The current Children’s Laureate is Lauren Child and she is in this role from 2017 to 2019. This is what the Book trust said about her:
“The role of Children’s Laureate is awarded once every two years to an eminent writer or illustrator of children’s books to celebrate outstanding achievement in their field.
Lauren Child is a multi-award-winning, bestselling writer and artist whose books are known and loved the world over. She is the creator of characters such as Clarice Bean, Ruby Redfort and Charlie and Lola.” (Book Trust, 2017, lines 3-7)
Last week in a newspaper article she argued that children should be given more time to “daydream and dawdle” and be allowed to have free, unstructured time in which to be creative and improvise. (Child, 2017, line 10) Supporting children to be creative is something you might consider as a TA. How do we provide conditions or an environment that will encourage creativity in school? What is the adult role in this?
Book Trust. (2017) Waterstones Children’s Laureate. [online] Available from: https://www.booktrust.org.uk/books/childrens-laureate/ [Accessed: 29/09/17]
Child, L. (2017) We should let children dawdle and dream. [online] Available from: https://www.theguardian.com/books/2017/sep/09/lauren-child-let-children-dawdle-and-dream [Accessed: 29/09/17]
Last week the government published plans for changes to the way pupils are assessed at primary schools. You can read the announcement here.
“The reforms will:
improve the way that writing is assessed, so that teachers have more scope to use their professional judgment when assessing pupil performance
introduce a new assessment at the start of reception from September 2020 to act as the start point for measuring progress, so we can give schools credit for the progress they help pupils make in reception, year one and year two
remove the statutory status of end-of-key stage 1 assessments at the earliest possible point, from the 2022 to 2023 academic year, once the reception baseline is fully established
reduce burdens for teachers by removing the requirement to carry out statutory teacher assessments in English reading and mathematics at the end of key stage 2 from the 2018 to 2019 academic year onwards
improve the early years foundation stage profile, including revising the Early Learning Goals to make them clearer and align them more closely with teaching in key stage 1
introduce an online multiplication tables check, to be taken by pupils at the end of year 4, from the 2019 to 2020 academic year onwards.”
(DfE, 2017, lines 8-24)
The announcement also refers to the Rochford Review (2016). This will be of interest to those of you working with pupils working below expected standards. It also provides links to revised teacher assessment frameworks, with further guidance and exemplification materials available later in the year.
If you are in FDLT year 1 you will be exploring assessment in the coming term so you will be interested to read the DfE announcement and follow the links to the Rochford Review and the teacher assessment materials.
DfE. (2017) Improvements to the primary assessment system announced. [online] Available from: https://www.gov.uk/government/news/improvements-to-the-primary-assessment-system-announced [Accessed: 22/09/17]
Rochford, D. (2016) The Rochford Review: final report. Review of assessment for pupils working below the standard of national curriculum tests. London: Standards and Testing Agency.
When you begin to take part in discussion about your setting and when you begin to write assignments you will need some basic information about your school to provide contextual background. It would be useful if you could collect this information and have it to hand over the opening weeks of the course.
If you are starting a degree course it is worthwhile investing in a study skills book to support you as you develop approaches to academic learning. The Study Skills Handbook by Stella Cottrell is a good choice as it can support you throughout your three year degree. There are many other good study skills books too.
Now would be a good time to explore the early section ‘managing yourself for study’. This will help you think about starting to study in Higher Education and areas such as managing time and preparing for a new course.
There is a companion website with some additional materials to help you available here. In the Resource Bank you can find some audio files about critical analysis and creative thinking as well as a short interactive course called ‘What to expect from academic study’. You might find it useful to explore these resources.
Cottrell, S. (2013) The Study Skills Handbook. 4th ed. London: Palgrave.
If you are starting the FDLT course in year 1 in September or currently in year 1 going into year 2 you can access this free online course here.
