Teach Primary I16.2 2022

Book TEACH READING & WRITING
topic
Published by
KS1 Scholastic, 2021

Illustrations by Tom Knight

When Jelly
Ha d a Wob b le
Explore overcoming negative emotion and feelings with this bright and
uplifting picturebook by Michelle Robinson and Tom Knight

CAREY FLUKER HUNT

I f you’d like a fun-filled way to react to challenges and how we can support each other and deal with the
grab children’s attention and help each other to be stronger than challenges that come our way.
fire thoughtful discussions we think.
about emotional wellbeing, Tom Knight’s expressive
then Jelly’s story will give you a Anxiety affects us all, and characters help children connect with
head start. A madcap food-themed self-doubt can really sap our this emotional landscape, creating
premise sets the scene for a confidence. We don’t have to enjoy fertile ground for rich and rewarding
rhyming rollercoaster of a tale, but the limelight – we’re all different, and discussions about wellbeing and
there’s plenty of heart and depth in not everyone wants to be the star of empathy, and the setting and
this story, too, as it explores how we the show. But we do need to storyline are full of possibilities for
understand ourselves so that we can cross-curricular activities.

www.teachwire.net | 53

Book
topic

Sharing and talking What helps us understand how other How many emotions can you spot in
about the book people feel? For example, we might this book? List them (happy, sad, excited…)
observe their facial expressions, watch then expand your vocabulary by finding
This book is perfect for some how they move, listen to what they say, synonyms. Create word families (happy
audience participation, so it’s ask questions, and imagine how we’d feel – delighted, glad, content...) and find an
worth checking that everyone in their place. eye-catching way to display them. You
knows the ‘jelly on a plate’ rhyme could make a mobile, for example, by
before you begin! We may share the same emotions, but painting starburst shapes with feel-good
that doesn’t mean we experience them colours and patterns, then write a happy
Once they’ve enjoyed the identically, or see the world in the same word on every shape.
story, children will want to talk way. Talk about other points of view, and
about it. Here are some ideas to the idea of empathy. How do the other Dealing with anxiety
get you started: characters in this book feel about the
award ceremony? Is Jelly the only one “Jelly’s belly did a flip…”
l What did you enjoy most who’s feeling nervous? What does ‘having a wobble’ mean? What
about this book? Did it remind you makes you scared or anxious?
of anything? How do Jelly’s friends know how he’s
l Have you ever felt anxious? Where feeling? How do they help themselves to Draw the outline of a person on a large
were you, and what happened? help him? For example: they understand sheet of paper. Around it, write or draw
l How would you help a that he might not feel the same as them; things that worry you or make you anxious.
worried friend? they listen to him without judging; they Inside it, write or draw how these things
l Why does the compere say that Jelly empathise; they show him that they make you feel.
“represents us all”? care; they offer a different perspective;
l Which food would you vote into the they focus on the positives; they suggest What can you do to help yourself feel
Kitchen Hall of Fame? practical things he can do to feel better; better? How can other people support you?
l Could Jelly turn himself into a healthier they support him while he has a go. Share thoughts and tactics, then list your
treat? How? ideas for coping with anxiety.
l Jelly focuses on his anxiety and
self-doubt. What do Jelly’s friends tell
us about his character? How would you
describe him?
l Who would you recommend this book
to, and why? What would you tell them
about it?

Practical activities
We all have feelings

“You worry about everything, but that’s
because you care. We all get anxious
sometimes, it’s a feeling we all share.”

Copy Jelly’s expressions and
gestures from the pictures. What do they
tell us about his feelings? Have you ever
been worried or anxious? Talk about
your experiences.

Take it further

INVESTIGATING Use vegetarian jelly powder, fruit
JELLY FLAVOURS juice and fresh fruit to investigate
different ways of making and
Can you identify differently-flavoured serving a healthier pudding. Try
jellies by taste alone? Test lots of people, different combinations, or make
then analyse your data and present it in small changes to your recipe and
the form of a table, graph or diagram. note the results. Which recipe do
you like best, and why? Keep
Jelly thinks he’s lacking in nutrition careful records of your findings
and calls himself “silly and frivolous”. and share them as an oral
What does he mean, and why presentation or written report.
does he think this? Is it OK to eat
‘frivolous’ food?

54 | www.teachwire.net

TEACH READING & WRITING

that feel more challenging. What LTorvyetdhethseis..?.
does your picture say about you? Write vavndTRhCuehbWyri’ssoWrCrhyoasrarttyuerbruytosTnbo,ymORrPaccehhracerildvBaBrlo,igohkts
about it.
BvblyoABolmebnesrMbtuTarnayllbeyota, nMdaAsuterreolifeDGisugiluleisreey,
Could you set yourself a challenge?
Think of something that feels daunting TvMwiTochhHeeolDloeatRsyotbhienBsoannaannadWToemnt Bad by
but achievable, then go for it! Knight,

What’s your favourite food? Scholastic Pea by Kjartan
Look at the endpapers and talk about v The Runaway Willmore, Simon
the characters featured in the Kitchen Poskitt and Alex
Hall of Fame. What foods do they and Schuster
represent? What are your favourite v Kitchen Disco by Clare Foges and
foods, and which would you vote
Paint large-scale characters on rolls of Best in Show? Al Murphy, Faber
paper and cut them out. Write your ideas
for coping with anxiety on white card Design a survey to discover which important to understand that other people
speech-bubbles, then display each figure are the Top Ten foods in your school. may not feel the same as you?
with a speech-bubble in a group, as though Draw portraits of these foods, then
they’re offering advice. display them in your Kitchen Hall Create and take part in a ‘limelight’
of Fame. challenge, such as public speaking. Support
Jelly has agreed to say a few words each other by talking about how you feel,
at the next award ceremony. Sit him in Ask for volunteers to roleplay your cheering each other on and congratulating
the hotseat and play the roles of helpful Top Ten foods, then host a ceremony everyone for taking part.
friends. What’s he worried about, and and present awards, appointing
how will you support him? What advice will champions to introduce each food and Fun with words
you give? explain why it’s been chosen.
“Wibble wobble, wibble wobble, jelly
The quiet type Centre of attention on a plate...”

“It’s really not my thing. I’d rather put my Look at the picture of Jelly receiving This traditional rhyme adds lots
jim-jams on and have a nice night in...” his award. Describe what you can see, of energy to Jelly’s story. What other
then talk about the composition of the nonsense rhymes do you know? Can you
What does this book tell us about Jelly’s picture. For example, how close are we find more? Learn your favourites by heart
personality? Find evidence in the text. to the action, and how does this make us and give a spoken word performance.
What information do the pictures add? feel? Where is the light falling?
How would you describe Jelly? How does it illuminate Jelly and the Carey Fluker Hunt
other characters, and what effect does is a freelance writer,
Do you love crowds and noise and this create? creative learning
being the centre of attention, or do you consultant and founder
prefer quiet locations and activities? We How do you think Jelly is feeling in of Cast of Thousands
don’t have to like the same things, and this picture? Add sticky notes to show (castofthousands.co.uk),
it’s important to know and value our true his thoughts. a teachers’ resource
selves. But it can be good to step outside featuring a selection
our comfort zone, like Jelly, and try Being in the limelight and having the of the best children’s books and related
something different. spotlight on you mean that you’ve got cross-curricular activities.
everyone’s attention. Some people like
Draw yourself in your comfort zone, this, but others find it uncomfortable.
surrounded by activities, places and objects Have you ever been the centre of
you enjoy. Around the outside, add things attention? Was it exciting, or did it
make you anxious? Talk about your
experiences. Why do people react
differently to the same event? Why is it

SUPERMARKET CHARACTERS and boxes. Measure them and cut new “DID THEY REALLY
paper labels. Decorate them, then stick CALL MY NAME?”
Visit a supermarket to discover what them onto your packages to create a
foods are stocked and how they’re gang of ‘foody characters’. Complete Ask children to help you organise an
packaged and stored. How is the questionnaires to discover their Award Ceremony inspired by this book.
shop organised? What foods are personalities and backstories, then You’ll need invitations, refreshments
found in which locations? Can you write and illustrate a series of and a seating plan – and what about a
draw a plan? Choose a topic to character profiles. beautifully illustrated souvenir
investigate more closely, then write programme? Invite everyone to get
about your investigation or present What kind of stories do your dressed up for the occasion, then roll
your findings orally. characters enjoy? What stories would out the red carpet, take photos and
they like to take part in? Discuss present every child with a gold
Look closely at the pictures and possibilities, then write or tell the paper crown. Frame your photos to
talk about how Tom Knight brings his story that one of your characters create your own Hall of Fame, then
characters to life. Collect food has chosen. write a news report about your event.
packaged in interestingly-shaped tins

www.teachwire.net | 55

School
space
covered

56 | www.teachwire.net

PARTNER CONTENT

Top of the class

Resources and activities to bring fresh inspiration into your classroom

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58 | www.teachwire.net

TEACH READING & WRITING

Take i t OUTSIDE

How cancelled trips and a ban on singing didn’t stop this school
getting creative with the arts post lockdown...

CIARA GIBSON

W orkingwithin the environment around them. Simple Sounds and movement
the pandemic exploratory mark making is a great way of
restrictions engaging pupils (and staff) who might have We were keen to consider how to
over the some anxiety around drawing as well. bring sounds and movement safely
last two into our learning post-lockdown,
years hasn’t been easy. Initially, Words and images too. Dancing is always popular
a lot of the rules seemed stifling with our pupils, especially creative
and antithetical to a functioning The arts offer the perfect way to explore dance, and it’s important that
classroom. But what if we could use emotion and understand ourselves and we can support and encourage
this unique set of circumstances each other better. Health and wellbeing their enthusiasm without feeling
to unleash our (and our pupils’) have been at the forefront of everyone’s the need to perform or be dance
creativity, and see the challenges as mind during the pandemic, so when specialists (although learning to
an opportunity for innovation? planning how to reconnect with each other salsa together via YouTube was one
after lockdown we wanted to include a of our highlights!).
At our school, the arts play an range of arts-based experiences through
essential role, in literacy and the term. After talking through some
beyond. Post-lockdown, ideas, we decided to create
though we couldn’t take We began by exploring what different our own musical (without the
part in our usual activities emotions felt like, visualising shapes, singing) of Red Riding Hood.
like artist visits and singing, colours, textures and forms using objects After drawing out a storymap,
we decided to find other such as leaves and twigs found outside. pupils chose characters,
ways to express our The temporary nature of the work (best and found well-known
creativity. Between ideas avoid windy days!) encouraged the pupils songs to represent them.
gathered from online to be more relaxed and experimental with Working in small groups they
and some plans of our their ideas. Creating these sculptures
own, we decided to use provided an excellent opportunity to developed short dances in the
our arts provision to discuss more difficult emotions and how playground before putting
explore the strangeness to deal with them, too. it all together into a film to
of the world we were living in. share with families. Dancing
We already worked mainly outside, which outside in Scotland is not
is handy for social distancing and fresh without its negatives, but pupils are
air, and we’re fortunate that our school now adept at moving in full waterproofs
garden and surrounding area provides a and wellies!
wealth of natural materials with which to As well as allowing the pupils to
play and create, minimising the need for connect with each other, these activities
sharing resources. However, even in the have offered us a great way to reengage
sparsest school settings, your pupils will families, who have really enjoyed seeing
find something to use (we have had many the children’s creative work after a full-on
excellent images made using gravel!). Here period of home learning.
are some of our arts ideas with a difference... While we are hopeful that the situation
will improve this year, and we can return
Mark making to some of our usual activities, we have
also been looking for engaging, online
Drawing can be a great start to any creative opportunities to keep us inspired. One thing
session, and for this activity pupils created we’re planning into June 2022 is Access All
their own mark-making toolkit using a Arts Week from Sky Arts, which includes a
mixture of items including twigs, seed programme of free learning materials. Check
pods and leaves, natural paint (made from it out at accessallarts.skyarts.uk TP
ground charcoal and water) and a range
of chalk pastels. Often, we can be focused Ciara Gibson
on the end product of arts sessions (or lives and works in
handwriting), which has its place, but Highland Perthshire
it’s equally important to spend time just and has been
exploring and enjoying materials. This teaching for 16
session offered pupils the opportunity years.
to find their own materials and explore

