Post on 19-Jul-2020
Primary NQT CPD
Network Meeting 5
Literacy numeracy amp ICT across the curriculum
Aims
bull To explore relevant aspects of the Teachersrsquo
Standards
bull To support you in evaluating your progress
towards meeting the Teachersrsquo Standards in
your Induction Year
bull To provide opportunities for you to collaborate
with other professionals
Agenda
130pm Introduction
135pm Numeracy across the curriculum
Tim Foster (LA Adviser)
205pm Literacy across the curriculum
Jane Pritchard-Meaker (LA Adviser)
235pm School input
Rachel Millard (GlosEd Leader Dunalley)
255pm Break
310pm ICT across the curriculum
Sarah Taylor (Independent Consultant)
Induction Timeline - Term 5
bull Formal observation - follow-up discussion
providing written feedback against the Teachers
Standards
bull Observes other lessons within and outside of the
departmentage range
bull Meet to review progress and objectives and
update the Tracker
Induction Timeline - Term 6 bull NQT attends local CPD events
bull Formal observation - follow-up discussion providing
written feedback against the Teachers Standards
bull Seek other CPD opportunities
bull Meet for progress review - review objectives and
update Tracker
bull Assessment meeting with NQT amp induction tutor
andor headteacher to review the year and confirm
Teachers Standards met satisfactorily
bull Final assessment completed with headteachers
recommendation due reference made to Teachers
Standards NQT assessment forms returned by 25th
June 2019
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Aims
bull To explore relevant aspects of the Teachersrsquo
Standards
bull To support you in evaluating your progress
towards meeting the Teachersrsquo Standards in
your Induction Year
bull To provide opportunities for you to collaborate
with other professionals
Agenda
130pm Introduction
135pm Numeracy across the curriculum
Tim Foster (LA Adviser)
205pm Literacy across the curriculum
Jane Pritchard-Meaker (LA Adviser)
235pm School input
Rachel Millard (GlosEd Leader Dunalley)
255pm Break
310pm ICT across the curriculum
Sarah Taylor (Independent Consultant)
Induction Timeline - Term 5
bull Formal observation - follow-up discussion
providing written feedback against the Teachers
Standards
bull Observes other lessons within and outside of the
departmentage range
bull Meet to review progress and objectives and
update the Tracker
Induction Timeline - Term 6 bull NQT attends local CPD events
bull Formal observation - follow-up discussion providing
written feedback against the Teachers Standards
bull Seek other CPD opportunities
bull Meet for progress review - review objectives and
update Tracker
bull Assessment meeting with NQT amp induction tutor
andor headteacher to review the year and confirm
Teachers Standards met satisfactorily
bull Final assessment completed with headteachers
recommendation due reference made to Teachers
Standards NQT assessment forms returned by 25th
June 2019
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Agenda
130pm Introduction
135pm Numeracy across the curriculum
Tim Foster (LA Adviser)
205pm Literacy across the curriculum
Jane Pritchard-Meaker (LA Adviser)
235pm School input
Rachel Millard (GlosEd Leader Dunalley)
255pm Break
310pm ICT across the curriculum
Sarah Taylor (Independent Consultant)
Induction Timeline - Term 5
bull Formal observation - follow-up discussion
providing written feedback against the Teachers
Standards
bull Observes other lessons within and outside of the
departmentage range
bull Meet to review progress and objectives and
update the Tracker
Induction Timeline - Term 6 bull NQT attends local CPD events
bull Formal observation - follow-up discussion providing
written feedback against the Teachers Standards
bull Seek other CPD opportunities
bull Meet for progress review - review objectives and
update Tracker
bull Assessment meeting with NQT amp induction tutor
andor headteacher to review the year and confirm
Teachers Standards met satisfactorily
bull Final assessment completed with headteachers
recommendation due reference made to Teachers
Standards NQT assessment forms returned by 25th
June 2019
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Induction Timeline - Term 5
bull Formal observation - follow-up discussion
providing written feedback against the Teachers
Standards
bull Observes other lessons within and outside of the
departmentage range
bull Meet to review progress and objectives and
update the Tracker
Induction Timeline - Term 6 bull NQT attends local CPD events
bull Formal observation - follow-up discussion providing
written feedback against the Teachers Standards
bull Seek other CPD opportunities
bull Meet for progress review - review objectives and
update Tracker
bull Assessment meeting with NQT amp induction tutor
andor headteacher to review the year and confirm
Teachers Standards met satisfactorily
bull Final assessment completed with headteachers
recommendation due reference made to Teachers
Standards NQT assessment forms returned by 25th