The course is designed to help you if you are about to study an undergraduate course with us or are in your first year and want to:
improve your study skills
develop your academic confidence
better understand what is expected of you in your degree
develop greater autonomy as a learner
achieve better grades in your assignments
In order to do this, the course focuses on improving your critical thinking, research, referencing, note taking and academic writing skills, to build your academic confidence.
The activities in this course are designed to engage you in specific learning. You will have opportunities to reflect on your learning and to engage with other students through discussion boards and blogs. This is a very interactive course and the more you engage with other learners, the more you will learn.
To participate in this course you must either be a current University of Northampton student enrolled on an undergraduate course or an applicant for an undergraduate course and have selected the University of Northampton as your firm choice institution.
Last week Sophie Burrows, from Into Film, came to work with the FDLT year 1 groups to introduce stop motion animation as a technique for engaging learners.
Sophie introduced the group to the basic principles that underpin stop motion animation: persistence of vision. We looked the work of Eadweard Muybridge, an early pioneer of photographic and moving image projection. We also looked at making thaumotropes as an easy way into to demonstrating this concept to children. You can read more about this and other optical toys here: thaumotropes.
Sophie introduced us to three types of stop motion animation:
silhouette (using a light box)
claymation (using plasticine)
and the free app Stop Motion Studio. After playing a little with app to explore its functions the students worked in groups to make a short animation using any of the techniques above. They then edited the films using the app iMovie which gave them the opportunity to add sound and music.
Making stop motion animations draws upon a huge range of skills, knowledge and understanding and can be a great opportunity to plan meaningful and engaging learning opportunities across the curriculum for learners. Here’s a padlet of examples to get you thinking!
Its June, its Spring and its half term: the perfect time to start a new challenge!
The 30 days wild challenge asks us to make room for nature. You can sign up here to receive a wallchart and ideas pack. You’re asked to perform a random act of wildness each day: this is something that brings a little bit of nature into your life. There are lots of ideas on the 3o days wild website, as well blog posts and links to local events.
As with many initiatives now you can also follow what’s happening on social media:
On Monday I was lucky to attend a creative session in the School Experience Library, at Park Campus, University of Northampton. This session, arranged by Academic Librarian, Hannah Rose and Library Learning Services, brought two author illustrators to share with us their approaches to writing and illustrating.
First Birgitta Sif shared with us her journey to being an author illustrator and her process of writing. Birgitta’s first books was ‘Oliver’, a book about a little boy who was different and how he found friendship. As she read it to us she helped us look more carefully at how the illustrations enriched the text and gave us clues and extra surprises. These included searching for a mouse who present in each picture, finding a character who appeared in the middle of the story actually appears in the previous pictures too and using the text inside the pictures to guide us in the story.
She also showed us how she makes a story by making small sketches to get to know her characters, making tiny prototype books and by drawing the world of the character and the places and people or animals the character encounters. She draws from life and imagination and when she is stuck she goes for walks outside and plays with her children.
Then Dave Barrow shared his work with us. His first book was ‘Have you seen elephant?’, a book about a game of hide’n’seek with great visual jokes throughout. As Dave read it to us he helped us understand how he had drawn the illustrations by sketching from life, from videos and trying things out for himself.
Dave also did some live drawing taking ideas from children to give us ideas about how to construct a character through drawing and talking. We could really see how this could lead to imaginative stories as the children talked with Dave. Dave helped them think about how the personality and characteristics of a character could be apparent in a drawing as well how to show clues about the character in the picture so that they didn’t have to be stated in the text. he also showed us how to show the size and scale of a character. He also answered questions about how long it takes to write a story, how many drafts it takes and how sometimes an idea has to be let go to improve the story.
What can we learn?
Make little prototype books to try out and sequence ideas.
Draw and sketch from life.
If you get stuck go outside for a walk.
Practice drawing if you want to improve.
Draw a character to get know it before you start to write it into a story.
Link characteristics of the character with the story you’re going to write.
Keep drafting and improving.
Some of these are things you might try in school or when you are writing.
As part of the session we also made our own character to take away and maybe write a story about, inevitably, mine was a cat!