www.teachwire.net | 59

TEACH READING & WRITING

FORGOTTEN GIRLS

We need to be mindful of not letting reluctant girl readers slip through the net

DR CHRISTINA CLARK AND FIONA EVANS

W henitcomesto about dance and make-up, if that through written reviews. This materials can be transformative
reading, it's easy is what they like. is also an opportunity to make for some reluctant girl readers.
to assume all reading seem cool by identifying At the same time, the variety
girls love to pick A second – and more the influencers in your class and of titles available for readers of
up a book and get lost in a story. powerful – tack is to leave the supporting their book choice all abilities, backgrounds and
And many do. But reluctant recommendation to someone and recommendations. Often interests in the UK is growing all
girl readers do exist (quite a else whose opinion they having several copies of a book the time, so it may as much be a
few, actually), and in terms of might value more than yours. that has been recommended by case of building better bridges
research and policy, they are Getting children to recommend a classmate who is held in high between these girls and books
often overlooked. This group is – titles to each other through a esteem can encourage others to that will resonate with them. If
surprisingly to many – sizeable, book-sharing and discussion read it together, and to enjoy the you’re lucky enough to have a
and this makes its oversight even moment each week can lead to sense of shared experience and school or public librarian you can
more interesting. greater engagement, especially belonging that can create. consult, or a local bookshop, you
when you have a group who can’t beat asking the experts for
In December 2021 the advice on titles for all tastes.
National Literacy Trust “Make reading seem cool by
published a new report, identifying the influencers in However, our report shows
‘Forgotten Girls: The Reluctant that the discussion around
Girl Reader’, which showed that your class” reluctant girl readers is complex.
over two in five of the 21,000 Girls read, or don’t read, for a
girls who took part in our annual share interests. This seems Thirdly, let reluctant readers multitude of reasons, so one
literacy survey don’t enjoy to work best when done in a choose for themselves. We all solution will not fit all. Future
reading. This roughly translates fun, social context rather than decide what we want to read initiatives should aim to promote
to two million girls in 2020/2021. based on a complex interplay reading in a way that reflects
Furthermore, one in 10 girls also this complexity, understanding
said that they rarely or never of interest, energy level, time, that different motivations will
read in their free time. place and the perceived work for different girls. We
reward we will get. and our partners are calling
So, what can you Children need many on policymakers, researchers
do to help engage these more opportunities to and everyone involved in the
millions of reluctant girl choose on their own education of girls to consider
readers? First of all, talk to than we probably give and support all reluctant
them! It sounds simple, but them. This is where and struggling readers, and
so often we miss out this step the school library remember that this can be a
and plough in with well-meaning and the public library problem regardless of gender. TP
recommendations or book lists come in. The power of
to try and encourage them. We browsing cannot be Dr Christina Clark is executive
cannot match a book to a child underestimated, but director of research, and Fiona
without knowing in considerable it does take time and Evans is executive director of
detail what that child is into this needs to be built schools programmes, both at
and therefore what might into the timetable and into the National Literacy Trust.
appeal. And often they surprise reading sessions in class or
us! They reveal an in the library.
undisclosed hobby Teachers and young
for scuba-diving or people also tell us that
that they are particularly improving access to
interested in guinea pigs... diverse reading
who knew? It is a terrible,
stereotypical mistake to
assume that girls prefer
fiction to non-fiction or
fairies to sharks, but
equally unhelpful to
ban them from fairy
books or stories

60 | www.teachwire.net

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BookCLUB

We review five new titles that your class will love

KS2

KS2 KS1

Talking History Mark Anchovy: Snowy White
Pizza Power
by Joan Haig and Joan Lennon, by Gareth P. Jones,
ill. André Ducci by William Goldsmith ill. Loretta Schauer

(£15.99 HB, Templar Books) (£6.99, Piccadilly Press) (£7.99, Farshore)

We all know that words can change the Detectives? Check. Gameshows? What would happen if Snow White
world, but sometimes we need to borrow Check. Killer fridges... Check. met Top Cat? Throw in a moral about
someone else’s to really get the message Pizza-delivery-boy-turned-detective the importance of inner beauty (and
across. This colourfully illustrated tome Colin Kingsley (aka Mark Anchovy) recycling) and you’ve got the eponymous
explores key speeches through history, is back! And this time he and his mol- Snowy White. A humorous twist on the
from The Gettysburg Address to Greta ten-tomato-purée gun are on the case classic Grimm’s fairy tale – but much
Thunberg’s rousing climate protests. of a missing former gameshow host, more palatable – this bright and cheerful
Each of the 16 speakers is introduced Lord Bobo, who is being persued by an picturebook will delight KS1 classes.
with a famous quotation, followed by a evil butler, Witherknife. The mystery Kingsley thinks he’s all that in the
dive into their historical context. Haig takes Anchovy to Japan – an exciting neighbourhood, but he’s messy, vain, and a
and Lennon explore the events leading challenge – though perhaps not as little bit rude. He and his gang are certainly
up to each speech and the resulting challenging as having to train his new not popular with the hardworking mice
impact. Spreads are broken up into apprentice... his sister Alicia! In this that keep the place clean. When Snowy
digestable chunks of text, providing new adventure, Anchovy falls foul of White turns up, Kingsley’s faithful ‘crystal
key information in a readable format, familiar rivals such as his nemesis, Mr ball’ (spoiler: it’s not one) changes its tune
and punctuated by André Ducci’s Hogstein, and meets a few new faces and decides the new, clean, kind cat is
comic-strip-like illustrations. The book along the way. From lucky fishcakes to the fairest one of all. Now Kingsley has a
also contains an informative glossary to Alicia trying to come up with her very decision to make... get rid of Snowy White,
help extend vocabulary and introduce own code name, the third instalment or change his ways? With funny rhymes,
concepts such as braile. An inspiring in the popular Mark Anchovy series expressive illustrations, and a loveable
volume to energise your history, literacy, is just as funny and food-filled as you villain, Snowy White is sure to be a story
or citizenship lessons. would expect. time winner.

62 | www.teachwire.net

RECOMMENDED GET SPELLING SORTED! aMeuettthehor
With Plazoom’s Spelling Workouts
RESOURCES resource collection, you get bright, SABINE ADEYINKA ON
engaging worksheets covering every BOARDING SCHOOL,
CROCODILES, AND
spelling pattern, CEW and SSW LEARNING SLANG
from Y1 to Y6 – giving
children the chance to What
embed their learning (or who)
and put it into action in inspired the
a fun, creative context. character
of Jummy?
Take a look for yourself, I had a
at tinyurl.com/ friend in
SpellingWorkouts primary
school
KS2 who could
not afford
KS1/2 to go to secondary school. She
was smart and bright but had
The Magic of Seasons Jummy at the to sell oranges for a living after
River School primary school. I wished I could
by Vicky Woodgate have changed the situation for
by Sabine Adeyinka her but I couldn’t, and it really
(£9.99 HB, DK) bothered me. I went to boarding
(£6.99, Chicken House) school in Nigeria myself and
Sick of the cold and grey weather? loved all the food, camaraderie
Want to remember the joys of Jummy is delighted when she is accepted and activities we got up to, like
spring, the adventures of summer to one of the finest boarding schools in midnight feasts and running
and winter’s cosy evenings? Look Nigeria – the prestigious River School from snakes and scorpions!
no further. Packed with info and by the Shine-Shine River. However,
beautiful full-page illustrations by her best friend Caro isn’t so lucky, and How would you like to see
the author, The Magic of Seasons is a has to stay behind to help her family. teachers using the book in
love letter to everything our glorious School is everything Jummy has ever the classroom?
world has to offer. Take the paw of dreamed of; she makes new friends, The book lends itself well to
trusted feline guide Mimi Cat, and and takes part in glorious escapades the teaching of geography; for
find out awesome facts about nature, like midnight feasts and sports prizes. example, the rivers of Africa
wildlife, weather and more. You may However, when Caro turns up at the that are used for the names of
be surprised at all you learn... Did you River School to work instead of learn, the girls’ dorms – Nile, Niger,
know that: bees have five eyes, sheep their class differences are suddenly all Senegal, Congo and Limpopo.
can recognise over 50 faces of other too apparent, andJummy has to bring
sheep, and the biggest snowball fight all her pals together to help out. A tale Also, the presence of a river
ever had 7,861 players!? Flick to the of the true power of friendship, and a in the story – Shine-shine
back pages to find a fun, mag-style wonderful insight into 1990s Nigerian River – and its many animals
personality quiz, and a range of school culture, dialect and delicious such as crocodiles, are a great
activity ideas you can share with your food, Sabine Adeyinka’s debut novel is a starting point for learning about
class, from making a seed bomb to brilliant introduction to difficult topics Nigeria . Other wildlife makes an
trying out apple prints. like inequality and poverty, all wrapped appearance too, like scorpions,
up in a delightful pre-teen caper. lizards, and owls, so there’s lots
for animal-lovers in your class to
get stuck into.

It is also a good tool to teach
about inequalities, education and
standing up for others.

What would you like children to
learn from the use of Nigerian
dialect in the story?
I’d like pupils to get an insight
into the diversity that comes from
communicating with different
people from different places. For
example, Jummy uses pidgin
English to communicate with
Caro, but then learns plenty of
new slang in school.

Jummy at the River School
by Sabine Adeyinka is out
now in paperback (£7.99,
Chicken House)

www.teachwire.net | 63

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technology investments, and aged five years and above students learn, create, sketch supporting safe, and long-
infuse magic in learning. express, engage and connect. and design. term shared use.

Learn more at logitech.com/en-gb/education/pen-features

TEACH READING & WRITING

Dear DIARY

Do your pupils fully understand the features required for writing an
effective first-person recount, asks Sue Drury...

SUE DRURY

W hatimage to be exposed to a wealth of good subject is denoted by a change in 3 RESOURCES
does ‘diary model texts in order to help them paragraph. Topic sentences will be TO SUPPORT
writing’ learn what will be expected of invaluable in alerting the reader to DIARY WRITING
conjure up them. Diary entry examples, both the nature of that change.
for you? factual and fictional, are fairly easy bit.ly/Plazoomemotions
Sensitive Victorians secretly to source. Why not see if you can Finally, there should be a Encourage nuanced
committing their most private find some that relate to topics you closing comment to round off
thoughts to the ribbon-bound are covering in other areas of the piece satisfactorily; even an language around emotions
pages of a dusty old notebook? the curriculum? expressed desire to repeat the with these ordering
Explorers noting down their experience at some time in the
experiences for the sake Remember tenses future will do. adjectives worksheets
of posterity?
Obviously, your pupils’ age and Build skills bit.ly/PlazoomTAFdiary
It’s true that diaries have ability will influence what you This KS2 diary writing
provided us with some of our can expect from them but, at KS2, Being a reflective genre, diary
most valued historical sources features of a diary entry should entries are ideal for encouraging pack includes a model text,
– from Samuel Pepys to Anne cover fairly specific territory. pupils to think carefully about planning sheets, features
Frank. But that doesn’t mean their own writing skills. They
they are an archaic form of First, there will be the could focus on their use of checklist and more
writing; after all, much of consistent and appropriate use of conjunctions, adverbials and
today’s social media usage is the past tense, perhaps with some prepositions to express time, place bit.ly/PlazoomAnning
simply the current incarnation present tense forms if the context and cause in a way that helps their Use a fictional diary entry
of recording your own thoughts dictates it. However, this will also writing flow, for instance. by Mary Anning to inspire
and experiences. be a good opportunity for them to
play with progressive forms Alternatively, they could writing
Diary writing is a genre of both tenses and possibly challenge themselves to use noun
that should be taken seriously. perfect forms. phrases and expanded noun
Here some ideas for helping you phrases to add greater clarity. Of
ensure that your class produce Share the structure course, you might not want to
something more interesting than tackle every objective at once, but
a description of their lunch... After a brief introduction, the there is clearly scope to address
text should be organised in issues with which your class might
Consider chronological order, as this is the need extra practice.
the purpose most sensible way to show how
the events unfolded. Create links
A diary entry is essentially
a form of recount, giving an This could also be a good Remember, there is nothing to say
account of events that have exercise in paragraphing, whereby that a pupil’s recount needs to be
happened. The difference is that every shift in time, place or about their own experiences. Just
it provides scope for adding a as they can learn a great deal by
personal perspective, emotions, reading the diaries of significant
and possibly an explanation or people from history, they can
two where required. also embed knowledge of other
subjects by writing imagined
As a result, it can create a
very powerful and emotionally journals of key figures relevant
charged pieced of writing, to that topic. TP
which is why it often requires a
certain maturity of thought and Sue Drury is
dexterity with language. literacy lead at
Plazoom, the
Find great expert literacy
models resources
website. Find
As with any other more advice at
form of writing, plazoom.com/blog
each child needs

www.teachwire.net | 65

Sue says...

