This week, fidget toys have received a lot of attention in the media. Apparently, they’re being banned by exasperated teachers but according to the research out there, they do work. As teachers, should we bother to use them in class and if we do, how can we do it so it doesn’t annoy the living daylights out of the class? A clearly communicated, well-enforced approach should do the trick.
Before I go and further, I have two confessions to make. Firstly, I’ve got ADHD. It’s linked to Tourette’s Syndrome (thankfully, not the swearing variety, coprolalia) but it has all the bells and whistles associated with ADHD. Secondly, I banned fidget toys from my own classes early in my career despite knowing how important controlled fidgeting is for my own concentration.
Are fidget toys worth it?
Did I make a mistake? Probably. Evidence shows that fidget toys enhance cognitive performance and…
One of the key objectives in Year 2 maths is to understand place value and recognising different representations of 2 digit numbers. I thought that snap would be a great way of recognising these different depictions so I have made a pack of 56 cards which represent 14 2-digit numbers in 4 different ways like below:
It’s that day. The Sunday before the SATs. SATs Sunday.
It’s an odd feeling for a Year 6 teacher. We know that we do not need these 4 days of watching our much loved children be put under strict time pressure to perform to prove both their own knowledge (and let’s be honest- our own professional abilities). As dedicated educators, we know that we have challenged their thinking, taught them as many skills as we can, made them more aware of what they can do every single day than the tests will ever show, and yet, here we are, faced with the cold harsh reality that, like it not, tomorrow we begin another round of the SATs.
I find myself sitting on the fence when it comes to the subject of tests.
In my previous life as a solicitor, sitting on the fence was what you had to do. You’d…
Following the success of the daily maths interim assessment sheets and maths moderation tests and also after working with the awesome John Murray (check out his website here and his Twitter feed – @ReadingExplorer), I have started to put together some reading comprehensions for Year 2. These will be short texts (less than 100 words) with some anchoring questions to get the children thinking about the text before even encountering it; some questions about the gist of the text; some literal questions and some deductive and inferential questions about the text.
Not a long post. Just to share a very short video that has helped my kids. It is just a three slide video that can be played on repeat that explains the vocabulary needed to describe the properties of 3D shapes.
If you, like me, are scrambling to gather evidence to show that your kids in your Year 2 class hit points in the interim framework, you might be using some of the interim assessment framework points as areas to teach.
I have made some sheets based on the exemplification materials for the interim assessment framework which you can download here.
These are different from the weekly checks which my class have been working on and I’ll be updating this folder each week with more work.
I don’t claim that these are the best work I have ever done, but they will help me collect evidence for moderation. If they help save you a few minutes, please feel free to use and share.
That is the message that is coming loud and clear from all areas to teachers who have to collect evidence to prove that their judgements are valid.
Don’t do tick lists!
However, we do need to see your evidence and it has to be readily at hand.
Don’t do tick lists…
*Edit: Let me add that I hate that I have been forced to do this kind of madness with 6/7 year old children. I dislike the term ‘Play the game’ as I don’t see education as a game. However, in the sorry state of affairs we find ourselves in, this might be a way to lighten some of the burden.
After being on a KS1 assessment and moderation meeting last week where it was shared that there needs to be abundant evidence of children meeting all of the points in the interim assessment framework for teacher assessment, I have devised some simple KS1 maths quizzes that link to the 16 points and I have cross referenced them with examples from the exemplification materials released by the DfE as well.