June 2019
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Induction Timeline - Term 6 bull NQT attends local CPD events
bull Formal observation - follow-up discussion providing
written feedback against the Teachers Standards
bull Seek other CPD opportunities
bull Meet for progress review - review objectives and
update Tracker
bull Assessment meeting with NQT amp induction tutor
andor headteacher to review the year and confirm
Teachers Standards met satisfactorily
bull Final assessment completed with headteachers
recommendation due reference made to Teachers
Standards NQT assessment forms returned by 25th
June 2019
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Core Meetings
Highnam Event 1 - 10th October Event 4 - 6th March
Event 2 - 5th December Event 5 - 24th April
Event 3 - 30th January
Event 6 - 3rd July
Meadowside
Event 1 - 11th October Event 4 - 7th March
Event 2 - 6th December Event 5 - 25th April
Event 3 - 31st January Event 6 - 4th July
Meeting 6 Focus Health and well-being
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Teachersrsquo Standards
13 Demonstrate good subject and curriculum knowledge
b) demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy articulacy and the correct use of standard English whatever the teacherrsquos specialist subject
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Literacy Numeracy and ICT
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
National Curriculum 1 Introduction 11 This document sets out the framework for the national curriculum and includes contextual information about both the overall school curriculum and the statutory national curriculum including the statutory basis of the latter aims for the statutory national curriculum statements on inclusion and on the development of pupilsrsquo competence in numeracy and mathematics language and literacy across the school curriculum and programmes of study for all the national curriculum subjects other than for KS4 English mathematics and science which will follow
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Main themes
Inclusion
Numeracy and Mathematics
Language and Literacy
Higher expectations
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
National Curriculum (2014) English aims read easily fluently and with good understanding develop the habit of reading widely and often for both pleasure
and information acquire a wide vocabulary an understanding of grammar and
knowledge of linguistic conventions for reading writing and spoken language
appreciate our rich and varied literary heritage write clearly accurately and coherently adapting their language
and style in and for a range of contexts purposes and audiences use discussion in order to learn they should be able to elaborate
and explain clearly their understanding and ideas and are competent in the arts of speaking and listening making formal
presentations demonstrating to others and participating in debate
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Mathematics aims become fluent in the fundamentals of mathematics including
through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry conjecturing relationships and generalisations and developing an argument justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication including breaking down problems into a series of simpler steps and persevering in seeking solutions
National Curriculum (2014)
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
51 lsquoTeachers should use every relevant subject to develop pupilsrsquo mathematical fluency Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculumrsquo 52 lsquoTeachers should develop pupilsrsquo numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics Pupils should be taught to apply arithmetic fluently to problems understand and use measures make estimates and sense check their work Pupils should apply their geometric and algebraic understanding and relate their understanding of probability to the notions of risk and uncertainty They should also understand the cycle of collecting presenting and analysing data They should be taught to apply their mathematics to both routine and non-routine problems including breaking down more complex problems into a series of simpler stepsrsquo
National Curriculum Numeracy and mathematics
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The National Curriculum Language and literacy
61 lsquoEnglish is both a subject in its own right and the medium for teaching for pupils understanding the language provides access to the whole curriculum Fluency in the English language is an essential foundation for success in all subjectsrsquo
62 Spoken language
lsquoPupils should be taught to speak clearly and convey ideas confidently using Standard English They should learn to justify ideas with reasons ask questions to check understanding develop vocabulary and build knowledge negotiate evaluate and build on the ideas of others and select the appropriate register for effective communicationrsquo
