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Teachers using Facebook to read to children - TV link

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Teachers using Facebook to read to children - TV link

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The teachers live streaming bedtime stories

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A school in Essex is using Facebook Live to get pupils engaged with reading through bedtime stories.

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WHO recommends limiting screen time (same day as Facebook teaching post)

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WHO recommends limiting screen time (same day as Facebook teaching post)

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NB evidence queried by experts.

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WHO warnings over children's screen time disputed by UK experts

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Paediatricians say latest guidelines on TV, bedtimes and play based on poor evidence

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Add pictures with...

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4.5 million+ Stunning Free Images to Use Anywhere - Pixabay - Pixabay

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Find your perfect royalty-free image or video to download and use. ✓ Royalty-free ✓ No attribution required ✓ High quality images.

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with cross curricular links

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Resources to investigate working scientifically

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KS1 (age 5 to 7) Archives - Learning Resources

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Turn your museum visit into a giant interactive game with our free downloadable app.

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A comprehensive guide, to help teachers plan lessons which match the new National Curriculum, with separate sections on subject knowledge, research articles, classroom activities, cross-curricular links and videos.
Find out more

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A comprehensive guide, to help teachers plan lessons which match the new National Curriculum, with separate sections on subject knowledge, research articles, classroom activities, cross-curricular links and videos. Find out more

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Free coding for children

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Quality books and poetry with lesson plan ideas

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Is your school a Power of Reading school yet?CLPE's highly successful Power of Reading training programme has supported thousands of sch

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Investigations across the curriculum

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Our primary science resource packages provide a useful starting point for teachers in planning and delivering science lessons or in supplementing a teacher’s own planning.

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Organise ideas

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Classroom and teaching resources for computing

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Scratch Maths Quiz Selection

Age:

7-11 years

Concepts / Approaches:

Debugging, Collaborating, Selection, Programming

Curriculum Links:

Maths

Pupils create a maths quiz in Scratch and learn about selection which, in this activity, allows the flow of the program to be altered depending on the player's answers to questions. Initially pupils will use an 'If... then...' selection command, before moving on to using an 'If...then... else...' command.

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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The quality of teaching is the most important school-based factor affecting children's attainment, particularly for those from disadvantaged backgrounds. Teaching strategies based on robust evidence, coupled with the careful use of assessment, can improve teacher effectiveness and children's outcomes.

We work closely with schools, involving them in research and evaluation to identify what works - and what doesn't - in improving children's outcomes. We also use our expertise to produce evidence-based tools, practical guides and products that can help teachers to do their jobs most effectively.

Our classroom-focused evidence, cross-cultural comparative analyses and specialist assessment knowledge support quality teaching. The depth and breadth of our experience means we also have insight into the personal and social factors that can affect student progress.

Our research provides insight into policy developments in education in the UK and internationally. We interrogate UK datasets and examine the results of the International Large Scale Assessments (ILSAs) to identify the impact of what and how subjects are taught and children's experience of school. For example, recent studies have looked at international curricula for maths and science, exploring the characteristics of education systems that are successful in science.

Our Education Trials Unit manages the entire life-cycle of a trial, investigating the context and processes through which an intervention is delivered in the real world, as well producing robust evaluations of impact .

As well as arming people with the best available evidence, we know from our research that people also need contextual knowledge and ways of managing change to optimise the influence of evidence on classroom practice and thus children's outcomes. We therefore, also investigate what promotes and prevents the use of evidence in education.

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The quality of teaching is the most important school-based factor affecting children's attainment, particularly for those from disadvantaged backgrounds. Teaching strategies based on robust evidence, coupled with the careful use of assessment, can improve teacher effectiveness and children's outcomes.

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Numerous articles, links to external resources and blogs (subscribed) on current issues. Other subjects too.

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You may be seeing this page because you used the Back button while browsing a secure web site or application. Alternatively, you may have mistakenly bookmarked the web login form instead of the actual web site you wanted to bookmark or used a link created by somebody else who made the same mistake.

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Share, review and annotate children's writing examples. Great for improving writing.

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Instead of groans at the beginning of a writing lesson, your class were excited to pick up their pencils and you were the teacher that sparked their imaginations!

Even your most reluctant writers are generating adventurous vocabulary, perfecting punctuation and filling the page with no signs of stopping!

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Access a free inspiring image, story starter and short burst writing activities, every day! Inspire your most reluctant writers and improve writing stamina

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Huge range of maths resources for children and teachers mapped to curriculum.

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Maths mastery resources. Forums for sharing ideas and experiences.

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Links to ICT

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The ScratchMaths intervention is designed to be delivered over two years, with 3 modules of activities per year. The materials have been developed following an iterative design research approach, with the majority of activities tested and refined in our design schools prior to the start of the efficacy trial as well as in response to feedback during the initial professional development.

All curriculum materials developed through the SM project are freely available to download below.

