Age 4-6: Rec/Y1 (Kindergarten US) 2017 Feedback from Day 3

CARDIFF

A number of question templates had been used:

What went wrong was used for Venn diagrams for healthy and unhealthy foods, instructions, growing plants. This led to the construction of success criteria and an understanding of prior knowledge.

The statement had been used for 3D nets , rhyming words, seaside pictures and the Fire of London. These caused great discussions, in which children had to explain and reason.

The odd one out had been used with farm animals and the causes of the Great Fire. Children had to apply their knowledge and use evidence.

A video clip had also been used (What do you think this is about?) and the range of answers for maths.

The templates had aided planning in demonstrating prior knowledge.

NORWICH

Two teachers began lessons with questions on the board linked to number bonds to 10 for every maths lesson. This reinforced the facts and has made them prepared for the lesson. Children with special needs have more confidence.

Three teachers had tried ‘What do you notice?’ as a great question for shape and number starters. This has improved the use of mathematical language and children are able to use reason in their answers.

All teachers had used the odd one out starter question. This had children looking more deeply into numbers, not just looking for the obvious, with all children involved.

What went wrong was also a popular starter question. Children like pointing out what was wrong and comparing good with bad examples. This had been used in maths, writing and handwriting. Children have learnt that it’s ok to make mistakes and how and when to correct mistakes.

Always sometimes never had been hard for children but it is developing their reasoning skills. Children are teaching each other through their talk partners.