Storytime Phonics Training Day at the Spinney Primary School
Story Time Phonics is a systematic approach to teaching synthetic phonics alongside fun and engaging books. Real books create real readers. The great thing about StoryTime phonics is that it is based on Letters and Sounds but you introduce each new sound with a fantastic storybook. With each book is a caption action which links to the book and the sound being taught. Planning still follows the four elements – revisit/review, teach (new learning), practise and apply. Ideas are given for activities for practising and applying, which are multisensory and fun. Consequently, this interactive approach helps children to retain the new learning and, of course, it is engaging!
The third Cambridgeshire Festival of Education (also known as @CambsEdFest and #Flamingle19) is just 9 weeks away! If you’re intending to come to this flamboyant celebration of teachers and teaching but haven’t yet got your ticket then you might want to get a wriggle on! Tickets (at only £35 including lunch) have been selling fast since we featured in TES the other day. There’s a stellar line up of speakers but the true stars of the show are the brilliant educators who bring the Magic!
Has your Year 6 teacher found some specific maths misconceptions hard to unpick in the lead up to SATS? PiC is a resource which helps schools to see how children progress in maths from reception to year 6 and helps teachers to track back when misconceptions arise.
The PiC series of handbooks (one handbook for each year group in primary school) will be available for purchase exclusively from The Kite TSA from September 2019 and there will also be options to support the resources with training.
We’re offering primary school maths leads the opportunity to come to this event to see how PiC works (a number of Cambridgeshire schools have had training and are already using the first edition version of PiC). Serge Tasic (trainer and co-author of the handbooks) will deliver a short and lively presentation which encapsulates the essence of PiC. Teachers will have the opportunity to explore the way in which these handbooks can add value to any and all schemes of work as well as helping to inform further development of school calculation policies. Primary maths leaders will be invited to come and thumb through the handbooks and test out a few scenarios where the resources can be used.
In the pilot we received some powerful feedback;
“PiC is the missing link. This is exactly what I need and have been looking for.”
“Really helpful to have a problem solving strand which should be integral to the new curriculum but is so often missed out.”
“This will help enormously with updating our calculations policy and it will also help colleagues of all abilities”
“This is excellent. It will feed directly into the provision of maths teaching and learning in our school”
“Having the guidance for all year groups should prove very useful, particularly in terms of being able to clearly see what children should be able to do before moving on to the next stage in their learning.”
“This has complemented the work I’ve taken part in with the Cambridge Maths Hub and provided lots of ideas to continue using in the classroom. I’m looking forward to sharing the information with colleagues and delving deeper”
“With mixed year groups there are particular challenges teaching mathematical concepts. It will be useful to track back at the start of units to assess where to start teaching and ensure progression for all. It’s really useful to see the visual models”
“I am looking forward to using the PiC booklet to plan future maths lessons with a focus on concrete resources.”
“A very useful and entertaining session”
“A thoroughly enjoyable day. Thank you for inspiring me to go back and try out lots of ideas!”
“It will reinforce work on mastery and help planning, especially supporting work with concrete resources. Really good to see what progression looks like in years prior to my yeargroup.”
Brand new programme starting on 21st January at Trumpington Meadows Primary School. This programme has been specially developed for Trumpington Federation teachers and being opened up for more teachers to be able to take advantage. The programme includes a chance to take a look at the macro perspective of your organisation. It explores modeling and monitoring, leading improvements, analysing data and being strategic. It includes strategic aspects of improving outcomes, ambition and career paths and will also look at books, resources, sources of inspiration and role models as well as wellbeing and workload. This well-rounded series of twilights across the second two terms of the academic year is a great way to support recently qualified teachers and emerging middle leaders and has been carefully timed to be succinct to fit in with busy schedules.
A brand new Primary Maths CPD opportunity for Cambridgeshire with Rachel Rayner from Herts for Learning.
Session 1 – 28.11.18
Why can’t fractions behave like normal numbers?
Have you got children who wonder this? Do you as a teacher wonder this? The national QLA data for KS2 SATs identifies fractions as an area that children find difficult to secure each year. How can we build a secure progression that really supports children to make better connections between fractions and the rest of the number system? This course aims to address how we can strengthen the learning in every year group of the Primary phase. Through a hands on day, time will be taken to demonstrate proven approaches, tackle and explain big misconceptions and generally showcase when fractions are not so different after all and how sometimes they are. But isn’t that what’s so exciting about them?
