responsibility in family and friendship groups designing and making • Recognise how certain behaviours affect feelings and emotions HOUSES • Understand the need for a fair test Sample Activities • Recognise similarities and differences within and beyond their environment • Using a topical media clip to discuss family roles. Sample Activities • Discuss things we do to help our homes, the different responsibilities we have • House trail. Walk around local environment; identify different aspects of and issues that may cause conﬂ ict AND houses, materials used • Explore the issues of ‘A place to live’. Is it always permanent? • Design and make model house/village. Children could be imaginative e.g. • Research information on refugees or homeless people design a house for the future, design your ideal house/bedroom • Through the story of ‘The 3 Little Pigs’ examine feelings and emotions – how did • Recreate the home of the 3 little pigs in the role play area or the pigs feel when the wolf was trying to blow down their house? How did the HOMES • Change the role play area into a home in the past using as many real/natural wolf feel and why was he doing this? resources as possible. Ask children to identify items. Play odd one out - place • Find out about organisations that support the homeless modern day item in home corner – explain reasons for change Class P3/P4 • Make the houses of the 3 little pigs using lego, art straws and lollipop sticks. Carry out a fair test to investigate which is the strongest • Explore houses/homes in a different country. Compare and contrast architecture/layout, materials used etc.

THE ARTS LANGUAGE AND LITERACY PHYSICAL EDUCATION Learning Intention Learning Intention Learning Intention • Understand that sound can be used to create an effect • Understand time and sequential relationships in stories. • Communicate ideas through movement • Use a range of materials, tools and processes to realise their ideas and • Know a range of ways of presenting information • Understand how movements can be linked to create a pattern intentions • Understand how moving image contributes to our understanding of a text • Understand and recognise how games have changed over time • Recognise the methods used by artists and designers Sample Activities Sample Activities Sample Activities • Retell the story of 3 pigs, be creative, make alternative endings, change the • Carry out building site workers e.g. builder carrying blocks – travels along • Quiz relating to the kitchen, ‘What makes this sound?’ ‘What is this used for?’ setting/plot/characters bench • Identify and create sounds around the home e.g. in the kitchen – can be • Recreate the story of the 3 pigs and record animations using Digi-blue • Children respond to dance music using pictures which express action, recorded as part of the Digi-blue animation • Design a wanted poster for the wolf movements in speciﬁ c areas of home e.g. living room – hoovering, polishing, • Design and make an ideal home/room • Write a letter of apology from the wolf to the 3 pigs cleaning windows. – In the garden digging, trimming hedges • Pretend you are a designer for the TV programme ‘changing rooms’ or ‘Grand • Hot-seating – interview the wolf to determine why he wanted to blow down the • Children will explore, practice skills such as handling, hitting, kicking through Designs’ houses of the 3 pigs participation in street games e.g. Queenio, mini hoc etc. • Design and create a model home/village with junk materials • Read and discuss ‘The True Story of the Three Little Pigs’

45 STARTING POINTS PERSONAL DEVELOPMENT & MUTUAL THE WORLD AROUND US UNDERSTANDING • Research space age • Visit Planetarium • Identify some of the skills for keeping safe whilst on a • 1st moon landing - ‘Was Neil Armstrong really the 1st • Virtual tour of NASA mission e.g. with NASA man on the moon?’ • Visit Top Marks website • Know how to work together as a team whilst on a • Explore the planets, space • Explore materials used for clothes, helmets, the space • DVD space mission • Recognise the variety of emotions experienced before, ship… • Letter from NASA during and after the mission/training • Keeping healthy, food types whilst on a mission – • ‘Dr Who’ • Understand the importance of keeping healthy during preparation of food, containing it appropriately and after a mission • Mapping the journey • Relate to any ‘big event’ in life • Study of the planets e.g. the plough, the bear…………. • Design and make a tardis to travel back/forward in time to explore and investigate life in the past/future