Got a Ideas, techniques and resources
classroom for all your literacy needs
question?
Our resident Make a Did you know...?
literacy expert connection
is here to help... • The world’s first Earth Day
Earth Day takes place was in 1970, in America, and 20
Q How can we give children confidence on April 22nd every year million people took part.
to try out new vocabulary without – so why not download
the concern of spelling it all correctly? this FREE resource pack, • The Earth Day 2022 theme is:
created in association with Invest in Our Planet.
Matthew Lane, primary teacher, Norfolk Animal Planet magazine, What Will You Do?

A Many children love to discover and and plan a series of • About one billion people
use new words in their writing, but lessons for LKS2 that will recognise Earth Day each year!
some are more hesitant, often due to a
fear of not knowing how to spell the word encourage children 3 more
or use it accurately. There are a few ways to think about the impact Earth Day
you can get round this to encourage those of human behaviour on ideas
reluctant young writers:
the planet, with plenty 1‘The Pros and
• Celebrate when pupils take risks with of opportunities for Cons of Plastic’
their writing and test new ideas. – discursive writing
Developing a positive ethos around cross-curricular writing? teaching sequence
experimentation will encourage those with model text
who may need a little more The pack is based on A for Year 6
reassurance that it’s OK to try new Whale’s Journey – an bit.ly/PlazoomPlastic
things, and that your classroom is a original story by children’s
safe space to do so. author Jo Franklin. After an 2‘Sir David
• Build in regular, short opportunities initial ‘hook’ activity, there Attenborough’ –
where children can write for pleasure, are suggestions for eight comprehension
knowing that the work will not be fully resourced activities, and writing pack
marked. This might help those who are culminating in an extended with model text
less confident to be more adventurous writing task in which pupils for KS2
(Plazoom’s Write Now! collection are encouraged to come bit.ly/PlazoomDA
of creative writing prompts is a up with their own tales,
fantastic source of inspiration 3‘Letters from
(bit.ly/PlazoomPrompts). inspired by the Lorax’
• Model underlining words you want to the model text. – KS1 activities
check the spelling of during shared and pack with an
modelled writing. This shows your FREE environmental
pupils it’s OK to have a go and check RESOURCE theme
later, rather than slowing down bit.ly/PlazoomLorax
your ‘writing flow.’ Download it at
• Introduce new vocabulary in the bit.ly/PlazoomWhale
classroom each week. Plazoom has a
brilliant whole-school resource
collection called Word Whoosh!
(bit.ly/PlazoomWhoosh) to
help with this. Encourage pupils to use
new vocabulary when both speaking
and writing, celebrating every time it is
used correctly; and share new words
that you learn, too!

Sue is literacy lead at plazoom.com, with over
20 years’ teaching and mentoring experience.

66 | www.teachwire.net

TEACHING RESOURCES

Print your own...

...Bookmarks! With a jazzy design on one side, and a
list of useful spelling rules and vocabulary on the other,
these will do more than help pupils keep their place while
reading. Follow the link to download your FREE designed
templates, and print off as many as you like for your class.

Find yours at bit.ly/KS2bookmarks

IN THE
NEWS...

Keen to share topical Liz Pichon studied Create a supervillain with Liz Pichon! Bring Liz directly
issues with your pupils, but graphic design and into your classroom – via a free podcast and downloadable
don’t know where to start? has worked as an resources – to help your class learn about fantastic baddies
We’ve got you. From Boris art director in the we love to despise. In this episode, Liz discusses her new book
Johnson’s apology speech to Shoe Wars; a hilarious story that was inspired by a real falling
celebrating Emma Raducanu, music industry. out between two brothers who made shoes. Liz discusses
there are resource packs where her ideas for stories come from and why it is so much
to suit every taste. In this Her freelance design fun creating villains and the story world that they live in.
edition, we look at the story work has appeared on
of Douglas Wolk, who vowed a range of products
to read every single Marvel and she has written
comic in existence, and has
and illustrated a
written about them for a number of picture
book called All of the Marvels. books, including My
Challenge your class to come Big Brother Boris.
up with their own superhero,
Listen to this episode and download your free teaching
or debate the recent slew resources at bit.ly/SupervillainsLP
of movies that insist on
glorifying beings we could Hack your class!
never emulate. Download
everything you need, for free,
at bit.ly/WhatAMarvel

If you’d like to extend your No small whiteboard? On the topic of Lost glue lids
comic experience, why not No problem losing things … Keep a stash of glue lids
check out our free lesson Place Velcro on the
plan from Richard Ruddick, Simply use a whiteboard back of any remote in your drawer. You
about using graphic novels to pen and write straight on controls for projectors, can guarantee that at
help develop your KS1 pupils’ the table (be sure to check sound and anything least one lid will be lost
else you use, then during the week – and
writing skills. Find it at on a small area first). attach to the wall. its always from one of
bit.ly/KS1comic Great for quick extension the new ones you’ve
questions in maths or for
just put out!
collecting vocab ideas.

www.teachwire.net | 67



FEATURES LITERACY

Spice up your

READING JOURNALS

From scripting film trailers to designing covers, pupils are exploring
the wonders of books in the classroom – every day

A s a big reader and book STEPH ELLIOTT not to do the same activity more than once,
blogger myself, I am though, so I can see a range of responses to
a massive fan of encouraging what is expected of them. For example, my their tasks.
my children to think about desired number of activities completed this
and reflect on what they’re half term is five – I know there are some Making it fun
reading. One of the things I inherited when I children who will meet this (as I expect
moved into Year 6 was reading journals, and them to) and I know there will be some One thing that’s important to me is that
I have embraced them, but I’ve also changed children who, for a range of reasons, will children are allowed to read books for the
them slightly based on my own vision. complete only three or four. I know my enjoyment of reading. With that in mind,
children well and I have high expectations they are not expected to do a task on every
I wanted to make the journals an of them all, so five activities in a seven-week book they finish. However, if my children do
integral part of our everyday lives in the half term is more than doable. choose to do an activity around every book,
class and become something that we shared that’s fine with me.
and enjoyed together. It’s so important Every afternoon after lunch, we have a
that stories are part of school life and I 15-minute reading slot. Without fail, every I think these reading journal tasks have
really think reading journals are helping to day, we all read (including me!). In those added an abundance of chances for pupils
encourage the joy of books in my classroom. 15 minutes, pupils may choose to read, or, to think and talk about the books they’re
if they’ve finished a book, they can use that reading. It’s made them more conscious
How does it work? time to complete a reading journal task. of the authors, the genres and the types of
Once they’ve completed the activity, they titles they read. They complete journals on
Each child has a reading journal – a pop it in the box for me or my TA to mark. all kinds of books, including graphic novels,
jotter-sized book – and every half term, I novels, non-fiction and poetry. There’s no
stick in a new set of activities. I expect a Tasks can vary massively, but all journal limit to the journals, and you can get out
certain number of activities to be completed, activities are designed to make children of them whatever you and your class are
but this changes half term think a little deeper about what they’re willing to put into them.
by half term, and child reading. It could be anything from ‘Write a
by child. You know I love reading them, too, because it
your pupils; you letter to the author about your thoughts’ really helps me to see what the children
know (and to ‘Design a new front cover’, or even have taken from the books: they open
they should ‘Write the voice-over for a film conversations about stories; they help
know) trailer based on the book’. me recommend books to pupils; and they
Each child gets the same allow my children and I an opportunity
sheet of activities at the start of a to make reading an integral part of our
half term and we have the same classroom life.
high expectations for each child.
What they produce based on It really is that simple. Do they
that task can vary a lot, too! As need some training? Yes. Do they need
you can imagine, some activities reminders about expectations? Yes. But
take longer than others and some make it a habit and they will embrace it. I’ve
are more involved, but the children gone from having a few reluctant readers
can complete the activities in any (not a phrase I like) to having a class of 31
order they wish. I ask pupils children who read every single day. I hold
this 15 minutes of daily reading very dear –
and it’s something I think every classroom
should have. I would be MUCH aggrieved if
someone tried to take it away from me! TP

Steph Elliott is a Y6
class teacher in a one
form entry school in
Newcastle. She has a
passion for maths and
all things books.

@eenalol
alittlebutalot.com

www.teachwire.net | 69

p56 p53MUSIC How to

SPECIAL MASTER
MUSIC
INSIDE THIS SECTION
Ideas to bring a whole new level of enjoyment
Dr Eddie Dobson on how to introduce graphic and engagement to your classroom, from
notation to your class Vaughan Fleischfresser...

p59What is music anxiety and how can you A quick search on the time – thighs, tummy, head, clap, or
overcome it? Ben Connor explains benefits of music stamp. Then, as the children grow
will present you with in confidence, reduce the number
John Finney dissects the humble clap and incontrovertible of beats on each part of the body to
its role in the classroom... evidence that it four, then two. Once the children
should be at the forefront of any grow in confidence, you can create
Don’t miss our health & wellbeing child’s education. However, taking different patterns to add levels of
special, on sale 8th April 2022 those first steps to including it in interest and challenge. Finally, let
your day-to-day teaching can be a the children take the lead and run
70 | www.teachwire.net daunting one, especially if you think the activity. Have them take turns at
that music ‘isn’t your thing’. Well, coming to the front and leading as
today, I’m here to tell you that it can above. They love this!
be your thing. All it takes is a love of
music and a willingness to have a go. 2 Get them singing
Singing is such a wonderful
When I made the unexpected way of building confidence and a
move from secondary music sense of togetherness. The benefits
teaching to primary, I had to for mental health and wellbeing
start anew, and it was these four are numerous, too. Children,
guiding principles that got me especially those in the
started: get them moving; get early years, love to
them singing; get them creating; sing, but often
get them sharing. So, here are this is lost
some practical tips to help you
use these principles to fill your
classroom with musical delight...

1 Get them moving simply through a
Children love to dance and lack of engagement.
express themselves physically. You Therefore, I implore you to
can tie this into your classroom do all you can to normalise singing
learning through various different in your classroom and in your
activities. For example, choose school. You don’t need to be an
a song that you love, or one that expert; you just need to be willing
your pupils love, or both. Music to have a go. My wife would be the
that has a strong and obvious beat first to tell you that I’m not the
would be best. Start by letting the
pupils move freely to the sounds.
Once they’ve had some freedom
to express themselves, it’s time to
focus more explicitly on the beat,
which is the continuous pulse
felt throughout a piece of music.
First, tap specific parts of your
body for eight beats, or pulses, at a

