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- Maths; problems using resources, to show parents how to solve (part-whole models, number lines, 10 frames)
- English; getting children to correct work to show parents the marking policy

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* Maths - reasoning and problem solving questions from learning so far.
* Geography - have Google maps open to look at symbols.
* Science - have variety of materials on tables for children to test.
* English - texts that we have studied out on table.

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All books / work out
Inquiry Practicals out:
Magnets out - magnet challenge from L5
Microscopes
Ramps
Slideshow on IWB

English - texts out (Morris LM, Leon and... etc)

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*Makey Makey kit
*Green Screen - iMovie
*English Texts from over the year
*Sewing machine (not to use) and Roman bag
*Morag Myerscough video with grid paper and art pens
*Seesaw - show the parents their learning from over the year (many parents don't see this)

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Create parallel/simple circuits. Invent an electrical device
Show the WW1 inventions
Read their favourite excerpt from SWYAATL or a Sakura book (with practised reflection questions)

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3 pieces of learning across the curriculum
- Google classroom for computing work, English, Maths, displayed artwork
- An afternoon of picking 3 pieces with the children
- Learner profile stickers on post it notes to remind children of profile that they displayed

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Bring books/print outs of chosen piece of work with post it notes to meeting.

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Seesaw, give children a talking frame and encourage them to record themselves presenting their two stars/a wish.

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Modelling conversations that will be had in the meeting - using sentence stems and key questions.
- I chose this piece of work because.......
- I wanted to show you this because .....
- I am proud because.....
- I was a (learner profile) because......
- I want to be more of (learner profile)......

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- Create Google Slides with a summary of learning e.g. an English slide with stories from the year
- Whole class looking through books and selecting pieces. Share with table.
- Learner profile on the board. Share examples.

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Planned into the week before CLLCs - to choose work and also make a BST LP statements sheet thing.

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An afternoon closer to the CLLC where the students scan through their books to choose their selected pieces.

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-Set time aside to choose items.
-Prompt questions to help the children consider which learner profile attribute each item reflects.

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We would like children to bring their books with post-it notes on their chosen piece of work.
* 1 piece of Maths
* 1 piece of English
* 1 piece of Inquiry
* 1 Art/ DT

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Photocopies / photos from specialist and practical stuff

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select 3 pieces,
no subject to be duplicated,
post it notes of their chosen work

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- Digital portfolio using website design skills from their computing classes.
- add reflection section to each area of learning
- Reflect on wall displays (e.g. lost chapter/Alfie/Margie, learning walls, comic book art)
- Could children in the assembly present clips of that to parents (or will they already have seen it?)
- Photos from the Active Planet unit, residential and shaky van

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- Adults modelling conversations to class
- Children practising in pairs
- 1:1 practise with teacher (if needed)

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*Homework discussion that Tom suggested.
*Weekly Seesaw prep - use the table of questions that link to the Learner Profile as a guide
*Nearer the time, children will pair up to practice.

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Role play in pairs/withh teacher

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What did you do?

Why did you enjoy this?

What did you learn?

What could you improve?

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When is this happening?

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Is the reflection written from the perspective of the child or the parents?

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Inquiry -Children could talk about how their opinions on our Inquiry questions have changed (e.g - was it Germany's fault). This is the kind of reflection we have been practising in class - not only how they've changed, but the process of inquiry and ultimately why they changed

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When does the reflection happen? Is this when parents, teacher and students are together?

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The EAL Team would be happy to dedicate lessons to helping our Tier 3 students prepare for/practise their presentations.

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If we know ahead of time that students want to showcase PE related skills, then could they come to the gym to do live demonstrations for a few minutes and talk about what they are doing and why? (EYFS-Yr3 only)

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If live demonstrations are not possible, again with advanced planning (& time given to it) children could demonstrate on video and talk about their skills. Could the older Sports Leaders facilitate this - interviews and live demos on Leo ground at break times?! (could be asking a lot but just a thought)

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We need to know which children would like to showcase their language work, so we could provide them with a simple list of questions (a guide) to follow and explain about their language learning.

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- Maths questions - choose your challenge. (e.g. example of 4 x 1 multiplication, 2 x 2 multiplication, 3 x 2 multiplication etc).
- Challenge parents to solve the problem. Children guide their parents through it.
- Identify a planet - does it fit into the Goldilocks zone? Why is it important?

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- Set aside a lesson in which children can look through their books and chromebook. Children to reflect on their learning throughout the term and choose potential pieces of work.
- Give the children the learner profile poster. Choose a learner profile that was practiced during the learning.
- Distinct LP lessons. e.g. Learner Profile sorting activity to help the children be more aware of which attributes go with each label?

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With extra adult support and some simple pre-prepared questions, someone could film snippets of games being played in lessons (towards the end of a unit) and pull target children aside from games for a couple of minutes to ask them the questions on video...

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Attend CLLC:
We can make a note of any children who select a Music piece of work as part of their portfolio and attend their CLLC.

Poster Prompt:
We could also create a year group overview with the odd photograph of key learning this year. This may be used as a prompt for conversations with parents. However, this would likely be better for all specialist subjects to be consistent if we wish to create a prompt poster/slideshow... There could also be a prompt of key tasks for the children to perform or demonstrate...?

Live/Recorded Performance:
Each year group or class could have an allocated slot to perform something from their lessons. This could also be a QR Link to a video...

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Pair children together and have the mat of questions out for them to ask each other.

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Physical inside a plastic wallet. Children to make a title page.

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EAL students may want/need to translate into their first language for their parents' benefit. It would be good to encourage this opportunity for translanguaging!

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Comprehension
What were you learning?
What was the goal?

Connection
What did you need to think about?
What did you already know that helped you?

Strategy
How did you begin? Did you have a plan?
What resources helped you?

Reflection
What did you learn?
What were you proud of?
Why is (LP skill/behaviour) helpful when learning?

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Can the reflection be done on a google form? We could give them a QR code as they leave to scan.

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Which LP skill/behaviour is a strength of yours?

Which LP attribute would you like to improve upon next term?

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We might plan a one-off lesson to practise reflecting on their language learning. Everyone will have an opportunity to reflect on their learning and this might prompt some children to choose the language to talk about in the CLLC.

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If we have the list of children who chose languages to talk about in the CLLC in advance, we might individualise their reflection tasks in the regular lesson.

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If children have chosen a piece of computing work we could use one of our sessions during the preceding weeks to support children to prepare (lessons will still go ahead, this will be planned in to the lesson with other children doing an independent activity whilst support is given to children who have chosen a piece of computing work). We're also available in pockets to give additional support to children if needed outside of computing lessons.

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I am happy to attend conversations of children I support. Additionally, I can dedicate the sessions I have the week before the CLLCs to role play talking through their work with them and help them understand/explain the LP links.