Tag Archives: Primary

WHAT WOULD YOU ASK A POET?

How do you teach poetry?

Haven’t a clue – but I can tell you about some  really exciting poetry activities you can do with KS2 classes…

READ YOUR CLASS A POEM every morning. Every single morning. I know lots of KS2 teachers that do this and they say the results are manifold.

PUT ON POETRY CONCERTS/ASSEMBLIES – try whole classes performing poems such as Boneyard Rap (Wes Magee), Gran, Can You Rap? (Jack Ouseby), Little Red Rap/I Wanna Be A Star (Tony Mitton), Talking Turkeys (Benjamin Zephaniah), How To Turn Your Teacher Purple (by me..woops.).

twgsc-twitter-imagesv2-2WRITE POEMS AS PART OF YOUR CLASS TOPICS – poetry modules are great, but nothing beats writing poems for a real purpose – creating poems that express a subject matter that a class is enthused about and fully immersed in. Try shape poems (rivers, mountains, volcanoes, planets), kennings ( Ancient Egyptians, Greeks, Romans), haiku ( rainforest creatures, sea creatures), and best of all free verse (memories, real events) – children too easily get stuck in the rhyme rut. And you don’t need to be an expert in all the various forms of poetry – just knowing a few is absolutely fine!

PUBLISH CHILDREN’S POEMS around the school, in the hall, on the school website. And I’ve noticed that children love nothing more than having to take a brand new poem of theirs to show the headteacher!

FIND A RANGE OF POETRY BOOKS – single poet collections and themed anthologies. Set up a poetry corner or poetry book box. Public libraries always have a great selection of contemporary children’s poetry titles – and Oxfam bookshops too are usually good for poetry.

PUT UP POETRY TREES IN THE CLASS/HALL – featuring poems by the children, or the children’s favourite poems.

PHOTOCOPY POEMS and put them all over the school, down the corridors  – even in the lo0s!

HAVE A STAFFROOM POETRY READING one lunchtime. Share adult or children’s poems you like.

INVITE A POET IN … why not? A poet will model how to read/perform poems to an twgsc-twitter-imagesv2-1audience, as well as how to run poetry writing workshops in a classroom.

What advice do you have for teachers?

Apart from buying my Bloomsbury teachers’ book Let’s Do Poetry In Primary Schools! as well as multiple class copies of The World’s Greatest Space Cadet (sorry, that was cheeky! ) – and apart from the activities I have recommended earlier, I would say just go for it. And maybe find a teacher in your school that enjoys doing poetry with her/his class. Find out what they do, and what the results have been.

Quite a number of teachers I’ve met in the hundreds of schools I’ve visited over the last few years have said how much poetry has truly revitalised their English teaching, and got the boys in their classes really motivated. What not to like?

And even if you don’t especially like poetry yourself – and you don’t have to – simply try and source some poems and poetry activities that your class could have fun with and be stimulated by. You might be pleasantly surprised by the results. Enjoy!

book-launch-3-002An award-winning children’s poet, James Carter travels all over the cosmos (well, Britain) with his guitar (that’s Keith) to give lively poetry performances and workshops. James once had hair, extremely long hair (honestly), and he played in a really nasty ultra-loud heavy rock band. And, as a lifelong space cadet, James has discovered that poems are the best place to gather all his daydreamy thoughts. What’s more, he believes that daydreaming for ten minutes every day should be compulsory in all schools.

The World’s Greatest Space Cadet by James Carter is available to buy here 

Follow James on Twitter @JamesCarterPoet

www.jamescarterpoet.co.uk

Advertisements

How I became interested in Geography….

Stephen Scoffham, one of the authors of Teaching Primary Geography, reflects on what geography means to him and how he became interested in it.

9781472921109

What is it that first attracted me to geography?  The simple answer is that I don’t really know. Some people seem to have a clear idea of what they are going to do in life from a very early age.  They want to be doctors, or vets, or to make lots of money in business.  I remember, as an infant, being asked what I wanted to do as a grown up.  I couldn’t really think of an answer but wriggled uncomfortably on my bottom instead.  ‘I want to be a train driver’ I finally blurted out without much conviction.  Fortunately, the teacher, Mrs Brown, seemed convinced.  In those days, when the railway engines were still driven by steam, being a train driver was a glamorous enough job which appealed to young boys.