MUSIC SPECIAL

best singer in the world, but I Square Square Cir-cle Square Or-ange Green Or-ange Green you can adapt this for a
love it and I instil in my pupils classroom-specific activity –
a mantra of singing being for Ap-ple Ap-ple Cheese Cheese Har-ry Har-ry Ron Ron ‘imaginative listening’.
enjoyment. There are countless
subscription-based websites Fig.1 two shorter sounds. Get your To start, choose a piece
that provide ready-made, topic children to put them in patterns of instrumental music – BBC
and unit-based songs for you, easily find tracks on YouTube. of four beats and clap the Ten Pieces is a great resource
so all you need to do is create Have a go, make it enjoyable, syllables while saying the words – and get your children to
a supportive and encouraging and make it normal. in time. listen to the track and create
environment and sing with your a story in their head inspired
children every day. Googling 3 Get them Pupils can also play along by what they’ve heard. ‘In the
‘singing resources for primary creating with percussion instruments Hall of the Mountain King’
schools’ is a great first step. if you have any lying around. If by Edvard Greig is a good
When given the opportunity, you don’t have instruments, be starting point, as this piece
YouTube is another useful children create the most creative with classroom objects, of music goes from quiet to
resource for singing with your wonderful music, and this can like pencils. Finally, you can loud, slow to fast, and from
pupils. I have found in schools easily be weaved throughout combine patterns together to peaceful to dramatic, all in the
where singing isn’t a part of the your teaching. A great starting create longer ones, and even space of a couple of minutes.
culture, starting with ‘karaoke point is patterns, which can be look at texture and structure Children come up with the
time’ is a safe jump-off point. turned into rhythms, and then by getting different groups most wonderful stories having
Pupils love it as it’s fun and to perform their patterns at listened to it.
pressure-free, and you can into melodies. Choose one- or different times.
two-syllable words linked As they say, the journey of
to the topic of the day. 4 Get them a thousand miles starts with
For example, you might sharing the first step, and so it is with
use shapes, colours, teaching music. Hopefully, I’ve
food, or character Music is very personal, and given you one or two ideas that
names from books you can learn so much about you’d be willing to try with
(see Fig.1). The someone by sharing and talking your pupils. From experience,
one-syllable about it together. To give you they’ll thank you in
word becomes an example, I once worked in abundance for doing so. Music
a long sound, a rural primary school where needn’t take time away from
while the I started ‘Music Lunch’ on a your day. On the contrary, it
two-syllable Friday. Pupils would bring their can enhance your time and
word becomes food along, and we would listen give you more meaningful
to music chosen by them, and ways to engage, energise, and
talk about why they liked it and enthuse your pupils. Looking
for a way to start the day? Why
why others may or may not not try ‘get them moving’ or
like what they’d chosen. ‘get them singing’. Finding it
This time became so hard to settle your class after a
popular I had to break? Try some ‘imaginative
create a weekly listening’ from ‘get them
schedule of sharing’. Looking for some
year levels different ways to approach
and sharers or consolidate content in
so that it class? Have a go at one of the
could remain activities suggested in ‘get
manageable. them creating’.
It was my
favourite time And remember, music is
of the week. If you for everyone. Aim to include
music in your class over the
don’t have the time or coming days, weeks, or months,
capacity for a lunchtime group, and I can assure you that it
will build your confidence and
that of your pupils, as well as
bringing new layers of joyous
and beneficial learning to you
all. Break a leg! TP

Vaughan Fleischfresser is currently a
music teacher at Edinburgh Academy
Junior School. He is also a former
music education teaching fellow at the
University of Edinburgh.

www.teachwire.net | 71



PARTNER CONTENT

Tune up your lessons

Expert resources and activities to get you in the musical mood

Thank you NHS! 2

1 Spiderweb’s Essential elements
new show is
an affectionate Hal Leonard’s Essential Elements Music
tribute to the NHS Class (EEMC) is the new online solution
– and an hilarious story for primary music that everyone’s talking
about extra-terrestrial about. Inspiring and simple to use, EEMC
arrivals in A&E. It’s
enormous fun to stage, provides a bank of learning resources
with staff, children, for over 500 of the best-known songs
families, and, of course, aliens, stalking from pop, film, and musical theatre.
each other around the hospital corridors. It’s Songs that children know and love are
up to the children to persuade the terrified appropriately arranged and bursting
staff that the aliens just need medical with interactive tools. EEMC also offers
attention… As usual, Spiderweb provides a ready-made classroom music lessons
brisk, funny script with lines spread across
about 30 speaking parts, and cracking songs for ages six–11, digital whole-class
at just the right level of challenge for KS2 instrumental methods, and a host of
voices. Sophie, 10, said: “I loved it. Can we do interactive learning tools such as a virtual
a sequel?” spiderwebmusicals.co.uk music-book library, listening maps, and
classroom playlists. With whole-school
3 Award-winning access for only £99/year, EEMC offers
musicals affordable access to hundreds of popular
Power of song song resources to enhance singing
The School Musicals Company offers strategies, and so much more! Discover
Out of the Ark Music has launched its beautifully presented, carefully crafted,
new subscription service, Sparkyard. more at eemusicclass.co.uk
engaging and exciting stories with
Grounded in thorough research catchy, contemporary songs perfectly 5
and drawing on over 30 years of pitched to enthuse and inspire young
industry experience, Sparkyard is performers. With 16 musicals available, Percussion party
a transformational tool for primary
education, and will allow every teacher including Pantastic (now staged in Drums for Schools’ mission is to make
to harness the power of singing. An over 35 countries), The Jungle Book, it possible for EVERY pupil to engage
online platform fully optimized for in regular, hands-on music-making. To
use on mobile, tablet, desktop and Wonderland, A-la-la-la-la-laddin, this end, we’ve created music sets that
whiteboard, Sparkyard is jam-packed Minotaur and Sherlock & Cinders, our contain easy-to-play instruments and
with resources. Containing nearly shows offer performance opportunities practical teaching resources, enabling
that are challenging yet achievable and
1,000 songs, a flexible music groups and classes to quickly and
curriculum, values- and topic-based immensely rewarding. And with the enjoyably make music together, reaching
assembly plans, and an abundance staging kept simple, plenty of guidance
performance level in just a term. The
of curriculum links, teaching tips for specialist and non-specialist music sets are affordable and empower
and music activities, it’s sure to help teachers alike, and the editable class teachers and music specialists to
you harness the power of singing to Word script available for tweaking as deliver sessions that are inclusive and
needed, our award-winning musicals highly engaging. It’s the perfect way to
transform your school. are hugely accessible while offering bring music delivery back in-house and to
Visit sparkyard.com a truly memorable experience for all. develop your pupils’ social, emotional and
life skills. The intuitive and collaborative
Browse the full catalogue at
theschoolmusicalscompany.com approach is a tonic for over-stressed
staff and it can be effectively supported
4
by visiting experts from Music Hubs.
drumsforschools.com

www.teachwire.net | 73

PARTNER CONTENT

4 REASONS TO TRY…
Melva digital programme
A fun, creative digital intervention supporting KS2 children and their adults to
talk openly about and better understand their mental health and wellbeing

1 THE PROGRAMME 4 THE DESIGN Contact:

Consisting of an online portal with The unique Melva Find out more
programme is ready-made, easily at melva.org.uk
an episodic film; activities; lesson plans; implemented and curriculum- or email
aligned. It has a flexible delivery Rachel.Horton@
and a choose-your-own-adventure model and a user guide full of mortalfools.org.uk
guidance, developed with teachers
digital game with an interactive activity and education professionals,
reflecting their busy workload,
booklet, resources and user guide; while enabling an impactful whole-
school approach to wellbeing.
the Melva digital programme is a

meaningful and revolutionary way to

invest in mental health education in

your school.

2 THE RESEARCH 3 THE IMPACT At a glance

Melva was created in response Melva introduces new child-  Public Health England announced in 2021 that 1/6
friendly language and a safe way children have a diagnosable mental health condition.
 Melva is a new way to support children’s mental
to the 2017 Green Paper,‘Transforming to explore mental wellbeing. By wellbeing and has engaged thousands.
 The programme meaningfully scaffolds achieving the
Children and Young People’s Mental entering Melva’s world as an active aims of the statutory RSHE curriculum.

Health Provision’, and the pandemic’s participant, children experiment

impact on wellbeing. It focuses on early through the characters, discover their

intervention, supporting children to autonomy, develop empathy, increase

develop resilience, positive emotional their understanding of healthy

responses and a shared understanding relationships, learn practical mental

of how to look after yourself and others. health strategies and have fun, too.

74 | www.teachwire.net

MUSIC SPECIAL

Shaping sounds and and replicate sound, but it’s
also imperfect, and that is
SOUNDING beautifully liberating.
SHAPES
When it comes to
Splat! Bang! Whoosh! Help pupils link music and documenting and reproducing
sounds, only a recording can
pictures to introduce graphic notation provide an accurate
representation. The notation of
DR EDDIE DOBSON sound is only ever an
approximation, a transduction
I t’s fun to imagine what a (transcription and reduction)
sound might look like – that is never the same when
and now the National reproduced in performance.
Curriculum is asking Graphic notation helps us to
KS1 and KS2 children to celebrate that freedom.
find visuals to represent
their sounds. Teaching this somewhat
complex idea in the primary
I was excited to see this as classroom might sound
it offers a path towards music difficult, but there are many
notation, opening up the ways to engage children,
possibility that we can and introduce them to the
represent sounds in ways that concept of sound as shapes
come so much more naturally and shapes as sound.
to a child. I can’t help think of
my own pre-schooler’s Sounding shapes
enjoyment of that satisfying
‘splat splat’ as her dripping Looking beyond Western
paintbrush slobbers a splodge music, we see many cultures
of redblueyellow paint across that have developed methods
the table. I ask her to tell me of notation. In the 1950s, a lot
what it sounds like and after a of divergent forms of visual
moment (squelching red sound representation were
between hands) she blows a created to show, complement
raspberry and laughs. Perfect! or inspire sound. One excellent
example of this is Cardew’s
Just like this joyful Treatise (from the mid 1960s) –
interpretation of paint, musical a graphic score featuring 193
notation attempts to harness pages of shapes inviting free
interpretation. You can view a
performance by the KYMATIC
ensemble, with a score, at
tinyurl.com/tp-KYMATIC

You could develop a more
active lesson inspired by this
clip. Play it silently and ask the
children to imagine what sound
a flat line might make. You
could offer some suggestions,
then provide the class with

www.teachwire.net | 75

instruments and invite 1 Soundlings It would be fun to conclude where to place their sounds on
them to respond to other (baby sounds) this activity with the children the page.
shapes, such as a small dot, drawing and cutting out their
and then a wavy line. How Create and cut out a simple own sound shapes. Ask them to Now rotate the groups so
are they different? Play them set of shapes (different size allocate each shape a sound, that they are looking at a score
a brief extract from Treaties dots, stars, different types and organise them into very created by other children. Ask
and ask if it sounded how of lines, arrow heads, short pieces to be performed. them to look at the shapes and
they thought it would. droplet shapes, etc). agree on sounds, and how they
Encourage them to describe You might find it can follow the score (for
how the flat line sounded Organise children into interesting to end by looking at example from one side to the
in this recording. small groups and ask them to Composer Eliza Lauren’s other, in a circle, randomly
agree what sound each of these Graphic Score Exchange reading shapes as they please).
Finally, present them with shapes makes, and hear them (tinyurl.com/tp-Graphic- After they’ve had time to
these shapes from the perform the sounds. You might ScoreExchange). I would explore and practice, invite each
National Curriculum and check that similar shapes have select examples that are really group to perform their version
invite sound responses. sounds that are also similar, different in their use of of the score.
but not exactly the same. material, such as Michael
At this point you can Finally, try organising the
introduce the Patatap Ask each group to arrange Karr’s and Ethan Cadwell’s. scores as a circle around the
interactive website (tinyurl. their shapes on the floor, in a room, and allocate a group to
com/tp-Patatap), which line from one end of the room each piece of paper. Stand in the
creates sounds and shapes to the other – moving middle and point at a group for
together when you press keys (jumping/hopping/wriggling) them to start their performance.
on a computer keyboard. It is a from one shape to another You could point at more than
really fun interface and lovely one group at once and keep
stepping stone towards the “Notation is imperfect, and going until all of the children
children organising and have performed their piece. You
performing shapes themselves. that’s beautifully liberating” could also invite pupils to take
your role as conductor.
Other animated examples 2making its sound. If there are Organisound (a
to use include Ligeti – soundling organ) 3 Compose
Artikulation (tinyurl.com/ several groups you can make a and share
tp-Artikulation) and Cathy big circle from the shapes, or
Berberian – Stripsody, which rearrange as parallell lines. Here we invite children to It would be lovely for the
includes vocal words (tinyurl. children to spend some time
com/tp-Stripsody). The Children can take it in turns create sounds before shapes. working out their own
two pieces are very different, compositions, sounds and
so take a moment to talk moving across the score one at Using only the body, ask scores. As an extension activity,
about what is being used to you could submit them to Eliza
make each sound (e.g. a a time, or several can do it at pupils to create three sounds Lauren’s Graphic Score
computer or a voice) and what Exchange. I know that I would
works well (e.g. ‘gloopy’ noises once. Experiment by asking per group. These sounds could really love to see and hear the
on the computer, and words results, so don’t hesitate to
and shouts from the voice). them to move in time to a be vocal (shhhhhhh, t, send them to me too if you do
Also point out what the the activity. TP
notations have in common: steady beat. You know best hummmmmm, pop, shout) or
how low and high notes are Dr Eddie Dobson
presented, how we see changes what is possible! percussive (hand clap, foot is a sound
in pitch, and how note lengths designer and
are shown in each example. Next, ask pupils to make a stomp). Providing a steady composer, and
Ask the children how the lecturer at the
sounds made them feel and composition out of these tempo and simple time University of
why. I would hope Berberian’s Huddersfield.
piece brings some laughter shapes. How can we make it signature, ask each group to
and spontaneous responses. @LizDobsonUoH
more enjoyable, more create and memorise a four-bar
If you’re interested in drlizdobson.
some more specific activities, surprising, more alarming, piece. You might find Andrew wpcomstaging.com
try these:
more like a trip to the seaside? Smith’s guide sheet helpful

Should we introduce new (tinyurl.com/tp-Cre-

sound shapes, and what would ateGraphicScore).

they look/sound like? Next, ask pupils to create

You might also talk about shapes for these sounds – taking

contrast, asking the children to inspiration from the previous

think about how that should be activity and the videos they’ve

drawn (thicker lines, colour, seen – and then to draw them

spiky outline) for louder and out on large pieces of paper or

quieter, higher and lower, busy card. They can use one of the

and still, short and long. graphic scores for ideas about

76 | www.teachwire.net



A few of my

FAVOURITE
THINGS...