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The National Curriculum Language and literacy 63 Reading and writing
lsquoTeachers should develop pupilsrsquo reading and writing in all subjects to support their acquisition of knowledge Pupils should be taught to read fluently understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasurersquo lsquoPupils should develop the stamina and skills to write at length with accurate spelling and punctuation They should be taught the correct use of grammar They should build on what they have been taught to expand the range of their writing and the variety of the grammar they usersquo
64 Vocabulary
lsquoPupilsrsquo acquisition and command of vocabulary are key to their learning and progress across the whole curriculum Teachers should therefore develop vocabulary actively building systematically on pupilsrsquo current knowledgersquo
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Literacy Numeracy and ICT are the basic skills of English mathematics and computing which are vital for the life opportunities of children and young people
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
English and mathematics enhance learning and teaching of the foundation subject
Literacy and numeracy skills should not devalue
knowledge skills and understanding of the foundation subject
Organisation in planning is essential
Effective Use of Literacy and Numeracy
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Sharing effectiveinnovative practice
Music History
Art
Science PE
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Mathematics is EVERYWHERE
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The only number whose amount of letters is also its value
What do you notice
ONE + TWELVE = TWO + ELEVEN The only number in the English language that
is spelt in alphabetical order
Numeracy and English
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Effective Cross-curricular Numeracy
Exploring and using the Mayan number system
Analysing pie charts and line graphs about casualties during WW1
Place value millions and billons (distance between planets)
Using different types of average to explore results of a friction experiment in science
Writing a non-chronological report about key events in space travel (including a labelled time line)
Using holiday brochures internet to plan and cost a trip around historic landmarks in Mexico
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Venn Diagrams
RE (comparing religions)
History (comparing eras)
English (comparing texts)
Geography (comparing locations)
Spellings
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Primary Magazine
Cross-curricular link
Age phase
Theme
Issue 64
SCIENCE
WORKING
SCIENTIFICALLY
Y3 Rocks Issue 65 Y1 Everyday materials
Issue 67 Y5 Living things and their habitats
Issue 68 Y1 Seasonal changes Issue 69 Y6 Light Issue 70 Y2 Animals (including humans) Issue 71 Y4 Sound Issue 72 Y2 Plants Issue 73 Y5 Earth and Space Issue 74 Y3 Forces and Magnets Issue 75 Y4Y6 Electricity
Issue 76 Y2 Living things and their habitats
Issue 77 Y6 Evolution and Inheritance
Wherersquos the Maths in That Mathematics across the curriculum
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
9 mins 3 secs 4 mins 20 secs
39045 m or 128100 ft (242 miles)
36529 m or 119846 ft (227 miles)
13428 kmh (373 ms) or 8339mph
34029 ms 13000 m
8848 m
2516 m _ _ _ _ m
httpwwwbbccouknewsscience-environment-19943590
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
World Book Day
Early Childhood Maths EChildhoodMaths
Mathematical story picture books and how they can be used effectively by teachers is a major interest of Dr Natthapoj Vincent Trakulphadetkrai (Vince) researcher and lecturer at the University of Reading He believes that storybooks have the power to foster childrenrsquos conceptual understanding of maths and to develop engagement We interviewed Vince about his initiative MathsThroughStoriesorg which encourages learning maths through story picture books
Using maths storybooks to engage children (NCETM)
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
MathsThroughStoriesorg is an international research-based initiative which sets out to explore various aspects of integrating stories and literacy in mathematics instruction
Our mission is to make mathematics teaching more accessible and more enjoyable for learners everywhere through the power of story telling and childrens imagination
We aim to achieve this by sharing with teachers (and parents) our research findings on the benefits of teaching and learning mathematics through stories and creative writing as well as to offer practical ideas on how to embrace this approach
MathsThroughStoriesorg
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Maths through Stories picture books and logic games
Stories which develop Numeracy Number sense counting bonds within 10 (and 20)
Understanding multiplication and division introduction to remainders
Number sense
Time
Capacity shape pattern time counting and number
