AnonyMouse_4544

http://eyfs.durhamlea.org.uk/observationpl...ssessmnet/13818

I'm not sure if this is the type of thing you mean???

Could you suggest it would be better for her if she had experience in different settings when it comes to applying for positions.

That's why I wondered if there would be some kind of 'framework' to back up the sentiment. We shall have to wait and see, I guess.

It's the same framework according to the announcement they made explaining the reason for the ban

The government has denied that changes to terminology outlined in the document indicate a change of policy direction. "There is no lack of focus on Every Child Matters," a DfE spokesman said. "The coalition created the new DfE to carry through radical reforms in schools, early years and child protection. ....but that was 12 months ago

I think Every Child Matters is a statement (which hopefully everyone agrees to) but Help Children Achieve More is a aim/target so to me is more powerful and purposeful

It's quite old news really that the government made a list of New Labour "phrases" that they no longer wanted to use...http://www.literacytrust.org.uk/news/2357_...y_child_matters

LANGUAGE OF THE NEW GOVERNMENT: SOME OF THE CHANGES AS THEY APPEAR IN THE MEMO

Pre-11 May 2010 England will be the best place in the world for children to grow up

Post-11 May 2010 Make Britain the most family-friendly place in Europe

Pre-11 May 2010 Targeted services

Post-11 May 2010 Fairer services

Pre-11 May 2010 Targets and outcomes

Post-11 May 2010 Results and impact

Pre-11 May 2010 Children's trusts

Post-11 May 2010 Local areas, better, fairer services

Pre-11 May 2010 One children's workforce framework/tool

Post-11 May 2010 Local areas self-assessment tool

Pre-11 May 2010 Five outcomes/ECM

Post-11 May 2010 Help children achieve more

Pre-11 May 2010 Narrow the gap

Post-11 May 2010 Close the gap, vulnerable and disadvantaged

Pre-11 May 2010 Integrated working

Post-11 May 2010 People working better to provide better services

Pre-11 May 2010 Safeguarding

Post-11 May 2010 Child protection

Pre-11 May 2010 FIP

Post-11 May 2010 Key workers providing intensive support to families

It's the label not the message that is changing ...personally I prefer the Help children achieve more to ECM

That's another of the key reasons we hand ours in - MTPs on the server, weekly (with anotations as we go along) kept on a clipboard on our desks. Especially in a small school where everyone teaches a mixed age class and there can be people who really want to help but find it difficult simply because of not knowing the other KS/year group so well.

We overcome the problem by having our personal planning files in the classroom

I'm not sure what the purpose of keeping the original planning has if it doesn't represent what has been taught. It seems to be one of those paper exercise to tick boxes for inspectors rather than having a real purpose. I could understand wanting the annotated copy ...

Personally I've never once been asked by OFSTED to see planning (in 6 or 7 visits) ...

and last year's (or any previous year's) planning would be pretty useless as I/we never teach the same thing two years running

If planning should flow from the child's needs and interests this could be seen as a contradictory position for EYFS.

 

Cx

I agree

Our MT planning is often completed "on the go" as it contains Child Initiated themes and interests which we can not predict in advance. It does contain a separate section for adult focused objectives ( for reception whole class ) and possible activities that will meet those objectives but quite often the children take learning in a different and equally valuable direction so it is always a working document subject to lots of change.

I just discovered this resource produced to support the NI curriculum

Thanks Marion this is a FAB site. I have a Sweedish child and i was really struggling to get anything meaningful!!

Thanks again

Carmen

I'm afraid it doesn't help with how to say the words but perhaps mum would help?

Hello

Does anyone know any simple Polish songs or rhymes that they would be willing to share?

I would also need translation and phonetic transcript - a tall order!

Thank you

x

http://www.mamalisa.com/?p=664&t=ec&c=70

not sure why you think planning is personal to you! it is an integral part of your job and the head/managr should be monitoring regularly to ensure that

a you are observing

b connecting the observation s to next steps and therefore

c planning.

d demonstrating that you are responsive and can adapt the planning to meet individual need

e using parents observations being fed into the planning

 

 

i would also be observing your observation and planning in practice on a reg basis esp if there didnt seem to be any!

Planning is the professional responsibility of all individual teachers, who can use medium-term plans by taking into account the particular needs of their class or groups.

Plans should be ‘fit for purpose’. They should be useful to individual teachers and reflect what they need to support their teaching of particular classes. Other teachers should be able to understand the plans.

Plans should be kept to a minimum length. They can be set out in the form of bullet points or notes, including how learning objectives will be achieved. This is a matter of professional judgemen[/b]t.

Plans are working documents and do not need to be beautifully presented or copied out for others. Separate weekly and daily lesson plans are not necessary. As the OFSTED, DfES and QCA guidance says, for medium-term planning, ‘QCA schemes of work contain the detail you need for each subject’. Annotations or post-it notes can be used to convert medium-term plans into lesson plans.

guidance from School Teachers Pay and Conditions

Guidance on Monitoring Lesson Plans

1. Unless employed as newly qualified teachers undertaking induction or serious concerns about the teachers’ performance have already been identified, teachers should not be asked to submit lesson plans to the head teacher, head of department, subject co-ordinator or other line manager on a regular weekly basis. Such practices denote a lack of trust in teachers’ professionalism. The DfES/OFSTED/QCA document says:

“It is important to monitor the quality and impact of teachers’ planning. This does not mean that you need to see everyone’s plans each week.”

http://lambethnut.org.uk/planning_advice.pdf

Planning guidance for primary teachers

The latest advice is that a child should have an "effective" grip and that this may not be the conventional tripod method

While the most efficient way to hold a pencil is the dynamic tripod grasp many other patterns are commonly seen in children and it does not always require intervention or modification. In the dynamic tripod grasp, the pencil is held between the thumb and index finger, with the pencil resting on the middle finger.