Thinking back, perhaps it was looking at maps as we went on holiday by car which made me interested in geography.  And planning trips in the countryside must have nurtured my interest in the physical environment.  Also, my father, who was involved in planning in his role with the Local Authority, probably passed on his interest in design and architecture.  I know it sounds a bit naff but I remember enjoying colouring in maps and diagrams in my work at school.  At one point as an adolescent I spent a few weeks making a relief model of India during a spell of illness and forced convalescence.  This was a great hit and the geography teacher was delighted.  My model was proudly displayed on the wall of the geography room for quite a number of years after that.  No doubt it was discretely cleared away some time later when the builders came to redecorate. Anyway I don’t know what happened to it.

I studied geography at ‘A’ level (it wasn’t very well taught and I didn’t enjoy it that much) so I decided to branch out at university.  I opted for a general course which combined a number of subjects.  This was a bit of tricky balancing act as it meant switching from one topic to another and I didn’t have enough background knowledge to make sense of everything I was learning.  However, after three years I ended up with a sound degree and a specialism in philosophy and history.  Not a hint of geography at this stage.  Just a broad grounding in humanities which played to my interest in making links and connections.  I’ve been developing this way of thinking ever since.

On graduating I worked as a primary and secondary school teacher before becoming the Schools’ Officer for an Urban Studies Centre (community study base) in an historic town.  At the same time, I developed a career as a self-employed author of teachers’ and children’s books.  I gradually realised that my interest in the urban environment and outdoor learning was steering me towards geography.  I was also lucky enough to develop a long-term partnership with two local head teachers.  We began by working together on materials to support active learning in the school environment and immediate surroundings.  Then, after banging on many doors, we were appointed as consultants for a new school atlas series just as the National Curriculum was coming on stream. I moved into teacher education soon after that.  It has proved to be a wonderful and supportive professional environment ever since.

This latest book, Teaching Primary Geography, is also the result of a collaboration.  I first met the co-author, Paula Owens when she was a student in initial teacher education and we have both been deeply involved with the Geographical Association ever since.  Sharing ideas with Paula has been a really stimulating and creative process.  I always think that two minds are better than one and we are particularly proud of the way we have found ways to include sustainability and British values in each of the different areas of study.  We are both convinced that the curriculum needs to address contemporary issues.  Hopefully you will be too as you read through our ideas and suggestions.  Do let us know what you think.

pc403rzd_400x400Dr. Stephen Scoffham has published widely for schools and teachers in the field of primary geography. He is the editor for the Geographical  Association’s Primary Geography Handbook (2004, 2010), chief  consultant/author for the Collins Junior Atlas, UK in Maps and World in Maps and joint author of the newly issued Collins Primary  Geography textbook scheme. In 2014 he won an award for his work on  devising and Teaching Geography Creatively (Routledge), a  resource book for teachers.He is currently based at Canterbury Christ  Church University where he is a Visiting Lecturer in Sustainability and Education. You can follow him on twitter @StephenScoffham

tty7hjr7_400x400Dr. Paula Owens is an education consultant and author. Along with Stephen, she is the co-author of Bloomsbury Curriculum Basics Teaching Primary Geography. Her career has spanned teaching and leadership in primary schools and curriculum development lead for the Geographical Association. You can follow her on twitter @Primageographer

Bloomsbury Curriculum Basics: Teaching Primary Geography is available to purchase here 

 

Ten Stress Busting Tips From James Hilton

Welcome back to the start of the school year, we hope that most of you aren’t feeling the stress yet but it is always good to have a few tricks up you sleeve for when the pressure does start to creep up on you. Keep these top ten tips from James Hilton, author of Leading From the Edge, in mind and hopefully you’ll be able to help yourself feel in a better frame of mind.

 

This slideshow requires JavaScript.

James Hilton is a former headteacher working as a conference speaker and author, specialising in leadership, stress management and positive psychology. He applies his experience of human leadership to inspire a wide range of clients including school leaders, the NHS, local government and businesses. James provides fresh insights into the challenges of leadership in the intense environment that is the modern workplace.