PHYSICAL EDUCATION LANGUAGE AND LITERACY • Explore movements associated with the space journey - • Keep a diary/log book of events – before the journey, take off, landing whilst on the shuttle, after the mission • Explore movement whilst in space ie. lack of gravity SPACE • Send a message/letter to NASA • Create a moon dance/alien dance • Write letters home describing the experience • Develop further fi ne/gross motor during creative/ P3/P4 • Write weather reports expressive activities. • Give directions for getting to destination • Write and communicate instructions for take off • List the jobs to be done • Make a plan and label the features of the space station/ THE ARTS MATHEMATICS & NUMERACY shuttle • List supplies required for mission • Design and construct a space station using junk and • Design a board game incorporating aspects of the • Write a job description for an astronaut construction materials journey/planets • Tape conversations with mission control • Make a moon buggy • Program Roamer to move around space station • Make a planet fact book • Make a marshmallow and spaghetti satellite • Timetabling prior to and during the day/mission • Design your own alien, create a fact fi le detailing • Explore and experiment with marbling inks and papier • Measuring distance travelled by moon buggy habitat, behaviours, food… mache to create planets/solar system • Measuring involved during construction activities • Create your own Martian/alien language • Design and make telescopes, moon boots, food, fl ags for • Investigate shapes in 2D and 3D constructions • Create your own coded messages when you land, laser guns, fuel tanks… • Explore points on the compass • Look at stories exploring time travel – into the future • Design a space suit • Investigate size and distances between planets – back in time - “Dr Who”, “Back to the future”, “Star • Design and make an alien mask • Time Trek.” • Choose appropriate instruments and compose space • Problem solving activities using space scenarios age music/sound stories… • Sing a variety of songs linked to the topic • Select sounds to represent aliens movements/speech, for example ‘The Clangers’

46 Topic: Cold Lands Year 3 - Weekly Planner Date ______

SKILLS AND CAPABILITIES STARTING POINTS HOME LEARNING • Learn to plan next steps • Holiday brochures • Celebrations in winter • Learn to examine options • Scenes of winter • Go on a winter walk and discuss different aspects like • Will value others ideas • Ski video weather, plant and animal life… • Will listen actively and share opinions • Talk from someone who has visited cold country • Visit the library to research cold countries • Will discuss learning and how to improve • Make ice lollies • ICT-Strand 1 LEARNING INTENTIONS PERSONAL DEVELOPMENT & LITERACY ACROSS THE NUMERACY ACROSS THE WORLD AROUND US THE ARTS PHYSICAL EDUCATION Individual/Group MUTUAL UNDERSTANDING CURRICULUM THE CURRICULUM Learning Intention

Know how to keep safe Understand the importance Sequence everyday events. Understand and recognise Understand how to use the visual Understand how movement can be Understand how to value their own Recognise and value their own and of sequence in recounts and Know the days of the week, months similarities and differences in elements of colour, texture and used to communicate ideas. and others’ efforts others’ cultures instructions. of the year and seasons-explore environments/cultures space to communicate ideas. Understand the need for control Understand how to present ideas calendar Understand the ways in which and balance and information logically and sounds can be made, used and coherently represented visually Teaching Approaches WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

TEACHING APPROACHES • Contribute to planning book • Research cold countries • Research a cold land in more • Staying healthy and safe in • Research winter sports (winter • Home and road safety detail – environment, culture, winter – looking after the aged, Olympics) • Teacher’s ideas • Demonstrate initiative in • Make fl ags habitat, currency people at risk in winter. • Have a quiz based on the winter • Children’s ideas designing and carrying out • Make ski slope theme plans • Cost travel to cold land – plan • Make slide-show of cold land • Winter clothes, compare route-make advertising poster scenes – ICT summer clothes to winter • Make skis • Demonstrate learning from We Want to:(from planning board) • Decide how we can discover clothes – examine materials topic • Clarify what we know more about another country • Look at real passports and • Make winter scene pictures- used, textures • Make ice-cream, ice-cubes, • Learn about …….. check data. Make/design own collage. Experiment with ice lollies of different shapes, • Generate ideas • Plan and begin to create cold passport textures – mix glue and glitter, • Explore camoufl age – polar fl avours… • Find out information land environment indoors / paint, glue and sawdust, bears • Make decisions outdoors – Alps, ski resort, • Read calendar and plan holiday washing powder… • Make brochure of winter sports • Present ideas/opinions Antarctic expedition… children dates • Set up a role play area – in local area • Evaluate our learning choose • Plan and cook hot meal/drinks expedition to the Antarctic • Role play travel agents – create for keeping warm in winter – clothes, resources, food • Play indoor games – bowls, brochures, maps, booking required make snakes and ladders forms • Make invitations to others to based on winter theme sample cooking • Movement in the snow or ice – • Music, select instruments to through PE allow the children • Keeping warm – body represent sounds related to • Make bird food/bird feeders for to move in a variety of ways – movements the topic – slippery, sliding, winter slipping on the ice, sliding etc. skidding sounds, cold icy, icicles sounds • Look at and create crystal snowfl akes