Functional Grasp Patterns

Tripod grasp with open web space: The pencil is held with the tip of the thumb and index finger and rests against the side of the third finger. The thumb and index finger form a circle.

Quadripod grasp with open web space: The pencil is held with the tip of the thumb, index finger, and third finger and rests against the side of the fourth finger. The thumb and index finger form a circle.

Adaptive tripod or D'Nealian grasp: The pencil is held between the index and third fingers with the tips of the thumb and index finger on the pencil. The pencil rests against the side of the third finger near its end.

Immature Grasp Patterns

Fisted grasp: The pencil is held in a fisted hand with the point of the pencil on the fifth finger side on the hand. This is typical of very young children.

Pronated grasp: The pencil is held diagonally within the hand with the tips of the thumb and index finger on the pencil. This is typical of children ages 2 to 3.

Inefficient Grasp Patterns

Five finger grasp: The pencil is held with the tips of all five fingers. The movement when writing is primarily on the fifth finger side of the hand.

Thumb tuck grasp: The pencil is held in a tripod or Quadripod grasp but with the thumb tucked under the index finger.

Thumb wrap grasp: The pencil is held in a tripod or Quadripod grasp but with the thumb wrapped over the index finger.

Tripod grasp with closed web space: The pencil is held with the tip of the thumb and index finger and rests against the side of the third finger. The thumb is rotated toward the pencil, closing the web space.

Finger wrap or inter digital brace grasp: The index and third fingers wrap around the pencil. The thumb web space is completely closed.

Flexed wrist or hooked wrist: The pencil can be held in a variety of grasps with the wrist flexed or bent. This is more typically seen with left-hand writers but is also present in some right-hand writers.

The best book is The Bumper Book of Story Telling into Writing at Key Stage 1 (covers reception too)

http://www.school-portal.co.uk/GroupDownlo...ourceId=3803285

http://www.oldfieldparkinfants.co.uk/storymaking.htm

http://www.devonldp.org/v.asp?level2id=391...p;folderid=1726

http://www.everybodywrites.org.uk/writing-...s-from-stories/

Did anyone see the BBC programme about colour and the links to language?

http://www.bbc.co.uk/iplayer/episode/b013c...See_What_I_See/

I think the other thing to be aware of is that those wages are probably full time wages ie 37.5 hours per week and many classroom assistants jobs are part time or full time school hours of 25 hours per week.

In my LA support staff aren't paid by the hour (although that may change) so that is the annual salary they receive before tax.

In my area classroom assistants are salaried and earn somewhere in that region depending on qualifications and experience

Grade 2 - Salary Scale Point 14-19 £15,725 - £17,802

http://eyfs.durhamlea.org.uk/observationpl...ssessmnet/13818

http://eyfs.durhamlea.org.uk/observationpl...ssessmnet/13982

http://eyfs.durhamlea.org.uk/observationpl...ssessmnet/13983

Do you have a link to show this Marion - when I last did a search it didn't show the owner's name. £84,000 is still quite an income!

http://www.companycheck.co.uk/company/06164228

The business address is the same address as that of Samuel Kinge

Sure we've been here before lol. I remember at the time of it being in the paper and stating that it had been take over. Will see if I can find out

When he was convicted and imprisoned for the second time he stated that a relative would be running the site in his absence

i am sure we had a letter through my last preschool saying it had been taken over and it was safe to use it was quite a while ago when it was sent

Samuel Kinge is still the registered company director of Sparklebox Teacher Resources Ltd and the business is registered to his address. His accounts have fallen from almost half a million to £84000 last year

Our library was organised using the Dewey system (DH went on a course) until a well meaning person moved everything still it should be easy to put back when someone has time.

I've just received my pack

moderators will

-discuss teacher's assessments in reading, writing, speaking and listening, mathematics and science

-focus on the work of 3 or 4 children, which demonstrates the range of ability in each class

- check understanding of the expected standards by sampling evidence from reading, writing,mathematics and science

-make sure children are being given appropriate tasks/tests to inform teacher assessment judgements

-ensure that each school's judgements are in line with national standards

-emphasise that this is a supportive, process working in partnership, to develop consistent and accurate teacher assessment judgements.

Evidence

reading - records and a broad range of evidence eg current reading book, guided reading records, task or test evidence, stranded sheets, APP

writing - records and a broad range of evidence eg several examples of independent writing from a range of contexts such as stories from topic work or instructions for a science experiment writing task evidence, stranded sheets and APP

maths -selection of evidence

AT1

AT2

AT3

tasks or test evidence, stranded sheets and APP

Science - records evidence, stranded sheets and APP

Speaking and Listening records and evidence of planned assessment, observations annotated planning photographs evidence, stranded sheets and APP