There have been many people who have contributed to the development and testing of the ScratchMaths curriculum materials including:

The UCL Knowledge Lab team: Professor Richard Noss, Professor Dame Celia Hoyles, Professor Ivan Kalas, Piers Saunders, Dr Laura Benton, Johanna Carvajal and Professor Dave Pratt

Design Schools: Monique Darrell and Granton Primary School, Craig Cairns and Eleanor Palmer Primary School, Conor Loughney and Justin Bioletti and Torriano Junior School, Gemma-Louise Blair and Beccy Doak and Hill Mead Primary School.

Local Coordinators: Gareth Griffiths, Jill Gosnay, Joe Halloran, Julia Briggs, Katie John, Paul Scott and Ruth Trundley.

We have had a lot of positive feedback from the teachers who have been involved in the trial and are already using the ScratchMaths materials:

" "ScratchMaths is enabling us to work efficiently to deliver both mathematics investigative learning as well as coding in a way that matches suitable levels of scaffold and challenge in both disciplines." - Year 5 Teacher, Devon

" "My pupils have enjoyed using ScratchMaths and as a teacher it has been great to know that the children are receiving high quality provision" - Year 6 Teacher, Somerset

" "The children really enjoyed the ScratchMaths lessons. I feel it had a positive affect on their attitudes to Maths" - Year 5 Teacher, Cheshire

Curriculum overview

The curriculum provides a high-quality solution for fulfilling these requirements for pupils aged 9-11 years for the following reasons:

Explicit links with mathematics helps fit content into a busy teaching timetable by addressing important curriculum objectives in mathematics and computing as well as having suggested cross-curricular links with other subjects

Programming in schools has been shown to have the potential to develop higher levels of mathematical thinking in relation to aspects of number and mathematical abstraction as well as problem solving abilities.

Draws on alternative representations for challenging mathematical ideas providing a different approach for pupils who struggle to access mathematical concepts in the traditional ways.

Over 40 hours of materials, including extensive challenges for gifted and talented pupils as well as suggested adaptations for lower attainers.

ScratchMaths Curriculum overview (pdf)
Each module comprises of a set of downloadable curriculum resources, which include the following:

Teacher Materials: contains detailed information about the module including curriculum links, step-by-step activity instructions, additional support and example scripts, unplugged printable worksheets and pupil assessments.

Classroom Presentations: editable presentations designed for displaying activity instructions and discussion questions on the classroom interactive whiteboard and written in pupil friendly language

Scratch Starter Projects: each activity begins with a specially developed Scratch starter project, which includes specifically chosen sprite(s) and pre-prepared blocks and scripts.

Challenge, Reference and Vocabulary Posters: a series of useful printable posters to display in the classroom, including further extension activities for pupils who are keen to build on the skills they have developed during the module.

Year 5 Modules (1-3)

The Y5 Modules are structured by the key concepts within the computing curriculum, with the explicit links to the mathematics curriculum made throughout.
Module 1: Tiling patterns
The theme of Module 1 is repeating patterns and starts with the very basics of programming in Scratch. This module introduces pupils to the key computational concepts of sequencing, repetition, algorithms, debugging and definitions as well as linking to symmetry, angles and negative numbers through building repeated patterns.
Module 2: Beetle geometry
Module 2 is focused around creating different drawings using the pen tool such roman numerals and regular polygons, introducing pupils to initialisation, expressions and randomness as well as consolidating earlier concepts.
Module 3: Interacting sprites
Module 3 is based around the building of interactive behaviours between multiple sprites firstly using conditions and then broadcasting, introducing multiple actors and parallel behaviours as well as linking to coordinates, multiplication and factors.

Year 6 Modules (4-6)

The Y6 Modules are structured by central and frequently challenging concepts within the mathematics curriculum, with the explicit links to both the computing curriculum and the Y5 content made throughout.
Module 4: Building with Numbers
Module 4 is focused around exploring place value and requires pupils to use their knowledge of broadcasting to build place value models within several different contexts.
Module 5: Exploring Mathematical Relationships
Module 5 is focused around exploring different types of mathematical relationships including proportionality and ratio as well as introducing the concept of variable.
Module 6: Coordinates and Geometry
Module 6 explores coordinates across all four quadrants and requires pupils to use their knowledge of variable to explore scale.

Professional Development

Professional development is a key component of the ScratchMaths curriculum as it encompasses not only the learning content but also a particular pedagogical approach, which we call the 5Es and is described briefly below.

Ideally, all teachers will have the opportunity to participate in the ScratchMaths PD events organised by one of our partners who have been involved in the project for several years and are experienced in providing PD sessions that appropriately prepare teachers to deliver ScratchMaths within their classrooms. In you are interested in attending ScratchMaths PD please get in contact with your nearest ScratchMaths PD provider.

Explore

Learning through exploration enables pupils to deal with different constraints and ambiguity through employing skills such as iterative thinking, problem solving and creativity. We therefore advocate the provision of opportunities to investigate key ScratchMaths ideas and try things out as well as to experiment with different strategies for debugging.

Explain

A crucial aspect of understanding ideas is being able to explain what has been learned and articulating the reasons behind a chosen approach. This helps with clarifying ideas, simply expressing them explicitly as well as in answering questions from peers. We encourage the incorporation of reflective questions and opportunities for discussion with others about the ideas that pupils have been exploring during ScratchMaths lessons.

