Its a calendar encouraging people to be kind throughout December (and beyond). Its also available in Italian, French and in a decoration free version.
The organisation Action for Happiness says:
“If we agree that for all human beings it is important that they experience happiness and escape misery, then it follows that the best society is the one in which there is the least misery and the most happiness.
On this basis, everyone’s happiness counts equally. This includes the happiness of everybody now alive as well as that of future generations. So it is important that we act in a way that takes the happiness of all into consideration. If we can agree on this then we’re one step closer to achieving a happier society.” (2017, lines 25 – 31)
They have designed a resource for schools called “Keys to happier Living Toolkit for Schools” for children aged 7-11.
This week the year 2 students used their phones or tablets to make short films exploring terms and ideas used when learning English.
Their challenge was to define and explain their word in a one minute film using just the materials available – their own digital devices and card, paper, scissors, tape and sticks.
Below is the YouTube channel playlist where you can see what they made.
It was interesting to see that students also used resources from their devices eg sounds, music, backgrounds and screenshots as well as some of them editing their films using imovie.
When trying this out it is important for the film makers to devise a story or presentation that will explain and define the term clearly and without leading to any confusion for the viewer. Using examples, familiar contexts, stories and combining words and pictures can be useful devices here, as can devising quiz type scenarios.
This is a practical and creative way of exploring some key subject knowledge which leads to a shareable bank of short films which can then be used for revision or as lesson starters.
When making a collaborative book it is essential to agree on the format of the pages – landscape or portrait. This story couldn’t be included in the main book because it was made in the wrong orientation:
After the session one of the students went away and made her own book with her son.
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.
Over the last two weeks BBC2 have screened ‘No More Boys and Girls – Can Our Kids Go Gender Free?’ and it is also available on iPlayer until mid September. You can read more about it here.
Dr Javid Abelmoneim poses some of the most profound questions facing the UK today. Is the way we treat boys and girls in childhood the real reason we still haven’t achieved true equality between men and women in adult life? And could stripping away the pink and blue – and the other more subtle ways that boys and girls are shaped to be different – be the way to raise kids with abilities and attitudes that are the same regardless of their gender?
In two hour-long programmes, Dr Javid sets out to find answers in a bold but simple experiment. He is taking over Year 3 in Lanesend Primary School on the Isle of Wight, aiming to remove all differences in the way boys and girls are treated and to see if, after a term of gender-neutral treatment, he can even out the gaps in their achievement across a range of important psychological measures – from self-confidence to emotional intelligence.
Dr Javid Abelmoneim poses some of the most profound questions facing the UK today. Is the way we treat boys and girls in childhood the real reason we still haven’t achieved true equality between men and women in adult life? And could stripping away the pink and blue – and the other more subtle ways that boys and girls are shaped to be different – be the way to raise kids with abilities and attitudes that are the same regardless of their gender? Dr Javid is taking over Year 3 in Lanesend primary school in the Isle of Wight, aiming to remove all differences in the way boys and girls are treated and to see if, after a term of ‘gender neutral’ treatment, he can even out the gaps in their achievement across a range of important psychological measures – from self-confidence to emotional intelligence.
Before he begins, he wants to understand what the kids themselves think – and their comments are shocking. Aged just seven, these kids have already absorbed the idea that boys are more important than girls, that strong is a word than only applies to boys and that the only thing that girls are better at than boys at is being pretty. As a doctor, Javid knows that there are basic biological differences between the sexes, but he believes our biology can’t fully explain why men and women’s life chances in the UK are still so unequal. He believes that how we treat our children in childhood has to be the deciding factor – and the latest research in how brains develop backs him up.
A visit to Prof Gina Rippon at Aston University, one of the UK’s leading experts in brain imaging and neuroscience, reveals that there is no such thing as a male or female brain type. Instead the brain is a plastic organ, shaped and moulded by experiences in which childhood is key. Giving boys and girls different toys to play with and different experiences as they grow up means that the genders develop different skills and different behaviours. So in theory, giving kids a childhood in which their gender doesn’t define how they are treated should enable to them to develop more equal abilities and attitudes – and ultimately allow them to forge their own paths in life regardless of their gender. But to be sure that his changes really do make a difference, he commissions Dr Stella Mavroveli from the psychometric lab at University College London to record what level of difference there currently is between the boys and girls across the spectrum of school subjects, but also in a range of behaviours and psychological traits from confidence and self-esteem to empathy and social skills. However much he was expecting to find differences between the boys and girls, Dr Javid is shocked by the test results. Girls show a consistent pattern of underestimating their academic abilities and lack confidence and self-esteem in comparison with the boys, while the boys demonstrate a worrying inability to express their emotions in comparison with the girls. The test results are enough to convince class teacher Graham Andre to adopt a broad range of changes and to eradicate from the classroom anything that reinforces the idea that boys and girls are fundamentally different. From the books the kids read to the way they are spoken to, the mission is to emphasize to the kids that gender makes no impact on what they are capable of achieving.
To achieve deeper transformation, Javid designs a series of focused interventions to target some of the children’s mostly deeply held views – from transforming their view of which jobs men and women are able to do to shocking them with the fact that contrary to what they have always believed, girls at their age are just as strong as boys. An emotional breakthrough for shy and under-confident girl Lexi convinces Javid his gender neutral approach is starting to work, but if he is to achieve real change he realises he is going to have to take his mission out of the school gates and into the kids’ home lives.
Out of school, Javid is astonished at how much childhood has changed since he was growing up. Clothes and toys have become a tsunami of pink and blue – ensuring that boys and girls play with toys that encourage very different behaviours. Boys playing with construction toys develop spatial awareness skills that girls simply don’t while surrounded by princess play outfits and dolls. He challenges the parents of Mr Andre’s class to clear out all of the gendered toys and clothes – and to change the way they divide housework and childcare. Will the parents get on board? And will Dr Javid’s gender neutral mission have produced meaningful change when he repeats his tests at the end of term?
How do the experiences shown in these episodes relate to your school and the pupils you support?
It will be useful for you to either download and save the relevant documents or save links to them so that you can access them online. You might also read through the one that you work within to get a feel for the contents.