November 2015

Watch Shareen Wilkinson's Vlog, breaking down and unpicking some of the trickiest aspects of grammar. 

With school closures continuing and schools looking for resources to help teachers and students cope, Adam Chase, author of our Switched on Computing digital resources has put together some suggestions for ways that Switched on Computing can help you and your pupils, no matter where they're learning. 

Everyone in the country has been, and is continuing to be, affected by COVID-19 and the real impact on children’s education will take a while to be fully understood. Education expert and author, Siobhan Skeffington, discusses the importance of RS Assessment’s white paper and why it's an unbelievably valuable tool if you want to gage a snapshot of the impact of COVID-19 so far.

By this time of year we have usually spent numerous hours analysing the latest test papers and drawing out implications for teaching for the new academic year. This year, of course, is so very different but there is still a lot we can learn from the assessments we have seen so far.

After the school closures, it seems that KS2 assessments are going ahead this year. Therefore, what do pupils need to know and understand? We asked Shareen Wilkinson (Mayers) to share her thoughts and ideas. 

Please also see Shareen’s blog on preparing for the reading paper, where she highlights key strategies for embedding learning that are applicable for teaching grammar. Here are some top tips to help you to begin with:  

After the school closures, it seems that KS2 assessments are going ahead this year. Therefore, what should teachers be focussing on? We asked Shareen Wilkinson (Mayers) to share her thoughts and ideas.

The gaps that existed pre-pandemic continue and may have widened. Most children will have forgotten some things and need reminding and refreshing in order to access new learning. So what should schools do? Eleanor Hick, co-creator of Shine: Targeted Interventions for Primary, discusses.

As teachers we’re always looking for the ‘Holy Grail’ of the classroom - what makes the biggest difference in the shortest time. Luckily for us, all the research on what works in the classroom has been done by the Education Endowment Foundation. So particularly now, when every school is trying to make up for lost COVID time, we need to use the invaluable groundwork the EEF has done to help us make every lesson count. Dee Reid, co-creator of Shine: Targeted Interventions for Primary, discusses what strategies really work to improve Literacy in the classroom.

Lockdown was hard for everyone, but particularly so for children and teachers in Early Years Foundation Stage and Key Stage 1, especially with regard to phonics and reading. Teachers worked so hard to ensure their children had access to appropriate resources and parents did their very best to be teachers. However, despite everyone’s best efforts, many children had six months without regular access to a structured progression of reading books. This loss has impacted not just the children’s reading skills, but also their belief in themselves as readers. Kate Ruttle, co-creator of Shine: Targeted Interventions for Primary, discusses the impact of lockdown on children at the beginning of their reading journey.

So, you’ve had half a term to find out what went on during the months your pupils weren’t in school and, undoubtedly, there’s been good news and bad news. Some pupils seem to have coped surprisingly well with online learning whilst others might have started this term well adrift of where you would like them to be. Dee Reid, co-creator of Shine:Targeted Interventions for Primary, discusses getting all pupils back up to speed in reading comprehension.