Session 2 – 16.01.19
Measuring Up: Securing progression in measurement
What does it take to measure up in measure in the Primary years? Well more than you might think. This course will show leaders the barriers many children have in measure and the foundational learning that may be missing. Through practical exemplification, Rachel will lead you through the kinds of tasks and thinking that allow children to build year on year through the Primary phase. The day will be centred on the use of the concrete pictorial approach and will make links to other underpinning theories of teaching for mastery. By the end of the day leaders will have a clear idea of progression, foundational learning to secure, the main difficulties and ways to overcome these. Warning you may get wet!
Herts for Learning Facilitator, Rachel Rayner is an accredited Maths Specialist Teacher and Adviser for Herts for Learning. Rachel is passionate about mathematically rich learning environments that promote curiosity and independence and a strong advocate for enjoyment and positive subject engagement. She works with schools to help them change children’s (and adult) attitudes towards maths. She is particularly skilled at creating lessons and sequences of lessons that include opportunities for problem solving and deeper mathematical thinking; providing challenge for all.
DATES: 28.11.18 & 16.01.19
VENUE: Spinney Primary School, CB1 9PB
COST: £225 and £175 for additional teachers from the same school.
More than 1100 people , 336 families and children from more than 100 schools and setting came to this year’s Family STEAM Festival. This annual event takes place at The Spinney Primary School every September with the aim of improving parental engagement in children’s learning and raising aspirations across the STEAM subjects (Science, Technology, Engineering, Arts and Maths).
Martin Galway from Herts for Learning returns to the Kite TSA next month for the first of three sessions for Year 4 and Year 5 teachers. Named ‘Stretching and Challenging Year 4s and Year 5s to pave the way for greater depth’, this course is expected to be very well received after the success of the greater depth course for Year 6 teachers attended last year. And for those Year 6 teachers that weren’t able to take advantage last year we’re delighted to also announce the repeat of the Greater Depth in Year 6 programme.
Stretching and Challenging Year 4 and 5 to pave the way for Greater Depth
Over 300 teachers affectionately known as ‘Flamingos of Hope’ descended on the University of Cambridge Faculty of Education last Saturday for #Flamingle18 / CambsEdFest / Cambridgeshire Festival of Education
The Festival’s Steering Committee and Organisers made big claims (albeit with a beer advert-style disclaimer) saying that it’s ‘The Most Optimistic Education Festival in the World, Probably’ and feedback shows the intentions were realised on the day
Feedback from presenters;
“It was inspiring, uplifting and inclusive. Fun, focused and festive. All credit to Rae Snape, the organisers and all contributors and participants. This is how education conferences should be. Congratulations.” Professor Alma Harris*
“Incredibly well organised and brilliant communication in the lead up to it – great thought provoking event.” Jonny Walker*
“I have never been to a more optimistic conference…I loved speaking and meeting everybody….Well done to you and your team. What a slick event. Lots of food for thought and fun.” Amjad Ali*
“Of all the education events, the one with the most positive energy and camaraderie. Congratulations, one and all, and thank you for the privilege of taking part.” Lucy Rycroft Smith & JL from Flip the System UK*
“It was such a wonderful event and full of positive energy. I spoke to many flamingos and heard great feedback mentioning how they felt inspired and really enjoyed the festival. Thank you so much to all event team – for your enthusiasm, vision, dedication and energy to make this happen. We are changing the world for a better place, one day at a time.” Natacha Wilson, Random Acts of Kindness Foundation*
The nature of this year’s framework, and its dissemination has allowed some space for deeper thought and discussion with colleagues in schools and on training courses. There is a sense that we are less in thrall to the prescriptive specifics of the here-today-gone-next-academic-year ITAF experiments of the past two years. This year, the STA kept good on their promises to release the frameworks, exemplification and associated guidance earlier in the year. Better still, we know what to expect in the coming year. That is always nice. Especially if you are in a year group subject to statutory assessment. Especially given the nature of accountability and what this means for class teachers at the sharp end of where writing meets statutory assessment outcomes. As a year 6 teacher, if I am completely honest, at times it would have felt like my life depended on that basic courtesy. You know, a bit of forewarning. Definitely appreciate that.
Every month Cambridge Mathematics brings you an Espresso Post – a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.