Andrew Brodie’s Top Ten Summer Holiday Tips!

Andrew Brodie is a popular and trusted name amongst teachers and parents. He has been producing best-selling educational books since 1992, is still very much involved in education and has a wealth of experience as a head teacher and in coaching children to pass the national tests.

Parents frequently ask me how they can help their child during the long summer holidays.  Here are my ten top tips.

brodie1

  • Enjoy the great outdoors. Talk about what you see: trees, flowers, birds – if you’re not sure what they are look them up together in books or using the internet.  Give points for different species: 10 points for a blackbird, 20 points for a swan, a thousand points for a golden eagle!  Who can gain most points in a day?
  • Plan your days out together. This gives another opportunity for researching information.  Where would you like to go? What would you like to do?  The National Trust for example has plenty of wide, open spaces to explore, houses packed with history and, quite often, exciting play areas.
  • Work out costs. What price is entrance to a park for adults and for children?  What is the total cost for your family?  How much will be left over out of your bbrodie2udget of £20, £50 or £100?
  • Go to places that cost nothing! Beaches, woods, hills are nearly all free!
  • Plan your journeys using public transport. Where can you catch a train or bus?  Where will the train or bus take you? How far will you have to walk?  What will be the total cost of the journey?
  • Plan your journeys by car. Look at maps, road atlases or the internet.  Which route will you take?  Which towns will you pass through or go near?  Which counties will you travel through?  How long should the journey take?
  • Encourage your child to read for a short while every day. This should NEVER be a chore!  Enjoy reading stories together or finding out new facts from non-fiction materials.
  • Suggest that your brodie3child writes something every day. Again, try to avoid this being a chore by only expecting a very small amount: for example, suggest one sentence to summarise the day or one sentence to describe the best bit!  Without pressure, your child may decide to write more.
  • Prepare meals together, taking the opportunity to measure out ingredients using grams for weights and millilitres for liquids.
  • Keep up the multiplication tables practice but keep the activity short. Your child may enjoy the challenge of reciting a particular table in less than brodie5one minute, or thirty seconds, or even faster.

 

Of course, you will have lots of other ideas for activities that
suit your own family life.  Above all, make sure that you all enjoy the summer.

Check out the Andrew Brodie book series here

More information on Andrew Brodie’s Apps can be found here 

For even more summer holiday ideas see our Pinterest Board

 

New and exciting books from Bloomsbury Education…

Today marks the release of an exciting range of titles from Bloomsbury Education. From thrilling historical adventures to fiction that will grab the attention of the most reluctant readers to a brilliantly witty and engaging collection of poetry.

Don’t panic teachers! We’ve not forgotten you! Get ahead of the game this year and grab one of our great new resource books, guaranteed to get ideas flowing and unbeatable lessons planned.

See below for more details on each new title and  don’t forget to follow us on Twitter @BloomsburyEd for details about our new titles, giveaways and more!

Land of the Gods

9781472918093

“If they were Romans I was done for: they’d tear me apart, bit by bit, and enjoy doing it…”

When Lucan sees a legion of Roman soldiers near his village it definitely makes sense to hide. But hiding in a wagon could prove to be a dangerous mistake. And falling asleep in the wagon is not the best idea that Lucan has ever had.

Trapped as a Roman slave, can Lucan find his way home… and does he even want to? Find out more here

The Bet

The BetEveryone wants to go on the school trip but no one can afford it. Ed, Zac, Becca and Kat decide to try and work for the money. Soon, it is boys versus girls in a bet to see who can raise the most and that’s when the trouble starts. One thing’s for sure; the competition starts here!

Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, The Bet is aimed at readers aged 11+ and has a manageable length (72 pages) and reading age (9+).                                                                  Find out more here

Sea Wolf

9781472924889Maya’s little brother Ethan is always telling stories about the Sea Wolf, the monster in the sea around Black Rock. Maya doesn’t believe Ethan’s lies but she does believe the sea is dangerous so, when Ethan tries to prove he can kayak to Black Rock, she knows she has to try to save him. Will either of them make it back from the dark and deadly sea?

Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, Sea Wolf is aimed at readers aged 9+ and has a manageable length (64 pages) and reading age (7+). Find out more here

It’s Not My Fault!

Not my faultJoin poets Roger Stevens and Steven Withrow for this magical mixture of poems. Sometimes funny, sometimes serious there’s something here for everyone. Just remember though – whatever happens…
it’s not my fault! Find out more here

 

 

 

 

Bloomsbury Curriculum Basics: Teaching Primary Computing

9781472921024Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ‘games’ played on computers in the primary classroom is paramount.

The teaching ideas in this book use mostly free tools, which operate across the many platforms that primary schools use. Based on the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary they need to successfully implement the activity in the classroom. Find out more here

A Creative Approach to Teaching Spelling

9781472922458A Creative Approach to Teaching Spelling will help teachers address the spelling targets of the new English curriculum and can also be used to support and enhance the growing range of phonic based spelling programmes currently used within schools. It provides a basic summary of the major developments in the teaching of spelling over the last 40 years and outlines current research and approaches. The renewed emphasis on phonic knowledge as a key element of all reading and spelling programmes is highlighted, as are those additional complimentary approaches to teaching spelling that are supported by current research.

The games and activities will help to develop and embed children’s phonological awareness, phonic knowledge and auditory memory. Find out more here

The Little Book of my Neighbourhood 

9781472925077.jpgThis book provides suggestions for activities and visits in your local neighbourhood, together with plans and advice on how to fully explore the area around your setting. Extend the learning with fun follow-up ideas that will encourage you to explore further afield. All activities link to specific aspects of the curriculum areas and early learning goals.

Topics include local space, walks, talks from community members, visits and games, stories and songs. Find out more here

 

 

Bye Bye Billy – Creating Characters in Poetry

By Roger Stevens, poet and co-author of ‘It’s Not My Fault’

The summer holidays are here at last. And I expect you will all be outside enjoying the sunshine, running about in the fields chasing cows or investigating rocky pools at the seaside and hiding crabs in Grandpa’s shoes. Anyway, they are all the things I loved doing when I was at school. The only problem in the long summer school holiday was when my friends went away, to Spain or somewhere exotic like Bognor, and I was still at home. Then I had no one to play with. So I invented an imaginary friend. My imaginary friend was called Billy. He was very different from me. I was very good when I was a child and I never did ANYTHING naughty and I NEVER got in to trouble. But Billy was always getting up to mischief.

Bye Bye Billy

Roger Stevens

Billy left my bedroom in a mess
Billy hid the front door key
Billy posted Mum’s credit cards through the floorboards in the hall
Billy ate the last jam doughnut
Billy broke the window with his ball
Billy forgot to turn off the hot tap
Billy put the marbles in Grandpa’s shoe
Billy broke Dad’s ruler seeing how far it would bend
But now I’m twelve and Billy’s gone
I’ll miss my imaginary friend

The poem’s from our new book, It’s Not My Fault. It makes a good model poem. You could try it with your own children, nephews, nieces, grandchildren or neighbour’s children (when they get bored playing on their i-devices) – or with your class, back at school.

First, start with a few character details. When I do this in a class, often as a prelude to writing a story, I ask a series of questions and encourage the children to write the answers quickly, without thinking about them too much. Is your friend a he or a she? How old is your friend? Is your friend big, small, short or tall? Is your friend blond or dark? What hobbies does your friend have? Is your friend a human? What is his/her name?

Next, I ask the children to make a list of all the things that they would LIKE to do – but are not allowed. This works well either as a class activity, or in small groups, as one idea can spin off another idea. Encourage the children to be as naughty and outrageous as possible; although you will probably need to discourage violent or rude ideas. Tell them you are looking for “clever” ideas rather than simply introducing the word “poo” into the list whenever possible for cheap laughs. They could talk about things that actually happened in their own families.

Now choose the best of the ideas and write them in a list. Look at the list and rearrange the events in the best order. It might end with the most outrageous thing, for example.

My poem ends with the narrator growing up, and Billy leaving. And so you might discuss ways for them to end their poem. Finally, check for spelling and read the poem out loud. It should have a nice flow and sound to it.