Length mass capacity
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Hey diddle diddle the Medianrsquos the middle
You add and divide for the Mean
The Mode is the one that appears the most
And the Range is the difference between
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Y1 LESSON lsquoDIFFERENCErsquo AS A FORM OF SUBTRACTION
Mastery Moments video shorts (NCETM December 2016) A teaching approach that supports pupils in mastering maths will have numerous characteristics These short videos try to capture the essence of some of those facets Each one will only take you a moment to watch and a moment to share
Mastery Moments Answers in complete sentences (NCETM Dec16) Itrsquos important for pupils in maths lessons to give answers to questions using full sentences hellip not just one-word answers
NCETM Mastery in Action (lesson videos)
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Mathematics reasoning lsquoStem Sentencesrsquo mat to support pupilsrsquo thinking TheSparklyDuck
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has developed a section on its website focusing on how reception (and younger) age children develop their early mathematical thinking
Early mathematical learning is broken down into six main areas Cardinality and counting Comparison Composition Pattern Shapespace and Measures
Early Years Mathematics Support (NCETM)
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
wwwnationalnumeracyorguk
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
From one to a billion 10 awesome but totally random facts about numbers httpswwwtheguardiancomchildrens-books-site2014sep21top-10-numbers-for-random-facts-adam-frost
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
FACT 0 1 2 3 4 5 10
The number of species of bats that are blind (out of 1200 species)
On average the number of days you can survive without water the number of weeks you can survive without eating and the number of minutes you can survive without taking a breath
The length in metres of a great white shark Also the average number of people who die from shark attacks every year (compared to the 100m sharks a year killed by humans)
The average number of poos a sloth does in one week
The number of hours sleep human children need per night
The number of websites there were in 1991 (today there are about 850m)
The percentage of the worldrsquos population that is left-handed
In Vietnam itrsquos apparently bad luck to have X people in a photo as the one in the middle might die
The number of people who have been to the bottom of the ocean the Mariana Trench (compared to the 534 people who have been to space)
The number of people on average who live in each square km in Canada (In the UK itrsquos 265 in Hong Kong itrsquos 7000)
Henry VIrsquos age when he became King of England
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The book by Rob Eastaway and Mike Askew contains ideas for doing mathematics out and about with the family lsquoThere are things to do at home in the car and even in a queue You dont need any kit or expensive materials - just a bit of imaginationrsquo
If A = 1p B = 2p C = 3p then how much is your name worth
How many different ways can you cut a piece of toast in to quarters
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
EnglishLiteracy Across the Curriculum
Spoken language
Reading
Writing
Fluency ndash creating engaged and active readers
A range of quality texts with a range of purposes
and audiences ndash formal is important
Building vocabulary ndash access to subjects
Fluency
Range of purposes audiences and contexts
across the curriculum ndash formal
Writing appropriate to the subject eg science
Technical language all subjects
Drawing on reading to inform writing
Standard English
Speaking in full sentences
Building vocabulary
Formal and informal opportunities
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
EEF Documents EYFS Preparing for
Literacy KS1 and KS2 Improving Literacy
Sign up for email alerts to keep up to date
Explore the links the EYFS and primary documents for research evidence and
resources wwweducationendowmentfoundationorguk
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Building and Developing Pupilsrsquo Knowledge
Sequence knowledge which has been carefully chosen
Build pupils knowledge so they can apply skills ndash they will
know how tohellip
Includes knowledge of
bull Vocabulary
bull Events People and places
bull Concepts
bull Procedures and processes
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Developing vocabulary Develop activities that extend pupilsrsquo spoken and receptive vocabulary (approaches that explicitly aim to develop vocabulary work best when they are related to current topics in the curriculum and there are opportunities to practise using new vocabulary)
2 Review existing
evidence
1 We cannot teach children all the words they need 2 We need to teach them to notice words and things about words for themselves 3 We need to encourage them to ask about words 4 We need to show them how to work out what words mean from the context they are used in
