NCFE2 Session 23
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Contents |
Introduction
10:00 - 10:05
Registration
Return of marked homework
Collection of homework
Literacy
10:05 - 10:25
Learning Objectives
- Students should understand the different purposes of writing
- Students should be able to identify examples of different genres of writing
- Students will be able to identify how genres are used to support writing activities in their setting.
Writing for a purpose
The need to make writing tasks authentic, interesting and age appropriate.
The literacy session often starts with the introduction of the topic and statement of learning objectives. There will then be opportunity for children to talk either to each other or to the whole group about the topic. Children's writing tasks are usually modelled first by the teacher. Working with the whole class, perhaps on the IWB, the teacher will take children's suggestions and model what she wants them to do. They will then usually move into groups for independent or supported work. Teaching assistants usually work with a group, going over what the teacher wants, clarifying, reminding pupils of their learning objectives, encouraging and possibly differentiating.
Genres
Looking at texts - help me sort them into
- Fiction
- Non-fiction
- Account (recount)
- Instructions
- Poetry
- Explanation
- Persuasion
- Discussion
- Justification
Activity
10:25 - 10:55 mins
2 Groups
Flip charts and pens
In your groups
- Choose 3 of the genres
- Explain what each one is and give an example of using it in a writing activity with pupils in your setting.
- Ensure that all members of the group participate in the presentation.
- Feedback to the main group
Audience to ask questions and give positive feedback and points for improvement.
Homework
10:55 - 11:00
Write a reflective account of an occasion when you have assisted a teacher in the planning and implementation of an activity to support writing development.
- Explain the Learning Objectives
- Describe how you were involved in the planning
- Describe what you did during the activity to support the children.
- Explain how you provided feedback to the teacher
- Evaluate your role in the activity and explain how you could improve your practice next time.
Numeracy
11:00 - 11:30
Learning Objectives
- Students should understand the importance of mental calculations
- Students should be able to list a variety of mental calculation strategies
- Students should have a range of tactics available to them to assists pupils in mental maths
Numeracy - Mental Calculations - importance and methods
"Maths is a mental activity - it takes place in the head"
Children need to learn to do maths in their minds. Writing things down can help you to keep track but the actual manipulation of the numbers happens in your head.
Examples of different mental methods to aid calculation
Number facts - give examples
Short cuts - examples
Any other methods?
Example
- 72-35
- take 2 from 72 to make 70, take 30 from 70 to leave 40, take 5 from 40 to make 35, then I add back the 2 I took from 72, gives me 37
Insert a number line image here
or
- take 2 from 72 to make 70. I know that double 35 is 70, so I can take away 35, then I just add 2 to 35, to make 37
or
- count on 5 from 35 to 40, count on 30 from 40 to 70, then jump another 2 to 72, to make 32 and add the 5 and the 32 to make 37.
Writing things down
Children will often be encouraged to write numbers down during mental maths sessions, using scrap paper or whiteboards. Encourage them to write the sum horizontally.
- 108 - 6
NOT
- 108_
- ....6
That would encourage them to use the long written method for something they can work out far quicker in their heads.
Strategies for mental maths
Adding and subtracting
- Start with the bigger number
- Use doubling or halving
- To add 9 first add 10 and take one off.
- Take away 9 by taking away 10 and then adding back 1
- Break it up
- Combine methods as children move up through school.
Multiplication and division
- Think about what the answer should look like - will it be odd or even?
- Use other checks - halving an odd number gives you a remainder.
- Work it out from a fact you know - 5x table can be very useful. If you know 5x8 = 40 then you can work out 7x8 without knowing 7x or 8x tables.
- Use doubling - multiplying by 4 or 8 becomes easier if you use doubles
- Use halving - same with dividing.
Coffee
11:30- 11:45
Reminders
11:45 - 12:00
This advice applies to the Mental Oral section of the numeracy lesson.
- Encourage children to work things out in their heads
- Help them to learn number facts and tables
- Get them to talk about their mental maths methods with each other and with you.
- Ask which methods children find easiest
- Remember they don't need to write anything down, except to keep track of the calculation.
- Only use number lines, fingers or other materials as a last resort.
- There's no right way to work things out in your head. If your method gives the right answer it is fine. There might be a faster way though..
- Translate problems into practical terms. This can help children connect with the sum and imagine the answers.
- If the child does have to use jottings encourage them to write them down neatly so that you can see what they have done and to help them explain their answer.
Homework
1 - notes and a talk on the importance of mental calculations and methods
- Make notes on the importance of mental calculations and methods which can be used.
Use your notes from this session and Handout 1 to help you.
Plan and prepare a short talk based about the importance of mental calculations and the role of calculators in developing numeracy skills.
- Talks should last around 5 minutes.
- They will be delivered next week in your groups.
2 Planned Activities Simulation
- Start to collect examples of short activities (10 minutes) to use with small groups relating to number, shape (including pattern, space and measurement), and problem solving or data handling. These can be from your practice journal or from other sources.
You will be expected to deliver one activity for each section (a total of 3 activities) to a group of your peers and you will be observed. This will be in Session 25 - June 24th.
Your preparation for this should include a plan identifying learning outcomes, resources to be used, and timings.
Revision Skills
12:00 12:20
General advice
Keep calm. This is not a hard exam. You need 13 out of 21 questions to pass. You can do this!
- Work in short bursts
- Take regular breaks
- Keep fluid levels up
- Snacks can help
You are working from your Unit 1 Unit 2 and Unit 3 notes.
Condense your notes
1.Write out the topics for each unit onto an A4 piece of paper. Fit as much on as you can.
2.Take only the important bits and copy the information onto half a page. Try to fit it all on!
3. Now try to fit it all onto a postcard. You should now have only the very important words left.
Using Post-it notes
Some of what you need to learn are key facts. You can use the way your brain works to help you remember them. Here's one silly but effective suggestion:
- Get a small pile of Post-it or similar notes
- Write a key fact on to each note.
- Stick them all over your house.
- Now you walk around and read the facts
- Leave them there for a day (longer is fine!)
Now comes the fun bit!
- Go round the house and stick a question about the fact on top of the note.
- Challenge yourself to answer the question without peeking.
When you see a question in the exam about a key fact try to think where in the house it was, picture it clearly. You should be able to read the answer!
Portfolio Building
12:20 - 1:00
Placing your evidence in the grids.