And in the meantime, enjoy the sunshine, and chasing the cows. Have a great summer.

Not my fault.jpg

New Q & A with Historical Tales’ author Terry Deary

Happy Friday! Today, Words for Life published an interview with Bloomsbury Education’s own Terry Deary, ahead of the release of his new fantastic Shakespeare Tales. To find out more about Terry’s favourite books, top-tips for parents, and why he’d rather be the villain of the story head over to http://www.wordsforlife.org.uk/terry-deary now.

Terry Deary’s Shakespeare Tales are hilarious new additions to his highly successful Historical Tales series and are perfect for supporting learning about the 400th Anniversary of Shakespeare’s Death in 2016, as well as being a great accompaniment to any lesson on drama or Elizabethan England. Macbeth and A Midsummer Night’s Dream are available from Bloomsbury now. The next instalments, Romeo and Juliet and Twelth Night, will publish 16th June. You can find out more about Terry Deary’s Shakespeare Tales, here on our website.

Attending and presenting at Bloomsbury TeachMeet – 14th April 2016

jivespin

Alongside Twitter, TeachMeets have become the most important development in CPD for teachers so far in the 21st century. I have been to a number of these events and found them always great fun providing a brilliant platform to meet educators and to share ideas which can be applied almost immediately in lessons. Bloomsbury Publishers held their first TeachMeet and I was more than happy to attend and support the event with a 5 minute presentation called Active Revision Strategies – Quick Wins for Maximum Progress. Much of this was taken from my book 100 Ideas for Secondary Teachers – Revision with the aim of sharing some effective ideas which could be applied in lessons immediately and with limited preparation. Although, I most definitely over prepared for this (having a few more ideas in the back pocket) I thoroughly enjoyed giving the presentation in such a positive atmosphere.

I found…

View original post 503 more words

100 Ideas for Dyslexia

Shannon Green and Gavin Reid explore the thinking behind splitting the best-selling 100 Ideas on Dyslexia into two books for Primary and Secondary teachers: 

We have been involved in dyslexia and teaching for many years and between us we have experience across the full age range.  For us, it was natural that the popular 100 Ideas book on Dyslexia should be separated into 2 books: 100 Ideas for primary and 100 for secondary.  Both sectors offer significant challenges in meeting the social, emotional and educational needs of young people with dyslexia.  Although some of the strategies are generic across the age range, such as ‘mind maps’ and ‘mnemonics’ and paired and reciprocal reading, there are many other approaches and strategies that are specific to each of the sectors.  It was natural therefore to create this division.

We have introduced a new section in the Primary book on nursery and early years. There is no doubt this is a crucial area as getting it right at this stage can pave the way for more successful interventions later on and a happier outcome for all – children, parents and teachers.

There are specific challenges inherent in secondary school, which often have an achievement and examination focus.  The nature of secondary schools can be off putting for the young person with dyslexia and therefore we have included a section on self-esteem and motivation.  We have also focused on effective learning, which includes strategies that can be used across the whole curriculum. This includes becoming an independent learner and also ideas on study skills, note-taking and revision strategies as well as time management.

Having said that, we also appreciate that secondary schools are very much subject orientated and we have included strategies for English, History, Geography, Maths, Music, Drama and Art, General Science, Biology, Additional language learning, Physical Education and Food Technology and Textiles.    We hope that these ideas will provide insights into how to deal with dyslexia at secondary school while also acting as a springboard to both develop their own ideas and to disseminate information on dyslexia across the whole school.

We have endeavored to incorporate explanations and a rationale for the ideas in this book as we appreciate that the book will be used by experienced practitioners and subject teachers who may have less knowledge of dyslexia.

From our experience, a ‘dip in’ and accessible book is always welcomed by the busy teacher and we hope that will be the case with these two new 100 Ideas books.  We are extremely grateful for the positive feedback we have received in person and through emails from teachers who have found the previous editions of 100 Ideas extremely useful.

Ultimately this helps the teacher, the parents and of course the student him/herself and can make the sometimes challenging ‘educational track’ more accessible and more pleasurable for young people with dyslexia.