What is music anxiety, why is it so common,
and how do you overcome it?

BEN CONNOR

The first thing that So, why is this? What makes As a previously-maligned
drew me to primary teaching music so nerve-wracking? subject, you might not have a
teaching was being strong background knowledge of
able to shift from one I have two theories: music, and it’s not often covered
subject to the other. It’s a joy. The first is the fear of performing. in depth in initial teacher
One minute you’re teaching Teaching is often more acting than training (ITT). Like all things,
about the past participle, the anything. We stand in front of our if you aren’t practicing the
next creating a papier mâché class (the audience) and perform skill regularly, it’s
model. However, the from a script (the Scheme of Work). easy to lose
expectation for you to be an We act the part, playing a role with confidence.
authority in so many different Miss Honey-esque standards of Unless you have
areas, and feel confident jollity and calm, despite what is musical training
teaching them all, can leave going on in our private lives. outside of your
you feeling more like a
Jack-of-all-trades. It is just that though: a part.
Like drama, music often requires
The pressure of increased you to put yourself in a different
focus on the wider curriculum kind of spotlight. It is difficult to
in recent Ofsted inspections teach the subject without
has only made this worse. demonstrating rhythms (not too
Primary teachers and leaders bad) or having to sing in front of
are expected to have thorough your class and colleagues (awful!).
knowledge of 13 different Even as a trained singer and
subjects, and to treat each one experienced performer myself,
as vital to a child’s this can be daunting. While
development. There are some children often have no issue with
subjects (and you know which singing confidently in front of
ones I am talking about!) that their peers, a lot of adults feel out
have historically been seen as of their comfort zone beyond the
less important and odd karaoke number. And liquid
consequently ‘disposable’. courage isn’t recommended
when teaching!
PSCHE, MFL and music
are often the victims, and so This fear can be
frequently disappear from compounded by a lack of
timetables or end up being knowledge (my second theory).
given to the PPA cover teacher. As with a lot of the foundation
A recent online poll I ran subjects, we don’t spend a
found that nearly half of great deal of time teaching
primary teachers said that they music. It’s often relegated to
would ‘avoid teaching music a 30-minute slot once a
where possible’. week, if not passed to
someone else.

78 | www.teachwire.net

MUSIC SPECIAL

role, it can feel difficult to like music to disappear off “Don’t clap this one back” 3 ways to
understand and subsequently the timetable. But how do we (long, long, short-short, long), combat
difficult to teach. When you get nervous, busy staff to pupils must remain silent. music anxiety
lack confidence in your own teach them? Here are some Anyone who claps is out!
skills and knowledge, teaching music lesson quick-wins that You AREN’T
a class full of pupils isn’t easy! you can use to help start you Hear it, clap it, the star!
As a practical subject, it’s also on your journey to becoming write it No one is
much more difficult to a maestro: expecting you to go straight
access CPD and unlike more Building on the previous game, from teaching to Broadway,
book-based subjects like “Don’t clap this ask the children to come up and Simon Cowell isn’t
geography or history, it’s one back” with their own symbols for going to pop out from
not simply a question of different durations. When you behind your TA with a
learning a few facts. An ever-popular game in every clap a rhythm, the children big red button. Children,
primary class I have ever have to write the rhythm down especially younger children,
In the age of deep-dives, worked in. I’m not sure where using their own ‘notation’. A can be very kind and are
schools can’t afford for subjects this game originated, how long longer note might be a stick often impressed by even
it has been around, or if it man and a shorter note night limited skills. Fake it till you
simply just survived the be an exclamation mark. This make it and remember;
meteor that killed the is a simple way to introduce teaching IS a performance
dinosaurs, but it is formal notation. Children so you are just extending
always a winner. might come up with some your repertoire.
daft pictures for their notes,
How it works: simply clap which keeps it fun. Do your
rhythms for your class to echo. homework
Start simple with four long Body percussion If you were
beats of equal length and see if circle game struggling with
they can copy. Start to throw an element of
in some shorter, quicker beats This is the body percussion maths or geography, you
or a mixture of rhythms. version of “I went to the wouldn’t just ignore that
When you clap the rhythm market and I bought…”. Stand lesson and move on. There
in a circle with the class or are always ways to improve
that matches the phrase split them into a few groups. your skills or knowledge.
Get one child to create a short Why not find out who is the
rhythm using body percussion budding Gareth Malone
(stamp, click, clap, slap knees, in your school, cluster,
etc) and then ask a second or MAT, and ask them for
child to add a new one. advice? You could also
Continue building the rhythm search out local or national
around the room with each CPD opportunities, for
child adding something new. example Music Mark
This building rhythm goes (musicmark.org.uk).
around the room until
someone gets it wrong and
they are out. TP

Ben Connor is a primary Use the
deputy headteacher children
at a school in Bury, Own up – tell
Greater Manchester. the children
He has been teaching you find this tricky, or
for 13 years in various embarrassing. Ask if
schools and currently anyone in the class is a
leads on curriculum and musician or singer and use
teaching & learning. them as a model for the
others. Most classes have
@bbcTeaching their own Shirley Temple
or Justin Bieber who will
step forward into the bright
lights and lead for you.
Often pupils who are your
‘low prior attainers’ in core
subjects have skills in other
areas, and this could be

their moment to shine.

www.teachwire.net | 79



MUSIC SPECIAL

Clap your HANDS

From a basic call to attention to an exploratory medium, this humble
action has many applications in the classroom, argues John Finney...

O ne of my favourite primary Musical marking voice, instruments, or clapping hands.
school stories is of a Claps can also grow into other kinds of
teacher back in the ’50s – A musical call to attention marks a time
Sybil Marshall – clapping musical actions – such as slapping knees,
of transition – of which there are many patting shoulders, or clicking fingers. You
can match up these actions to the ‘pizza’
throughout the school day. Some of these rhythm you’ve established, and experiment
with different combinations.
her hands to get the class’ routines are useful to bring order and
With this play of possibilities
attention. It was a simple yet effective discipline to the classroom, such as tidying, comes a growing understanding of the
expressive dimensions of music, and how
clap and as recounted to me, remains a and can be well complemented with music its expressive features create affect and
meaning. This is a great discussion point
vivid memory for those she taught. and rhythm. For example, when tidying up, for a class. Together, you and you pupils
can discuss and write about musical
Sybil’s clap may have been little more your pupils could sing ‘This is the way we meaning, and you could even try asking the
children to assign particular characteristic
than a perfunctory action, but in one school tidy up’ to the tune of ‘Here we go round the phrases to different moods, messages,
or intentions. For example, a fast tempo
in Hertfordshire in the 21st century, it is mulberry bush’. Similarly, ‘This is the way might indicate urgency, a minor triad can
signify disappointment and sadness, while
rather more than that. It is music. we change for PE’ works well to the tune of a major triad is traditionally associated
with happiness.
Here, and across many other schools, ‘What shall we do with the drunken sailor?’,
So, whether it’s the ringing of a
pupils echo their teacher clapping a rhythm. as does ‘What shall we do when we’ve mesmerising, exotic bell, a low rumble on
the keyboard, the swoop of a slide whistle,
It’s a useful tool, as clapping is likely to finished work? Put it in the tray and tidy or multiple hands clapping, the musical
call to attention has an integral place in the
break through other noise, free hands, and my pencils’. life of the classroom, and a valuable role in
unfolding a musical school day. TP
create a readiness to listen. In the case of
John Finney was formerly
our school, this is a consistent practice Exploring possibilities senior lecturer in music
throughout year groups. By starting in education at the University
Reception, responding to a clap rhythm The material generated through calls to of Cambridge. He is
becomes a matter of habit and integral to attention are also useful in focused music currently a primary school
pupils’ musical development. It even has lessons. For instance, one of the most governor and writes a blog
the potential to impact on the whole commonly used rhythms for call and at jfin107.wordpress.com
school day. response is the familiar ‘pie, piz-za, piz-za,
pie’ pattern – in technical terms: crotchet,

A first principle quaver, quaver, quaver, quaver, crotchet.
But whatever rhythm you decide to use,
This simple, age-old call-and-response
practice is perhaps the most fundamental there will be an infinite number of possible
of all pedagogic principles in music variations and extensions you can explore.
education. In pedagogical terms, it is a form There is scope to vary speed, dynamics,
of direct instruction through which musical and even to select an idiomatic pattern that
knowledge is transferred from teacher to is evocative of a particular musical style
pupil. Repetition provides children with a or tradition. You could work with the ‘pizza
library of musical gestures stored in their pie’ rhythm and transform it into a ‘za-pie,
long-term memory, which they can later pie piz-za' phrase and use it as a starting
draw upon and reimagine. This is what we point for making melody. After practicing
call ‘musical memory’. the rhythm from different starting points
a few times, children will know three

rhythmic phrases:

The original: ‘pie, piz-za, piz-za, pie’;

the first transformation: ‘za-pie, pie, piz-za';

and the two joined together: ‘pie, piz-za,

piz-za, pie, za-pie, pie, piz-za'.

Now we have a musical template with

which pupils can, combined with their

knowledge of pitch, create a melody using

www.teachwire.net | 81



PARTNER CONTENT

5 REASONS TO TRY… 30 SECOND
The Pupil Pipeline BRIEFING

Support your class to learn about the importance WaterAid’s fun and
of one of Earth's most valuable resources educational water delivery challenge,
the Pupil Pipeline, invites pupils to test
their knowledge, creativity and speed to
move 10 litres of water over 50 metres
in just 20 minutes, spilling as little as
possible.The catch? No one is allowed
to move from their spot.

