I believe that for learning to be memorable it has to be fun!  If children enjoy their learning they ask more questions and develop a deeper understanding of the topic.  Likewise, children need to understand why their learning is significant so links are always made to ‘real life’ so children can put what they have learned into context and problem-solving opportunities are created to give further practice.

An example was when we had to decide whether or not we wanted the precinct to be open to traffic.  Children chose which interest group they wanted to represent such as shopkeepers or parents with young children and then worked together to prepare a speech to present to our Town Councillors. 

Visits were made into Marple so children could conduct their own research to support their writing.  Work finished with a formal debate when all groups expressed their opinion and questions could be asked before the council withdrew to make their final decision.

Wherever possible links are made between subject areas to make learning more interesting. 

Trips are taken to provide children with further opportunities to develop their learning such as our visit to Jodrell Bank to support the children’s science work on ‘Earth, Sun and Moon’. This is achieved in a number of ways such as incorporating drama, poetry, discussions or art.  

Practical lessons, such as baking, are always popular and give children the opportunity to learn valuable life-skills.  

Children are encouraged to take responsibility for their learning.  Displays give children access to information to help them progress whilst equipment such as dictionaries, thesauruses and calculators are always freely available to encourage children to act independently and develop skills ready for high school. 

The groups children work in change depending on the lesson’s focus.  Numeracy and Literacy sessions are usually grouped according to ability enabling children to work with others of a similar level of understanding.  Whenever possible groups are rearranged to contain a mix of abilities and skills.  Whilst a child may find it difficult to record their ideas they may have an amazing imagination, be very organised, artistic or supportive of others; varying the members within groups gives every child the opportunity to demonstrate and develop their strengths. 

Support Children are given tasks at a level which is appropriate to their ability whilst still providing an element of challenge.  Booster lessons are used to support those children requiring extra help with specific areas of Numeracy and Literacy.  Sessions are also used to provide further challenge for the more able.

The children are fortunate to benefit from a wide range of additional opportunities such as specialist lacrosse and cricket coaching and Dragon’s Den!  This is a new opportunity and is helping Class 5 develop life skills such as a greater understanding of money and budgeting as we set up and run our own businesses taking their initial concept to a marketed product.

I believe that for learning to be memorable it has to be fun!  If children enjoy their learning they ask more questions and develop a deeper understanding of the topic.  Likewise, children need to understand why their learning is significant so links are always made to ‘real life’ so children can put what they have learned into context and problem-solving opportunities are created to give further practice.

An example was when we had to decide whether or not we wanted the precinct to be open to traffic.  Children chose which interest group they wanted to represent such as shopkeepers or parents with young children and then worked together to prepare a speech to present to our Town Councillors. 

Visits were made into Marple so children could conduct their own research to support their writing.  Work finished with a formal debate when all groups expressed their opinion and questions could be asked before the council withdrew to make their final decision.

Wherever possible links are made between subject areas to make learning more interesting. 

Trips are taken to provide children with further opportunities to develop their learning such as our visit to Jodrell Bank to support the children’s science work on ‘Earth, Sun and Moon’. This is achieved in a number of ways such as incorporating drama, poetry, discussions or art.  

Practical lessons, such as baking, are always popular and give children the opportunity to learn valuable life-skills.  

Children are encouraged to take responsibility for their learning.  Displays give children access to information to help them progress whilst equipment such as dictionaries, thesauruses and calculators are always freely available to encourage children to act independently and develop skills ready for high school. 

The groups children work in change depending on the lesson’s focus.  Numeracy and Literacy sessions are usually grouped according to ability enabling children to work with others of a similar level of understanding.  Whenever possible groups are rearranged to contain a mix of abilities and skills.  Whilst a child may find it difficult to record their ideas they may have an amazing imagination, be very organised, artistic or supportive of others; varying the members within groups gives every child the opportunity to demonstrate and develop their strengths. 

Support Children are given tasks at a level which is appropriate to their ability whilst still providing an element of challenge.  Booster lessons are used to support those children requiring extra help with specific areas of Numeracy and Literacy.  Sessions are also used to provide further challenge for the more able.

The children are fortunate to benefit from a wide range of additional opportunities such as specialist lacrosse and cricket coaching and Dragon’s Den!  This is a new opportunity and is helping Class 5 develop life skills such as a greater understanding of money and budgeting as we set up and run our own businesses taking their initial concept to a marketed product.