Envisage

It is important to have a goal in mind when building a computer program and to predict what the outcome might be before trying it out. We believe in providing opportunities for the consideration of a program goal and encouragement to predict potential outcomes when using different strategies to realise this goal.

Exchange

Collaborating and sharing is a powerful way to learn. This allows you to 'decentre', while trying to see a problem from another's perspective as well as defend your own approach and compare it with others. We suggest the inclusion of meaningful opportunities to share and build on others' ideas, whilst acknowledging the on-going development of collaboration skills and providing appropriate scaffolding for these activities.

bridgE

To make connections between programming and mathematics the ideas developed through Scratch programming have to be re-contextualised and re-built in the language of mathematics. We recommend any links with conventional mathematics to be made explicit during the activities and also for the provision of opportunities to re-contextualise their learning in an environment outside of Scratch.

Technical Setup

The ScratchMaths curriculum is designed for Scratch 2.0 (not 1.4) many aspects are not compatible with the older version.

You can choose whether need to use Scratch online (through the scratch.mit.edu website) or offline by downloading the offline editor from: https://scratch.mit.edu/scratch2download/.

You are able to request a Scratch teacher account to help you manage your pupils online accounts https://scratch.mit.edu/educators/#teacher-accounts. If you decide to use online Scratch we would still recommend that you have offline Scratch installed on your school computers as a back up.

Please note Scratch is currently not available on the iPad.

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The ScratchMaths intervention is designed to be delivered over two years, with 3 modules of activities per year. The materials have been developed following an iterative design research approach, with the majority of activities tested and refined in our design schools prior to the start of the efficacy trial as well as in response to feedback during the initial professional development.

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Resources and support for primary teachers and subject leaders including Schemes of Work, CPD, Quality Mark and the HA's Primary History magazine. All our materials are free to HA Members - find out about Membership.

Whatever your role or level HA Membership can help you get the most out of primary history. We also offer Corporate School Membership as a complete package to support whole-school history provision.

Events

Sign up for our newsletter

HA Conference

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News, resources and support for primary history teachers including Schemes of Work, CPD, Quality Mark and Primary History magazine

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The Geographical Association's journal for all Early Years and primary teachers.

These pages support the planning and teaching of Early Years and primary geography.

The award is a powerful auditing and accreditation tool that enables your school to review, share and build on best practice.

This section provides advice and guidance for new, experienced or aspiring primary geography subject leaders.

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GA Early Years and primary teaching resources

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The Geographical Association's journal for all Early Years and primary teachers. These pages support the planning and teaching of Early Years and primary geography. The award is a powerful auditing and accreditation tool that enables your school to review, share and build on best practice.

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Current and historical maps - great for investigations and comparisons of landscapes now and then. Use to plan orienteering - maths link.

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On-line 1:1 maths tutorials for children.

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Words of the day/week to explore and learn.

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Research suggesting parents are delegating bedtime stories to Alexa. Comment from Francesca Simon.

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More than a quarter of parents are relying on Alexa and other apps to tell their children a bedtime story so they don't have to, research suggests.

Charity BookTrust surveyed 1,000 parents with children under-10 to find out whether late night reading was still a key part of the daily routine, and discovered that many are instead relying on technology to do the job.

Only 28% said they managed to find the time to share a story with their youngsters every evening, with just under a third blaming work or commuting for missing out and one in five saying they simply felt "too busy".

Twenty-six-percent of parents have tried to use home assistants like Alexa to take on the role of bedtime storyteller, and more than half use a phone or tablet - or an app such as YouTube.

While 83% of parents told the survey they did still prefer to use real books when with their children, there are concerns over the increased reliance on digital alternatives.

Francesca Simon, best-selling author of the Horrid Henry series, said: "I think it is dismaying because when I first saw these results, that 25% of parents subcontract their bedtime stories to tech, I was reminded of those science experiments where monkeys were given a wire-covered mother.

"You had the fur-covered one and the wire one. And of course the wire one is better than nothing. But it is just not a substitute for parents reading to their kids. I think people are really missing the point of what this is all about.

"You're sending your children the message that books aren't important to you, and is that really the message you want to send? I do not buy the 'I am busy'. It is because they are tired and they don't want to. There is an element of laziness, but I don't get it really because it is just so important."

BookTrust director Gemma Malley warned that swapping books for technology "can have profound consequences" for children and urged parents to celebrate nationwide campaign Pyjamarama on 7 June.

It asks Britons to donate £1 to wear their pyjamas all day to celebrate the art of the bedtime story, with proceeds going towards helping ensure all children have access to books and reading.

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'Alexa, read a bedtime story': Parents swapping books for tech, new research warns

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More than a quarter of parents are relying on Alexa and other apps to tell their children a bedtime story so they don't have to, research suggests. Charity BookTrust surveyed 1,000 parents with children under-10 to find out whether late night reading was still a key part of the daily routine, and discovered that many are instead relying on technology to do the job.