1 WELLIES TO distances to get water, either
WATER PUMPS going home or trying to fetch
water from a nearby river.
Taking part in the Pupil
Pipeline can be as simple or 4 HELPING
as challenging as you like: OTHERS
from wellies and yoghurt pots
passed hand-to-hand, to By joining the Pupil
team-constructed guttering
and water pumps. Start your Pipeline and fundraising
pupils thinking about how
they could transport the water for WaterAid, your school
the most effectively and with
the least wasted. You can also will help bring clean water,
get your students thinking
about how they could be decent toilets and good
mindful about using and not
wasting water, for example hygiene to other schools
by collecting rainwater and
reusing it for watering plants around the world, like
after the challenge.
Tirusew’s in Ethiopia.Ask

your pupils to bring in a

£2 donation on the day

of the challenge (or any

other amount of your

choice). Raise £36 with your

class as part of your Pupil

CURRICULUM Pipeline challenge and you
RESOURCES
2 could help install a school

WaterAid has developed a handwashing station for a

range of curriculum-linked community in East Africa!

teaching resources for the DOWNLOADABLE
5 PACK
Pupil Pipeline.The resources
WaterAid’s downloadable
include ideas of how to design educational and fundraising
resource pack contains
your own water containers and everything for taking part
in the Pupil Pipeline with
evaluate their effectiveness, your school: curriculum-
linked lesson plans and classroom
introduce the difficulties presentations; stories from Ethiopia
and a film to show how your school
of going to school in an can help bring clean water to
other schools around the world; a
environment where there is detailed teachers’guide; fundraising
ideas; and customisable event and
no clean water available nearby, and fundraising resources, such as
posters and a template letter for
simple solutions such as collecting in Finote Selam, Ethiopia, parents and carers.
where pupils have to spend
rainwater, and examine how WaterAid the whole day without Find out more:
drinking.The school doesn’t Sign up for a free resource
uses gravity to transport water from have access to water, or pack at wateraid.org/uk/
anywhere for the children pipeline-challenge
one area to another in places where to wash their hands, and
there’s no working toilets
there is no easy access to clean water. either. Pupils miss classes
as they need to walk long
3 GLOBAL WATER CRISIS

Around the world, one in
three schools have no clean water
or toilets; like 12-year-old Tirusew’s

KEY POINTS

Taking part in the WaterAid’s curriculum- Pupils can learn about the Fundraise for WaterAid as
Pupil Pipeline will linked teaching resources water cycle, make their part of the challenge and your
get children thinking
about the importance will bring topics from own rain gauges and water school will help bring clean
of water and the KS2 science, geography, transportation systems using water, decent toilets and good
global water crisis. gravity, and design the most
art, and design & hygiene to other schools
technology to life. efficient water containers. around the world.

www.teachwire.net | 83

KS1 LESSON PLAN

Science

Move things with
your mind
like Matilda

WHAT Using the power of forces,
THEY’LL teach children how they can
LEARN move objects just like Roald
Dahl’s brilliantly brave heroine
l How to identify
the main types roalddahl.com/create-and-learn
of forces
With British Science Week coming up (11–20
l How to March), why not celebrate the joys of forces with
investigate types your pupils using this Matilda-inspired science
lesson plan from the Roald Dahl Story Company?
of forces and
record results Matilda is a brave little girl with a big brain
and mysterious magical powers, which she uses
l How to to bring down her horrible headmistress, the
describe the dreaded Trunchbull. This lesson explores the way forces can mimic Matilda’s
forces using incredible powers, and teaches how we can see and identify key forces at work
simple diagrams in real life.

l Where to see
forces at work in

daily life

START HERE MAIN LESSON and instruct each group to
choose one of the six stations
Begin by reading ‘The 1| INVESTIGATION around the classroom to
STATIONS begin their experiments.
First Miracle’ extract Set up six ‘stations’ in They should make a note of
the classroom, each their findings as a group on
aloud as a class. demonstrating a different the ‘Our findings’ worksheet.
force from the ‘Force Give pupils around three to
Discuss Matilda’s match-up’ worksheet. Try four minutes at each station,
and make sure you’re familiar including writing time, before
talent together. What with the experiments and have you swap to the next activity...
set up the stations with the
can she do with her required materials before class 2| REAL-LIFE SCIENCE
begins. Print the ‘Investigation Each station will have
mind – and what stations’ instruction sheets hands-on experiments that
and place them with the the children can try out to
does this suggest relevant materials to remind understand forces in real life.
the groups what to do at The experiments are
about how powerful each station. as follows:

she is? Ask children Make sure to download the lesson Now it’s time to visit the Magnetic force: For
to think about why resources from tinyurl.com/ investigation stations to this station you will need
we can’t tip things tp-MatildaKS1science see how forces really work! two magnets with red and
Split the class into groups blue ends. Instruct pupils to
over with our minds experiment with the magnets

in real life; what is

required for an object to move in a scientific

world? Next, encourage pupils to look at the

images on the ‘Force match-up' worksheet. What

do the arrows represent? Can they match the

diagrams to the force?

84 | www.teachwire.net

“Explore the way forces can mimic EXTENDING
Matilda’s incredible powers, and THE LESSON
teach pupils about how we can see
them at work in real life” Ask children to share
some of the results of their
experiments with the class.
Use the sentence starters
below to help them:
l We looked at a force

called...
l In our experiment we saw...
l I think this happened

because...
l In real life, we can’t move

things with our minds
because…

To expand the lesson even
further, get pupils to design
their own force experiments.
Prompt them to consider:
l What force they are

planning to test and how
l What the expected

outcome will be
l How they are planning to

record their findings

on the table. What happens Gravity & weight: For at the same time. Which one

when you push together two this experiment you will need hits the bottom first? Why do

red ends? What about a red and a ball and a scrunched-up the different shapes travel at

a blue end? piece of paper. Instruct the different speeds?

Friction: Here the groups children to drop the ball and Download your free Matilda
resources at tinyurl.com/
will need a block of ice, a block the scrunched-up paper at 3| INSIDE tp-MatildaKS1science
MATILDA’S WORLD
of wood and a desk. Ask the the same time, from the same USEFUL
QUESTIONS
children to take turns pushing height. Does one hit the ground Finally, ask the children to
l Can the children come
and letting go of the block of ice first? Do they know why? draw their own force diagrams up with one sentence to
define what a force is?
©2022 The Roald Dahl Story Company Ltd/ Quentin Blake. along the desk. Once complete, Static electricity: The of the following things: a book l Can they think of other
examples of these forces
instruct them to repeat the only material needed for this falling through the air; one of Mr at work in daily life?
l What would happen if
same pushing motion with the station is a balloon. Ask one Wormwood’s cars accelerating; there were no forces?

wooden block. Which one is member of the group to rub the the glass on the table in Matilda’s

easier to push? Why? balloon against their top for classroom. Can they remember

Air resistance: This station a few seconds. What happens what they’ve discovered through

uses a ping-pong ball and a if they put the balloon next to their experiments, and how

fan. Get pupils to gently push their teammate’s hair? Can their findings correspond to

and release the ping-pong ball the group create enough static the pictures they saw at the

along the table and observe electricity to get the balloon to beginning of the lesson?

how fast it travels. Then stick to the wall?

repeat the activity with the fan Water resistance: At this This is an official Roald Dahl

behind the ball. Why does the station you will need a ball of lesson plan created by the Roald

ping-pong ball travel faster? plasticine, a disk of plasticine, Dahl Story Company. Official

Ask the groups to see if they and a jug or large bowl of water. Roald Dahl lesson plans are

can push the ping-pong ball Tell pupils to drop the ball and sponsored by YPO.

towards the fan. disk of plasticine into the water Discover more at roalddahl.com

www.teachwire.net | 85

Maths UKS2 LESSON PLAN

Roll up, roll up
– probability
with dice

WHAT Discussing mathematical chance
THEY’LL can be convoluted, so why not try
LEARN this playful investigation to model
frequency and fractions, says
l How to Aidan Severs...
carry out an
investigation in @AidanSevers aidansevers.com
a logical way
l How to test an This investigation came to me out of the blue in
idea and record my early years of teaching, when I had a Year 5
the outcomes class. It was such an immediate hit with pupils
l How to find that I’ve repeated it with other groups many times
the probability since. While probability perhaps isn’t at the top of
of something our priority list for maths objectives, the ability to
happening investigate and think mathematically should be, and
l How to use that’s what is so great about this lesson. Tying it all in
their own and to a games-based approach makes it fun, too.
others' results
to inform their

reasoning

START HERE MAIN LESSON The differently coloured dice
will show that 1 + 2 and 2 + 1 are
Before embarking 1|DICE, DICE, BABY different formations, but that 2
on the probability Using two different coloured + 2 is only one combination:
investigation involving dice, find the smallest and one 2 on the red die, one 2 on
dice, complete a largest possible totals when both the blue die.
quicker investigation are rolled. Find other possible
using a single coin. totals by asking pupils to give 2|FIGURE IT OUT
Show the children examples of any two numbers After finding all possible
how to flip a coin and the dice could show, and adding combinations, ensure children
discuss the probability of heads or tails showing face them together. Ask which total know how many times each
up. Talk about probability in terms of chance and show is the most likely to occur using total from 2 to 12 occurs (the
children how to record the probability of heads either by two dice. frequency) and have made a
saying there is a one in two chance, or by using a fraction Using a logical approach, model record of this. Model how the
– ½. For the fraction, explain that the one represents how children can discover all frequency gives the
the chance of getting heads, and the two represents the two-dice combinations that probability of each total being
the number of possibilities altogether. You can model create the same total (e.g. 1+3, thrown. Write these
the investigative process by flipping a coin a number of 2+2, and 3+1 all have a total of 4). probabilities as fractions,
times and recording the outcomes – are heads and tails Then have them write out all the discussing from where the
split 50/50? possible combinations. numerator and denominator
Discuss whether or not 1 + 2 and derive, the denominator being
2 + 1 should both be included. the total number of different
Talk about whether 2 + 2 should possibilities (36). For example:
be recorded twice or just once. Explain there are 36

86 | www.teachwire.net

combinations because there EXTENDING
are six possibilities on each die THE LESSON
(6 x 6 = 36).
l Introduce the children
3|ROLL AGAIN to the concept of a ‘fair
After finding a probability for die’. Ask them to carry
each total, discuss how many out tests to find out
times the pupils think they whether their dice are
should roll the dice in order to fair. Get them to roll the
test the probabilities: it has to be dice singly, and record
at least 36 as there are 36 the numbers shown on
possible combinations. each roll.
Children can then roll the dice, l Pupils could also
keeping a tally of the totals on a record their results on
chart. Ask the class to compare a bar graph against the
their results with the probability, showing the
probabilities they formulated in difference between
their table. They could also look the two.
at the results of other pupils’ l Allow the children to
tests, showing them that each play some board games,
test has different outcomes, and particularly ones that
you can discuss why this is. rely on rolling a 6 to start
It is unlikely that any test will or to get an extra go.
correspond exactly to the Include some games that
probabilities; introduce the idea employ two dice. Ask the
of repeating the experiment with children to record their
an increased number of rolls. rolls as they play.
Guide the children to throw their l Ask pupils to design
dice another 36 times, adding to and carry out another
their tally, then compare findings fair test which explores
to the original probabilities, the likelihood of
questioning whether their something happening.
results after a greater number of They could use dice
rolls bring them closer to those with different numbers
probabilities. This could be of sides, for example.
repeated, depending on time. Children should be
able to work more
Aidan Severs is an education independently and
consultant with over 15 years should be able to
of teaching experience. apply knowledge and
skills learned in this
Total on 2 Events Frequency Probability Probability investigation.
dice 1+1 1 1 in 36 as fraction
2 USEFUL
3 1/36 QUESTIONS
4
5 1 + 2, 2 + 1 2 2 in 36 2/36 = 1/18 l Why is it useful to
6 know the probability of
1 + 3, 2 + 2, 3 + 1 3 3 in 36 3/36 = 1/12 something happening?
7 l What does it mean to
1 + 4, 2 + 3, 3 + 2, 4 + 1 4 4 in 36 4/36 = 1/9 think logically, and how
8 does this investigation
1 + 5, 2 + 4, 3 + 3, 4 + 2, 5 5 in 36 5/36 help us to do it?
9 5+1 6 6 in 36 6/36 = 1/6 l How can we make sure
10 5 5 in 36 5/36 our tests are fair?
11 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 4 4 in 36 4/36 = 1/9 l How do multiplication
12 + 2, + 6 + 1 and addition skills help
you in this investigation?
2 + 6, 3 + 5, 4 + 4, 5 + 3,
6+2

3 + 6, 4 + 5, 5 + 4, 6 +3

4 + 6, 5 + 5, 6 + 4 3 3 in 36 3/36 = 1/12

5 + 6, 6 + 5 2 2 in 36 2/36 = 1/18

6+6 1 1 in 36 1/36

www.teachwire.net | 87

English KS2 LESSON PLAN

Banish the
Bard’s ‘boring’
reputation...