RESOURCES Library topic pack Web-Google world Snow paintings by famous artists Resources for expedition tent. Ski gear and equipment Begin to collate resources for role Passports Glue, glitter, sawdust. Variety of winter and summer Ice cream maker play area Travel brochures Variety of foods. clothes Ice cube trays Variety of junk materials Maps, globe Seeds Ice lolly moulds Percussion instruments Junk materials

Plan - Clarify tasks - Generate ideas - Design ways of approaching a task/problem

50 Review To review both the Adjust teaching to take processes and outcomes Bring the children together account of the outcomes of of childrens work and (could be at the end of the assessment play session, a series of learning, the teacher sessions or the end of the needs to: week when appropriate)

Consider what are my next steps? Revisit the learning intentions

Organise areas to display Discuss what has happened learning during the session

Ask questions to encourage reflection eg: what have you Evaluate the session learnt? What might you do What worked well, what differently? What have didnt? Why? you found out?

51 Review Contribute to the topic Discuss what I have learnt display To review learning, during play and the process involved children need to:

Demonstrate what I have Listen to others ideas learnt

Make suggestions as to Challenge thinking how to do things better or differently

Ask purposeful questions Talk about how problems were solved during play

Think about how I might use this again

52 Reviewing - thinking about what happens when we are learning

How would you change the activity for another group/ What I/we enjoyed most class? What I/we found difficult was was

?What? I/we want? to find out ???????? more about is What really made you think?

Right now I/we feel Some useful prompt What helped you when questions when something got tricky a What do you need more reviewing/evaluating friend, a teacher, a book? ?help with? when learning?????learning????? The most important thing What I/we found interesting I/we learned was was

What still puzzles me/us I/we might have learned is. better if What have you learnt that is new about (quote learning ?????intention)???????

53 How can children demonstrate their learning?

• Drawings • Poems, reports, recounts, descriptions… • Diagrams, charts • Mapping • Composing lists • Photographs • Making booklets • Explaining to others… think, pair, share • Developing web-based communications • IT… digital photos, video, audio recording… • Drama, role-plays • Demonstrations, presentations • Assemblies

How is the learning EFFECTIVE LEARNING assessed during play? AND TEACHING Should be assessed by

teacher, Visual Presentation peers,

Photographs self

through Demonstration

ongoing Written Presentation observation, Multimedia discussion

Orally and reﬂ ection of the process and product during the Dramatisation Plan, Do, Review Stages

57 Assessment is an integral part of the learning process. Through ongoing integrated assessment, teachers build up a comprehensive picture of the progress as well as the learning needs of each child in order to plan future work and ultimately improve learning. Improvement in learning is enhanced by taking account of any information that is available about a child’s progression in learning to date.

Through individual, group or whole class discussions

Through ongoing, By asking pupils to unobtrusive communicate their observations thinking in a variety How do I of ways assess/ evaluate play? By observing Through responses behaviour to prompt/key eg. perseverance, questions concentration

By setting tasks which require children to use certain skills or apply ideas

58 Assessing and Evaluating the Learning

What am I assessing/evaluating during play? “Engaging in peer and self assessment is much more than just checking for errors or weakness. It involves making explicit what Identified Thinking Skills and Personal is normally implicit and thus requires the pupil to be more active in Capabilities from their learning… The pupils become more aware of when they are planner learning and when they are not.” Agreed and shared Black et al., 2002 learning intentions and success Enjoyment criteria

Appropriateness of task and resources My learning What am I environment assessing/ evaluating The process used during in the completion Language of the task play?

My teaching Language strategies dispositions

Active involvement of children

59 Self-assessment and self-evaluation provide early opportunities for development.

Pupils reﬂ ect on WHAT they have learnt.

Pupils reﬂ ect on HOW they have learnt.

Pupils use success criteria to assess their own learning.

Pupils use self-evaluative questions to prompt reﬂ ection during short plenary sessions.

