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gw17fongamy@glow.sch.uk

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Alison.baillie@aberdeenshire.gov.uk

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Gw17wilkiechristina@glow.sch.uk

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j.r.wattie.07@aberdeen.ac.uk

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Gw15baldwinlucy@glow.sch.uk

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Gw16michieellen@glow.sch.uk

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gw17birneylaurenjane@glow.sch.uk

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I have now got a sensory tub for the children to use throughout the day.
One child has started using ear defenders.
I have introduced dojos for class helper jobs as an incentive.
I have introduced more brain breaks with my class.

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gw17watsonsabine@glow.ac.uk

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As a mentor, I used the headphones for myself in a staffroom - where I needed to concentrate on reading documentation.

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Used the noise defenders in class. Children able to recognise when they feel they are getting distracted by noise and ask to wear them. The boys who I had in mind like to use them and have noticed they work

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I used the coloured overlays and the funny ball.
Headphones are out for use, and on occasion used for writing by the children

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Heather, Lucy and Jodie

Engaged children
Excited
Actively enjoying learning
Know what they are learning and why
Energy
Interested
On task
Differentiated
7 design principles

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Heather

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Ellen, Lauren, Sabine, Christina and Amy

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Ellen, Lauren, Sabine, Christina and Amy

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Children on task and engaged
Teaching time used well
Clear learning intentions (children sure of what they are learning)
Support available (resources/people/peers)
Relevant
Children know and understand purpose
Fun
Passionate/excited about learning teacher

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Learner generated and shared on board
Individualised, own success criteria
Print and glue in jotter
Learners copy into jotter
Overarching theme and differentiating depending on stage

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Visualiser
Tickled pink/green for growth
Faces and colour highlighting
Role modelling (bad and good)
What a good one looks like
Whole class assessing
Showing good examples throughout and at end of lesson
2 stars and a wish

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Show a bad example and get children to correct.
Feedback
Choose a 'star writer/learner/mathematician' to encourage good/neat work
Highlight successful learning throughout all lessons

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LI
To learn the sound g

SC
I can make the sound g
I can use g in two words
I can find g from a group of letters
I can form the sound g

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LI - I am learning to recognise coins up to 20p

SC - I can identify 1p
I can identify 2p
I can identify 5p
I can identify 10p
I can identify 20p

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L.I -To count up in threes.

S.c - I can count in threes confidently
I can count up in threes on a number line/100 square.

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L.I -

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L.I -To count up in threes

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L.I

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LI
To be able to understand and discuss why we have Remembrance Day

SC
I can exaplain why we have Remembrance Day.
I know why the poppy is relevant.
I can share what I have learnt in the form of an acrostic poem.

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I can start each line of my poem with the right letter
My poem is about

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Really relevant, useful and fun!
Love the freebies and sweets
Leaving inspired again!

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Looking forward to reviewing the li and sc styles. 

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Looking forward to reviewing the li and sc styles. 

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Perhaps we could share how we are setting it out next time

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I found the LI and SC grids really useful and professional dialogue with my colleagues about how to formulate LI and SC, really useful session, thank you

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Lots of examples and practical ideas.
Good useful freebies

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Liked the idea of picture li and sc for younger years
Good to have a look through all the jotters to get ideas