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Exploring vocabulary hellip
bull Children learn on average 7-8 new words a day
bull A child who enters school in the lowest 20 of vocabulary knowledge will need to learn 20 new words every day for the next 3 years to catch up (Biemillar 2011)
bull Hart and Risley (2005) suggest that children need to hear and use new vocabulary at least 6 times in a context that is meaningful to them in order to be able to say it
ldquoWord meanings are dynamic rather than static formations They change as the child develops they change also with the various ways in which thought functionsrdquo (Vygotsky 197830 )
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
3
low frequency
specific
subjects lava
sonata herbivore
amphibian
The Three Tiers of Vocabulary
1
Basic every day words encountered in everyday
conversations dog go happy play
2
High frequencymultiple
meaningmulti-topicsubject words
used to access more complex
topics and discussions description
hypothesis resolve reluctant itemise
formula
Tier 1 words
Tier 2 words
Tier 3 words
Beck and McKeown (1985) 3 tier model
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
SOME POINTS TO REMEMBER
bull Adults use the word many times
bull Prompt children to use the word
bull Link vocabulary to activity
bull Reviewing words helps words lsquostickrsquo
bull Revisit at the end of the lesson day week
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The national curriculum for English aims to ensure that all pupils
Write clearly accurately and coherently adapting their language and style in and for a range of contexts purposes and audiences (Aims Page 3)
Effective composition involves forming articulating and communicating ideas and then organising them coherently for a readerrsquo ( English page 5)
Range of Contexts Purposes Audiences
Revise for meaning (coherence) and suitability for audience cohesion - includes
grammar punctuation correct tense etc developing and sustaining the purpose
All are linked to composition
Edit accuracy of
spelling punctuation
grammar
Explicitly
model the
whole writing
process
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Purpose Audience and Context range of
extended writing across the curriculum
All subjects facilitate a range of purposes and audiences to support pupils to engage with writing relevant to the subject and to apply their skills
What activitiestopics provide realauthentic writing in subjects
What purposes audiences and forms provide opportunities for pupils to
bull understand and demonstrate writing that is relevant to the subject For example explanations in geography and science
bull use appropriate technical language bull produce extended responses
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
CLPE Website Foundation KS1 and KS2
Reading Collections
bull Learning to read
bull Literature
bull Information
EYFS Key Stage 1 Key Stage 2
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
CLPE Free Resources including
lsquoEnvironment Book Listrsquo Klaus Flugge
Short List
httpswwwauthors4oceansorg
authors4oceans
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Weekly Magazine for 8-14 Year Olds
httptheweekjuniorcouksee-inside
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
First News Online and Hard Copy
Subscription wwwfirstnewscouk
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Key Stage 2 Picture Books
History WW1 and WW2
Roberto Innocenti and
Ian McEwan Hilary Robinson and
Martin Impery
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Shackletonrsquos Journey by William Grill
Key Stage 2ages 7-11
Teaching ideas
CLPE and schools
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Refugees
Key Stage 1 Key Stage 1Key Stage 2
Key Stage 2
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Website Unicef United Kingdom
a range of resources wwwuniceforguk
Free Resources including lsquoForced to Fleersquo ndash suitable
for KS2 Includes
bull Lesson plans
bull Information figures and statisitics
bull Links to other websites
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Oxfam Education
wwwoxfamorguk
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
The Global Goals wwwglobalgoalsorg
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Literacy Trust Fake News
wwwliteracytrustorguk
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
A range of freesubscription resources all ages
httpwwwwastebustercouk
Recycling
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Marine Conservation Society Pollution
httpswwwmcsukorg
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
lsquoauthors4oceansrsquo- Conservation
httpswwwauthors4oceansorg
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Kids Against Plastic
wwwkidsagainstplasticcouk
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Recycling Activities and Resources
for ages 5-11 and secondary
Link to recycle-morecouk website