60 Some Self-Assessment Approaches

Trafﬁ c Lights/Thumbs Up

Red light/thumbs down = I need some help/clariﬁ cation Two stars and a wish Amber light/thumbs horizontal = I’ve grasped most of it but need some Children identify/discuss help two things they did well and identify one thing they could Green light/thumbs up = I’ve got it, I improve on/do differently understand

Learning Diaries/Logs Scale 1 – 5 Children and teachers keep records On a scale of 1-5 how much do you understand? of their progress in learning. These can be written, or recorded with photographs or drawings etc. 12345

Observation

It is not possible to record everything a child does or says. activity or activity area. If an activity takes a new direction and the learning intention can still be achieved, then go with the fl ow. The planning dictates what is to be observed. Observation should be primarily based on: “Observation is the foundation of education in the Early Years. It • The learning intentions is through recording and refl ecting on children’s activities and • The agreed success criteria interests that we can gather the information necessary for the • Thinking Skills and Personal Capabilities construction of an appropriate curriculum from them. Observation is also the way in which we can gather the material from which to Observations should take account of the cognitive, social and make informed, professional judgements about children’s progress emotional development of the child. and about how to help them best. Observation, assessment and the development of an appropriate curriculum all fi t together” Observations can be planned or spontaneous. Planned Hurst, 1997 observations give more detailed information about a child’s learning through play. These are ongoing and provide valuable information that may contribute to the pupil’s profi le. A systematic approach to recording observation needs to be in place. Pro-formas need to be devised and agreed and should not merely be a checklist of completed tasks. Planned observations should include ALL children over a period of time and should be as unobtrusive as possible.

Spontaneous observations are generally short, concise, factual records. They often document unexpected changes and achievements and can be in the form of post-it notes or a note book.

It is crucial that teachers observe how the different play activities are being utilised. If children lose interest, change the

64 Why Observe?

• Monitor enjoyment

• Identify the learning taking place

• Provide evidence on language development

• Measure understanding

• Monitor attitudes to learning

• Assess dispositions to learn

• Gauge appropriateness of task and resources

• Identify any difﬁ culties children may be experiencing

• Assess Thinking Skills and Personal Capabilities

• Inform future planning

• Gain a more accurate picture of the child as a whole

65 What to Observe Observations should be based on agreed learning intentions and success criteria. However, teachers should consider some of the following: What children say... What children do – do they... • When interacting with peers • Work in groups? • When interacting with adults • Engage in a range of learning experiences? • When engaged in tasks • Demonstrate the identifi ed skills and capabilities? • When involved in dialogue and discussion • Use a variety of resources? • When asking and answering questions • Tackle new problems/challenges? • When planning their learning • Cope with confl ict appropriately? • When demonstrating their learning • Complete the task? • When reviewing their learning • Understand the learning taking place? • When refl ecting on their learning • Demonstrate enjoyment? • When explaining what they have done and giving reasons • Make predictions? Observe the appropriateness of the language • Respect and value others’ opinion/suggestions? • Display good social skills How children do it? • Demonstrate effective use of fi ne and gross motor skills? • With enjoyment? Observe if they are actively engaged in the learning • With perseverance? • With concentration? • In a systematic fashion? • In a logical manner? • With confi dence? • With others or alone? • With positive attitude? Observe their willingness

Effective Questioning

As teachers we ask a multitude of questions. Many of these are closed, literal questions and merely test memory recall e.g. ‘What is 3 x 7’ or ‘Who is the main character in the book?’ While these are necessary, this type of question usually has a predetermined answer and does not extend and deepen learning. On the other hand, open-ended questions may have several possible responses. Therefore, it is essential that teachers strike a balance between the two if questioning is to be effectively used within the classroom.

Effective questioning is key to developing a community of inquiry.

Did you realise that… A question is asked every 72 seconds. Most teachers only wait about 2 seconds for an answer. Increasing the average wait time of less than a second, to 3 seconds, produces measurable increases in learning. 38% of questions are answered by the teachers themselves. Black et al., 2002

68 What is Effective Questioning?

Questioning is an integral part of Assessment for Learning. It involves creating a questioning climate in the classroom where learners are encouraged to come up with their own ideas, think out loud, explain their reasons and explore their understanding. Ensure questions have a purpose.

Question Purpose Actual Questions

Ensure relevance How does this help us with the problem?