WHAT Playscripts are a great
THEY’LL way to introduce pupils
LEARN to Shakespeare,
says Rose McDermott
l To make
inferences from rosemcdermott.com

the text I have been creating lesson plans around a
new book called Shakespeare for Everyone
l To develop their (Magic Cat Publishing) which shows children
summarising and just how accessible Shakespeare can be.
prediction skills Written by Emma Roberts and illustrated by
Sarah Tanat-Jones, the idea is that by going
l How to write behind the scenes and learning more about
effectively for a the historical context, Shakespeare becomes
range of purposes far more approachable. This project can be
and a specific completely flexible to fit the needs of your
pupils. You can use the book alongside this plan,
audience or find Shakespeare resources online to support.

l How to use
dialogue to convey
information about

characters

START HERE MAIN LESSON l Which character was most/
least like you and why?
Ask the children 1| READ AND DISCUSS l In King Lear, Goneril and
what was their Give the children time to read Regan flatter their father so
first impression two or three summarised they can get what they want
of Shakespeare? plays. I suggest A Midsummer from him. When have you
Were they put off Night’s Dream, Romeo and done that? What might they say
by the language or Juliet, Hamlet, Julius Caesar, to him?
did they perceive King Lear, or Macbeth. l In Macbeth, Lady Macbeth
him as ‘boring’? feels really guilty. What might
After asking the You can find these in she be thinking at that point?
class about their impressions, introduce them Shakespeare for Everyone, When have you felt like that?
to the more interesting aspects – discuss the or online from the l Which story do you think we
comedy, the action-packed scenes and the really Shakespeare Birthplace should turn into a play?
bad baddies. When children find out about the Trust (tinyurl.com/
mystery, belly-laughs, battles, seriously dark tp-ShakespeareSummaries) 2| EXPLORE
villains, love stories (and rude words) they’ll want Read through the summaries Using the play pupils would
to know more about the tales, but also more in small groups of three like to develop into their own
about the man who created them because, with or four. script, photocopy or print
plots and characters like that, he’s got to be the summary and cut it into
interesting, surely? To introduce group sections. Ask the children to
discussions, use prompts put the pieces in the correct
to discuss which plays the order. This will allow you to
pupils prefer and why. You check their understanding of
could ask:

88 | www.teachwire.net

“By going behind the EXTENDING
scenes and learning more THE LESSON
about the historical context,
Shakespeare becomes far To really bring the
scripts to life, get your
more approachable” class to make their
own Shakespeare-style
the story. Stick the sections brief descriptions at the For example, from the first theatres from shoeboxes
on a large piece of paper and beginning of each scene; stage part of Macbeth, you might or similar:
imagine what each character directions telling actors what write: “Macbeth, I must
might be saying and thinking to do (making sure they go congratulate you again on 1. Put the shoe box on
at these different points. in brackets); and writing the your wondrous victory on its side and cut a
Use speech and idea speaking character’s name on the battlefield!” slot along the length
bubbles to explore the the left of the page, followed for passing the stick
characters’ thoughts. by a colon, e.g. Macbeth: Using the ideas in the puppets through.
success criteria grids and 2. Create your
At this point, you can Next, use the pupils’ the speech bubbles from the backdrops. Different
either portion one play out answers to create your ‘Explore’ section, ask the scenes can be painted
into sections through the own success criteria grids. children to pair off and onto slips of paper and
class, or all pupils can do the These should be displayed write a scene from the changed using blue tack.
whole play. Note: if you’re throughout the project and chosen play. 3. Create detail on your
going to extend the lesson can be used to evaluate the stage such as clouds,
and make the theatre (see scripts at the end. Finally, to give a trees etc. These could
sidebar), make sure children bit of background, use be stuck on the base or
limit the number of settings With these criteria in Shakespeare for Everyone hung from the top.
within their play to three. mind, look back at what – or the internet – to 4. Then look at the
you produced from the get information on characters who are in
3| WRITE ‘Explore’ section. The next Shakespeare’s theatres. The your play. Use the book
Ask the children what we step is to turn the speech Shakespeare Birthplace or internet resources to
would expect to see in a and thought bubbles into Trust is a good place research what they would
playscript. You can lead a play. If children aren’t for info (tinyurl.com/ have worn and sketch
them to examples such as sure about the details of the tp-GlobeTheatre). some ideas. Draw them,
story, they can be creative! Compare with a modern cut them out and attach
London theatre such as to a long wooden skewer
the Barbican. or lolly stick. It’s time
to perform!
To clarify pupils’
understanding, ask them to USEFUL
tell you about the theatres QUESTIONS
in which Shakespeare
performed his plays, and l What have you
then about modern theatres. learned about
How are the experiences Shakespeare from
similar or different? For this book and its
this verbal investigation, illustrations (or your
you could talk about types of internet resources)?
plays, seat types and viewing l Which play do
areas, the price of tickets, you want to know
the intended audience, and more about?
stage shape. l What other writing
could we do in
Rose McDermott is a middle this project?
leader at an East London l How could I support
primary school. She you to write this
regularly consults and writes next piece?
content for children’s
publishers. She has a book
due to be released in 2022.

www.teachwire.net | 89

English KS2 LESSON PLAN

WHAT Develop your
THEY’LL morphology
LEARN superpower

l The concept of Morphemes can help pupils
morphology and how unlock the meaning of
thousands of words, says
words are made of James Clements
smaller parts
@MrJClements
l How to use a
knowledge of Anyone who’s worked in primary education in
morphemes to make the last decade or so will be very familiar with
sense of new words phonemes. Well, there’s another way to break
up words as well: morphemes (the smallest
l How suffixes and individual units of meaning). Every word in
prefixes can change English is constructed from a combination
of roots, prefixes and suffixes, which provide
the meaning of children with a logical way of working out its
words meaning. In this lesson, pupils will look under
the bonnet of language to see how morphology
l How the English works, before inventing their own words.
language has

changed over time

START HERE MAIN LESSON halitosis – bad breath).
Ask the class to suggest
Show children the l Explain to the children that
word pneumonoultra the ‘chunks’ of meaning they as many prefixes and suffixes
microscopicsili were looking for are called as they can and make a list.
covolcanoconiosis morphemes. Morphemes can Do they know the meaning
and invite volunteers be whole words, like teacher of them all? Look up any
to try and read it or happy. Or they can be unfamiliar ones. Tell pupils
aloud. After the roots – parts of words that that looking carefully at the
inevitable failures, need other parts to make prefixes and suffixes in an
ask the children how they could figure out how to complete sense – such as unfamiliar word can help
say it accurately. Hopefully, someone will suggest pneumono (to do with the you to guess its meaning
reading it slowly, sound by sound. lungs) which combines with when you’re reading. For
other morphemes to make example, inter- would suggest
Next, explain that as well as individual sounds, pneumonia, or silico (to do something is between or
the word can be divided up into small ‘chunks’ of with the element silicon). among something; while
meaning. Ask the children if they can spot any -less suggests something is
of these ‘chunks’ that they recognise from other Suffixes and prefixes without something else.
words (micro, volcano, or ultra, perhaps). Take are also morphemes and
predictions for the meaning of the word. Tell the these are used to change l Share the words
class that we’ll return to find out if they’re right the meaning of a word. For disgruntled; overwhelm and
later (oh, the suspense!). example, the suffix -osis can underwhelm; impervious; and
be a condition or a disease unruly. Now ask children to
(cirrhosis – a liver disease, or identify the prefixes in each
case. What do the prefixes

90 | www.teachwire.net

“Suffixes and prefixes EXTENDING
are also morphemes and THE LESSON
these are used to change
the meaning of a word” l Use the words you’ve
made to inspire some
dictionary definition for each creative writing.
and think up some sentences Choose one of your
with their new words in. new or unusual words
and plan a story in
mean? Do they help to work (or think up their own) l Finally, return to pneumo which it could feature.
out the meaning of the to make some new or noultramicroscopic For example, can you
words? unfamiliar words. silicovolcanoconiosis. describe a day at the
Were the children’s guesses antischool or explain
l Explain that the roots in Prefixes: un-, anti-, hyper-, correct? Or would they like to what happened when an
all these words are archaic super-, inter-, over-, pre-, try and guess again based on experiment went wrong
– we don’t tend to use them non-, de-, semi-, bio-, auto- what they’ve learned in and your dog became
any longer – and that the this lesson? hyperrobotised?
‘opposite versions’ with the Roots: school, brother, run, l Practise using your
prefixes are now far better grow, fall, techno, micro, Work through slowly, new morphology
to know. It would be very speak, call, keep, play, looking at each morpheme superpower when
rare to describe someone believe, alien, robot, change, in turn. We have pneumono reading. If you come
as gruntled (happy and time, person, amount, base, (to do with the lungs), ultra across a word you don’t
content) or ruly (easy to danger (very), microscopic (too small know in a book, look and
control) and it would be to see with the eye), silico see if you recognise any
strange to just (made of silicon), volcano of the morphemes that
be whelmed. (fiery or flaming), coni make it up. You might
(dust), and osis (a disease or not know all of them,
l Share a list of prefixes, condition). Explain that is a but even one might
suffixes and roots with disease of the lungs caused by give you enough of a
the class (your own, the breathing in small particles clue to keep on reading
children’s suggestions, of dust. without losing too much
or the list below) and ask meaning.
children to combine them Which morphemes helped l Find out about some
you to solve the riddle? other archaic or unusual
words. Keep a record
Suffixes: -est, -less, -ment, James Clements is an or display of them in
-ative, -er, -ial, -able, -scope, education writer and the classroom. Perhaps
-phobia researcher with a fascination the class can even take
for language. His books on the challenge of
Based on their knowledge include Teaching English by bringing them back into
of morphology, what do the the Book, and the forthcoming
pupils’ new words mean? title On the Write Track, all USEFUL
Ask the children to share about the teaching of writing. QUESTIONS
them with a partner, create a
l Which prefixes
and suffixes do you
think will unlock the
meaning of the most
English words?
l Do other languages
use prefixes and
suffixes in the same
way as English?
l Is there anyone you
know who speaks
another language who
can help you?

www.teachwire.net | 91

92 | www.teachwire.net

PARTNER CONTENT

THE WOW

FACTO R Making out-of-classroom
experiences easy at JORVIK
Viking Centre

JORVIK Viking Centre and its sister attractions – medieval
Barley Hall, and DIG: An Archaeological Adventure – can give
your class a brilliantly engaging trip or virtual visit!

Choose from workshops at our interactive attractions,
virtual visits to bring our team to you, and loan boxes of
artefacts to bring history to life in your classroom.

Contact:
For more details about all of the

JORVIK Group’s educational
resources, please email schools@
yorkat.co.uk or call 01904 615505

LET US STORM VISIT YORK’S GET HISTORIC PERSONALISED
YOUR SCREENS! LEADING ARTEFACTS IN SUPPORT FROM
YOUR CLASSROOM OUR EXPERTS
Vikings invading your ATTRACTIONS
whiteboard, archaeologists If you need more than a screen From visit planning to
Pupils will remember their to engage your kinaesthetic discussions about your
inspiring some digging, trip to JORVIK Viking Centre curriculum requirements, at
and even medieval medics forever... especially the sights, learners, our loan boxes, packed every step of your JORVIK
diagnosing your maladies – all sounds, and smells of Viking- with items and replica artefacts experience you’ll find
without leaving your classroom. age York! Combined with a visit from different historical periods people who are passionate
Our selection of pre-recorded to medieval Barley Hall and about bring history to life for
and live interactive workshops learning about archaeology at – from pre-history to Vikings,
add colour to any history topic. DIG, this is an inspiring day out. Romans to Tudors – are the your pupils!

perfect solution.

www.teachwire.net | 93

REVIEWS

TOPICS

MyLearning

A free information hub website that offers National
Curriculum-linked resources created by experts

AT A GLANCE

Managed by Leeds Museums
and Galleries

Resources for Key Stages 1 – 4
Wide variety of topics covering most
subject areas
Content written by educators and
checked by experts
Includes over 250 learning stories, from
more than 70 different organisations

REVIEWED BY: MIKE DAVIES

As a primary teacher, you know how really liked the way these stories are not VERDICT
excited children get about learning from necessarily the well-known ones but
objects, art and the lives of real people. hidden gems that are just as valuable to Fascinating artifacts
Having something tangible to look at is so any teaching topic. Helpful supporting materials
much better for starting conversations Simple to navigate
and sparking the imagination. Take the Victorian traveller, writer and Celebrates diversity
photographer Isabella Bird, for example The joy of the unexpected
But do you sometimes feel you’ve done – the first woman to be made a Fellow at
a topic to death? Or perhaps you just want the Royal Geographical Society. How UPGRADE IF...
to bring a subject to life by using a refreshing might it be to frame a topic
stimulus with a genuine human story on another country through the You need to freshen-up your lessons right
behind it. perspective of a pioneering explorer across the curriculum with little-known,
who isn’t called Dora? touchingly human stories from our rich
A good starting point would be a history and heritage.
museum or gallery but, sadly, many Or how about the amazing Monopoly
teachers feel they cannot spare the time games that doubled-up as ingenious
to traipse around them looking for escape kits for prisoners of war? What a
inspiration, however much they might refreshing change from evacuees that
want to. Luckily there is now MyLearning, could be, while still making WWII relevant
which brings them to you. to children!