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Recommendations
1 Everyone speaks in full sentences using Standard English ndash all
ages and stages Build vocabulary over time
Make explicit the differences between spoken and written language
2 Real purposes relevant to subject disciplines and creative
responses
bull Describe and explain analyse review evaluate
bull Speech drama role play discussions debate a serious issue
bull Letter of thanks to a visitor write to local MP eg about traffic
congestion
bull Recount recording what has been learned and experienced
following a visit ndash to be read and responded to by parents
bull SampL Re and Wr response to local issues ndash eg traffic problems
around the school ndash letter to parents report to governors and
bull A range of lsquoformalityrsquo in writing and writing relevant to subjects
3 Quality texts that provide models tackle issueshave
themeslearning opportunities build knowledge and vocabulary
4 High expectations for cohesion and coherence in writing which
includes technical accuracy in punctuation grammar and spelling
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Literacy Numeracy and Computing across
the Curriculum
Rachel Millard
GlosEd Leader
rachelmillarddunalleygloucsschuk
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Computing Across the Curriculum
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Classroom Management
TechyTiles
Website of categorized
links for pupils to use to
access sites you want
them to from one
website
We have it on our
desktops and the pupils
are really familiar with
using it to find the
resources we are using
If you find websites that
you would like to add ndash
email me and I can add
them to the webpages
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
QR Codes ndash what are they
Quick Response codes
Can be scanned by mobile devices (you will need a QR
Code reader on your phone tablet) to give instant access
to webpages or text embedded into the QR code itself
Free to create
Link physical (eg worksheet) to the digital (online content)
Enable easy access to specific online resources for pupils
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
QR Codes ndash useful things to know
Unless you use the QR Code Treasure Hunt (see link on website ndash techytiles ndash teachers ndash QR Codes) you will generally need wifi to access the online resources that the QR code links to
If however you just want to reveal text or digits then select lsquoplain textrsquo and lsquostaticrsquo options when creating your code (this will embed the text or numbers in to the QR code itself - you will have a limited number of characters)
With some QR code generators you have the option to create codes in different colours - useful for colour coding (or looking pretty)
If you go to techytilesweeblycom ndash teachers (bottom of the screen) ndash click on QR Codes all the websites I am about to share are linked on the page It is also possible to download the worksheets so if they are useful you can adapt them for your class
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
QR Codes ndash creating a QR code
httpswwwqrstuffcomindexhtml
1 Find the website you
want to share and
copy the web
address
2 Paste the web
address into the
Website URL box in
your QR Code
generator click on
enter and the QR
Code will be
downloaded (may ask
you if you want to
purchase something
but just click on no)
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
QR Codes ndash how might you use them
QR Codes
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Which famous painting do
you think this is part of
Who was the artist who
painted it
What do you notice about
the painting
Go to Google Art Project
Google Art Project
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Cbeebies
Create a QR Code display for your
book area with childrenrsquos audio stories
httpswwwbb
ccoukcbeebi
escurationsra
dio-cbeebies-
radio-story-
time
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Cbeebies
Non fiction too
Note that once yoursquove clicked on a radio
program it lists other programs which are part of
the same collection to the right
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Cbeebies
View related collections Easily find several radio programs on a similar theme or
topic
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
Hover over the
map icon
Click here to
open split view
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
You can move
the peg man
and street view
above will
update
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Google Maps
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Google Maps
Right mouse
click select
measure
distance
Click along your
route
Reach your
destination
Close the box to
get information
about distance
and area
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Online lesson videos
Music
KS1 experiment with create select
and combine sounds
Music
KS1 experiment with create select
and combine sounds