Seek examples Can you give me a particular occasion? What exactly is it that puzzles you? Encourage participation What do others think about this? Can you think of an occasion or example when that Explore alternatives wouldn’t be the case? Elicit emotions How do you feel about that decision? What did you ﬁ nd out about? Check knowledge What’s the name of…? What do you think about what has been said so far? Encourage reﬂ ection What do others think? Why do you think that? Look for reasons What reasons do you have?

69 Effective Questioning in Context

Ensure relevance Encourage participation How did you arrive at that decision? What In your friendship groups decide on a method/strategy did you use? name for your ship? What strategies will Which tool would be best suited for this you need to reach an agreement? job? Think, pair, share. Why do you think You wake up on a deserted island and your Captain Hook behaved in the way pirate ship has drifted out to sea. You need he did? to be rescued. What could you do? How did you and your group solve the Captain Hook is sick in the sick bay and problem? you have to take over as Captain. What will your duties be while at sea? Explore alternatives How would you change the story to make it Seek examples more interesting? The pirates like to celebrate and keep You come across a ship of friendly pirates. themselves happy by dancing and singing How do you think they spend their time? sea shanties. How do you celebrate? Whilst on your voyage the sail of the boat What do you do to keep yourself catches ﬁ re and leaves a big hole in entertained in your spare time? it – how will you sail the ship now? We have been investigating ﬂ oating You’ve made and tested your pirate and sinking – how could you use this boat. How could you make it go information if you were at the beach? faster across the watertray? You have written a list of things we need Can you think of another way of for our pirate voyage. When else would we solving that problem? need to write a list?

70 Elicit emotions Encourage reﬂ ection How would you feel if you were captured How do you think Peter Pan felt when by pirates? Captain Hook captured Wendy? Have you Given what you already know about ever felt this way? Peter Pan – what do you think of him? Why do you think Captain Hook How do you feel about the behaviour of didn’t like Peter Pan? the pirates? If you were designing a uniform for your Do you like the way you went about that crew what might you have to think about? task? Would you do it differently next Do you think that was the best way to go time? about that task? If you were captured by a pirate ship If your ship was sinking what ﬁ ve things and they were planning to raid a ship, would you save and why? what would you do to try and change their mind? Look for reasons Check knowledge Why do you think the pirates stole from What have you learnt about pirates that people? you didn’t know before? Why do you think the pirate ship How were Captain Hook and Peter Pan was made out of wood? similar and how were they different? Do you think it was right for pirates Who were the great explorers and which to behave in the way they did? one do you admire the most? Why have Why do you think that? you chosen this one above the rest? What makes Peter Pan a good children’s How many different ways did the pirates story? hide their treasure? Can you list them?

71 Effective Questioning Strategies

Extend the wait time/ answering time to allow Make a suggestion you children time to think Non-verbal invitation could try e.g. eye contact or a nod

Write your answer, teacher ?reads? out a selected? few ?????Echo,? So you? say that ? (answers in a hat)

Provide several answers Invite pupils to elaborate, which can be discussed Say a little more about

Clarify ideas, I can tell that Make personal contribution ?is the case? because ???????from ?your own experience,? I remember Collect answers without ? reacting. Children then pair up or work in groups to Invite childrens questions evaluate the responses

No hands up Think, pair, share Rehearse answers try out ?????your answer? on your? partner ????

S.Clarke, 2003

72 ???To? Introduce? Effective?? Questioning???? Ask better questions ????Ask? questions?? better???? Deal with answers productively ????Encourage?? pupil? questions????

73 References

Children’s Play Council, The New Charter for Children’s Sylva, K. and Lunt, I., ‘Child development: A First Course’, Play, London: NCB/Children’s Society, 1998 Blackwell, 1992

Clarke, S., Enriching Feedback in the Classroom, Hodder Whitebread, D., Teaching and Learning in the Early Years, Murray, 2003 2nd Ed, Routledge, 1996

Hurst, V., Planning for Early Learning: Educating Young Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D., Children. 2nd ed., Chapman Publishing Ltd., London, 1997 Working inside the Black Box, Department of Education and Professional Studies, King’s College, London, 2002 Northern Ireland Curriculum, Key Stages 1 and 2 Programmes of Study and Attainment Targets. Characteristics of the Curriculum at Key Stage 1, 1996

Northern Ireland Curriculum, www.nicurriculum.org.uk/ docs/assessment_for_learning