Managed by Leeds Museums and Whether you’re searching for a quick
Galleries, MyLearning is designed to make visual stimulus for a lesson or a more
the wonderful objects held in museums, substantial resource, MyLearning is well
along with the stories they tell, available worth a look. What’s more, if you register
to our classrooms. What’s more, it’s with them, you can access extra whistles
reliable, age-appropriate information, it and bells such as the ability to create
doesn’t cost a penny, and it’s mercifully ‘Work Boards’ that can be reused and
free of advertisements. shared with colleagues.

As you would hope, it has a sensible In an ideal world, we would have all our
filtering system to get to all the KS1 and museums and galleries connected in this
KS2 content you need. It includes a wealth way. Hopefully, more will come on board
of stories covering most areas of the soon. For the time being, though, immerse
curriculum, backed by teacher notes, yourself in MyLearning. There’s so much
primary sources and activity ideas. I also to discover.

MyLearning is free to access at mylearning.org

94 | www.teachwire.net

REVIEWS

MUSIC

A-la-la-la-la-laddin

A magical, musical show with editable script and
original songs

AT A GLANCE

Fully scripted production for
9–13-year-olds

An entertaining adaptation of a
popular tale

Comprehensive booklet including
scripts, song lyrics, and staging and
casting notes

CD/audio files featuring vocal and
non-vocal versions of each song

REVIEWED BY: MIKE DAVIES

Think you know the story of Aladdin? As you would expect from an VERDICT
Think again. For a start, from what I award-winning outfit like The Schools
have read, it was not one of the original Musicals Company, this is a lively, Lively, entertaining script
1001 Arabian Nights stories, but was fast-paced show with plenty of catchy Fun, catchy songs
added later. It wasn’t even set in the songs. Of course, everyone will have their Speaking parts for over 30 children
Middle East but in China instead. own particular favourites – mine was Detailed guidance notes
What’s more, Aladdin’s mother was still Under My Spell although I suspect Song of Reduces the stress of
alive and well and there were, in fact, the Soldiers will resonate more with the staging a production
two genies – one from the lamp and one talent on stage. You’ll see why.
from a ring. UPGRADE IF...
The script, which is available as an
If only to distinguish it from recent editable version, offers plenty of different You want to put on an enchanting
screen adaptations, it is pleasing to see roles of varying length so that there is musical extravaganza without losing
that this new version from The School something for everyone, from your most 1001 nights’ sleep.
Musicals Company has reintroduced modest market merchants to your
some of those original characters and pushiest princes and princesses. As well
plot features. Then again, it has taken as keeping the story rattling along, it
the old rags-to-riches trope and given provides plenty of crowd-pleasing
it a less materialistic twist. The result chuckles. When banishing the baddies, for
is a fresh and engaging take on this example, the Sultan says, “Send them on
familiar tale. a night boat to Cairo!” to which the Grand
Vizier replies, “But that’s madness, sire!”
Written by Tom Kirkham and Matthew Possibly one for the grandparents but it
Crossey, A-la-la-la-la-laddin has all the made me laugh.
ingredients you need to create an
entertaining, fun-to-perform musical What I always appreciate about The
show. I would, however, advise schools School Musicals Company’s output is that
to take the suggested age range they think of everything for you, from
seriously as it does touch on themes detailed cast lists (including the number
that are definitely Upper Key Stage 2 of lines for each performer) to handy
at the youngest. Furthermore, the staging guidelines. If you want to put on a
length, vocabulary and song complexity great show without undue stress,
would also be a challenge for younger Al-la-la-la-la-laddin will grant all your
age groups. wishes; no magical lamp required.

£35.95 RRP theschoolmusicalscompany.com

www.teachwire.net | 95

REVIEWS

WRITING

Logitech Pen

Balance technology with traditional approaches
to get the best out of your pupils

AT A GLANCE

Works with any USI-enabled
Chromebook, tablet and learning app

Helps fully utilise Chromebook devices
and learning apps

Looks and handles like a traditional pen,
making skills transferrable to paper writing

Versatile and hugely functional for
learning

REVIEWED BY: ADAM RICHES

Technology in primary school classrooms student forgets to recharge their pen, it VERDICT
can significantly increase the can still be used. Charging is conducted
effectiveness of learning, but there is a using the same USB-C cable that comes Versatile and incredible breadth of
fine balance as learners develop emerging standard with a Chromebook device – it application straight out of the packet
skills. The Logitech Pen bridges the gap couldn’t be more simple.
between traditional school work and the Easily and quickly charged
powerful technology available for Designed for a variety of applications, Adaptable to a number of learners’
learners, meaning that teachers can get the Logitech Pen works seamlessly with styles allowing the same individualism as
the best from their pupils. chromeOS and many apps on USI-enabled a pen
Chromebooks. This little tool allows pupils Marries traditional school work with
At first glance, the pen resembles… and teachers to couple traditional study technology
well, a pen. One of the most impressive with new technology, adding to the value, Tough and resilient build
features of this piece of kit is that it looks participation and engagement levels in
and handles like a traditional pen. As the classroom. UPGRADE IF...
such, it is exceptional for a full range of
learners and teachers alike. What’s best is The Logitech Pen also makes a number You are looking to utilise your technology
that it isn’t cumbersome or too dainty; it’s of different pen strokes. The 4,096 levels and ensure that learners retain the skills
perfect for little hands and the soft, of pressure sensitivity give students the required to write normally. Also consider if
non-slip grip means that pupils can easily ability to write more clearly than they you are looking to streamline note taking
use the pen regardless of level. The would with fingers or a rubber-tip stylus. and use of paper in school.
realistic shape and size means that skills Together with a variety of third-party apps
are directly translatable to paper writing. that support palm rejection, the Logitech
Pen makes it easy for students to work
Luckily, the physical aspects of the pen naturally, helping them study efficiently
are just the start. The Logitech Pen is and effectively. Write, highlight, colour...
designed with no-pair functionality the possibilities are endless.
making it easy for students to pick it up
and start writing, making it ideal for Tough technology is a must in schools
younger, less technologically literate – primary children are notoriously heavy
pupils. On a full charge, the pen has 15 handed with school equipment. The pen is
days of regular school use, giving a pupil tested to meet military standards, and
plenty of time. Impressively, you can get designed to withstand drops up to four
30 minutes of use with just a 30-second feet (1.2 m). With a spill-resistant design,
charge, meaning in the likely event that a it will take some serious knocks, making it
perfect for secondary school students. In

Find out more at tinyurl.com/tp-LogitechPen

96 | www.teachwire.net

REVIEWS

MUSIC

Drums for Schools –
world percussion set

A delightful collection of world music instruments
supported by teaching resources

AT A GLANCE

Authentic and appealing instruments
A range of sets available to suit different
school sizes and budgets
Backed by clear and informative teaching
resources
No prior music skills or training required
Instructions that build confidence towards
whole-class performances

REVIEWED BY: MIKE DAVIES

I’m going to go out on a limb here and coconuts. There are also lovely design VERDICT
suggest that, if you struggle with details on the handles of lots of them.
teaching music in primary school, your Gorgeous to look at
discomfort will fall into one of two As well as producing a rich variety of Easy to use
categories. One is that you worry you are percussion sounds, the instruments Fun to play
not particularly musical. The other is that include a few that can generate a tune. Inspires teacher confidence
you actually love music, which is why you The metallophone produces gorgeously Remarkably good value
finish each lesson with a sigh of relief clear, resonant notes. I also loved the
and either a massive headache or a M’bira thumb piano, both for the warmth UPGRADE IF...
funny twitch. of its tone and the appeal of its design.
You want to bring the wow factor to your
Fortunately, there is something that You’ll be glad to learn that set comes music lessons and get your class working
could restore your confidence or rekindle with handy booklets that help the teacher in harmony. A great value and completely
your passion for the subject. Drums for make the most of the instruments. These original approach to exploring a range
Schools is an award-winning, specialist provide interesting insights into their’ of world music – and culture – in
provider of instruments and related construction and places of origin, along your classroom.
teacher support. Their attractive, with explanations as to how each one
authentic instruments from around the should be played, backed by QR
globe can bring many layers of joy to code-linked videos.
any classroom.
More importantly, they suggest a range
Take their world percussion set, for of activities for using the instruments as a
example. Even the process of unpacking class. These come with full instructions
it creates a flutter of excitement, not and an easy-to-follow grid notation that
least because the instruments are makes it absolutely clear who hits what,
so beautiful. how and when. Ultimately, they show you
how to get the whole group playing a
Made from natural materials in a selection of tunes in unison.
traditional style, they look and feel
special and are an education in As well as hitting curriculum objectives,
themselves, just from inspecting how these activities will help pupils enjoy the
they are made. The Bento shakers, for real sense of achievement that comes
example, incorporate fruit husks from from making music as a group. In fact, I
the breadfruit plant. You can see how the can see it delivering genuine benefits in
maracas are made from gourds or terms of class cohesion, self-esteem and
team-building skills. Beat that!

Primary sets from £179 0115 931 4513 drumsforschools.com

www.teachwire.net | 97

FEATURES BACK PAGE

A one-day diary from first alarm to lights out

WAKING SARAH MULLIN IS EXECUTIVE
HEADTEACHER OF A PRIMARY
UP SCHOOL AND NURSERY IN THE
WEST MIDLANDS.
I’m often awake
before my alarm @MrsSarahMullin
goes off at 6am,
although as each half MY MORNING
term draws to a close, I
find myself hitting the Mornings are busy! After getting my own three
snooze button a few times children ready for nursery and school, I arrive
before getting up! Before
getting out of bed, I always at work and meet with the proprietor,
check my phone for messages headteacher and leadership team so that
and email notifications. we are fully briefed for the day. I also chat

with staff and pupils, write the weekly
newsletter and lead strategic meetings.

MY AFTERNOON LUNCHTIME

I enjoy popping into lessons to I do miss the days where I could enjoy
see the children in action. I still a lunch break in the staffroom with my
love to teach and really enjoy colleagues, but now I tend to catch up on
spending time in the my emails and return phone calls. I really
classroom. I review pupil try to make efficient use of my time in
progress, offer a listening ear school so that I can leave at a reasonable
to my DSLs, and make time
for our student teachers, hour to be home for my children.
ECTs and aspiring
school leaders who
might want to tell me
about an idea they’ve
had, an initiative that
went well, or engage
in some coaching.

MY EVENING BEDTIME QUICKFIRE QUESTIONS

I like to get home at a reasonable In the evenings I like to catch up vplaaumsrtCsimaunriintenhgeuertaerpicgtlaohartenEjenoBrgbi?l;nisI’RdhmeiglintvhteatisrnuytdprpyIu.raoBnmutuidltvIItesocrthyabaregtnlepagdaderduItndcoiiovfdeut.hrrIssedietowys,otaIhntwidntahekserIful
time so I can help my own with social media and respond to
children with their homework, the messages friends and family teaching profession.
make their dinner and tuck them have been sending during the day. I
into bed. When everyone is fast also try to do some writing for my vssienrgMieinsugosant-lowNneagttfltcoihx.C?Io’Wvceohrmeenceenlononttl,ycIuimnddudusleltgdaeddumpinwitAiItndhdomJluoyvsdetaLauikggeohTotedhrat
asleep, I take out my laptop and avDontrdhPMeSoruesn,lstlshitno-agrvMeeSaouidnon?srsopeTsitrhi!eeadnrmedsVyeiaovrwiecnnhnEoedf DPPor.orrfiKtta, yamFuolnlegr,sDt mr Jailnl By erry,
catch up on my emails. I do work EdD thesis – I am hoping to vAsdaleimsdToitwcnwaMiittsiPoteeenltraofcohnor)ecsrakuor)ep?apmPnodryrotPefindrDgouafp-miSdroaeofmleAss.alisTsniohothnenaiaPrlTepswaa(cisisnosecicloltkuond(na@in(n@gdmyself!)
hard during term time so in the complete my research this year.
holidays I can enjoy family time. Sometimes I fall asleep with my

laptop by my bed!

98 | www.teachwire.net