We have recently received some very exciting post, which left the whole team sporting a Cheshire Cat’s grin! The lovely Year 6 children from Clarendon Junior School have sent us handwritten letters, giving us their feedback on our workshop with them in March.

Our lovely facilitator Keity Pook visited Clarendon Junior School for World Book Day with our Bringing Books to Life Dance Workshop based on Alice in Wonderland, during which the children learned and performed a short dance routine inspired by the story. 

These workshops are designed to give primary school children a unique insight into books by using dance and movement to explore stories in a new and vibrant way. Judging by the letters we’ve received from the children at Clarendon Junior School, they had an amazing time!

“This experience was very excellent and fun. This was probably the best time I have had with someone I don’t really know in school.”

“My favourite part was the dance moves because they were unique.”

“It was a spectacular and fun choreography you created!”

“Thank you for the dance! You got out all my crazy energy!”

“Thank you again for the wonderful experience.”

“I just wanted to thank you again for the amazing experience and to take valuable time out of your day to teach me a dance.”

“I enjoyed how everyone was doing the same thing because it looked like most of us knew what we were doing from my place.”

“A few things that I liked was while we got to learn we also got to have fun.”

“In conclusion, after the dance I was amazed of how good it was at the end and I am very grateful.”

“Everyone in year six (my year) really enjoyed the workshop even if they did not particularly like dance.”

“It was a fun experience for my first time dancing to a book called Alice And The Wonderland.”

“I was happy because the dance was very exciting and quick so it made me work!”

“Before we did the dance I thought that I would like it and I did like it so much I would want to do it again.”

“I really enjoyed the experience I would love to do it again.”

“In conclusion, the dance was the best I have ever done in school.”

We loved reading all of these letters and we are always keen to hear what children think of our work! If you would like to share what your class thought of their workshop, we would love to see it. You can find us on Twitter and Facebook or get in touch with our office. 

If you are interested in working with us for your World Book Day celebrations why not take a look at our Bringing Books to Life workshops? Or head over to our dedicated World Book Day page for a full list of available workshops.

-India

A few years ago we were lucky enough to work with John Nicholson of Peepolykus theatre company: John directed our musical theatre production of Hercules.

John is currently working with composer Alex Rudd to create a song in response to and to help draw attention to the crisis facing our industry. The finished product will be shared on social media - and the demo sounds great!

If you would like to participate the information is below, and the tracks can be downloaded from this page.

I’ll let John take it from here…

Hello,

Alex Rudd is a composer based in LA and I (John Nicholson) am a writer/director and artistic director of peepolykus. We have collaborated on various songs and musicals over the years and recently wrote a song called Imagine A World That Didn't Sing which we want to record and circulate in an attempt to help draw attention to the extremely worrying future that theatre and musical theatre is facing. We have made a video of 16-18 year olds singing lines from the song (in specified locations) but we now need to create a choir (audio only, not video) of great professional voices to support them. 

We're hoping that you might be able to help us by lending your singing voice to the recording! We'd be massively appreciative if you can! If so, you can drop us a line to the emails below or phone/text John on 07870219054. The email addresses to send recordings to is the same...

alexanderrudd@me.com and john@peepolykus.co.uk

We're attempting to launch the song within the next 10 days and so are requesting that audio recordings can come in by next Friday (3rd July), if possible. 

The choir of voices will be mixed in various combinations throughout the song (but building towards the end). We have attached a click track and the sheet music and a demo track for reference on phrasing/intonation - so we can attempt to achieve as much unison as possible. Feel free to sing to either backing track - whichever you find easiest.

The sheet music has the lead part but also soprano, alto, tenor and bass harmony parts. If you feel up for recording one of those in addition to (or instead of) the lead, that would be wonderful! 

In terms of recording quality, we're absolutely not expecting studio quality results! i.e if your only option is a phone (singing to the click track on headphones) that will be fine. But obviously, if you have a home recording set up, then even better. 

If the file is too big to email then WeTransfer is probably the best option. If you haven't used it before, it's really easy to send files this way. And free. https://wetransfer.com/

We'll obviously send you a link to the finished product and there will be a credit section that you will be included on. It will be great to have contact with you.

Best wishes and a big big thank you.

John and Alex

Here are the links:

• Score

• Demo track

• Backing track / Click track

If you want to listen to the guide track without downloading the MP3 you can do so here.

Good luck!

As schools begin to return we are looking at how we might be able to deliver workshops remotely directly in to schools so that we don’t need to enter class “bubbles”.

Zoom has become the most popular video conferencing tool over the lockdown, but is it fit for purpose as a tool for delivering remote workshops in to schools? As we begin to explore how best to use it for workshops I thought we should share our discoveries publicly.

We are considering a 2-way zoom call where our facilitator is on one end of the call and a school hall or classroom of children is on the other.

Sound in Zoom

Our biggest issue with Zoom is audio and there are two parts to this:

1. Zoom seems to be designed for spoken word conversations, and so if it can hear other noises - such as music - it thinks they are unwanted and tries to fade them out.

2. Zoom prioritises the sound coming from one person at a time. So a loud group of children may cause Zoom to fade out a facilitator: unlike a telephone both sides of a 2-way call can’t hear everything the other party is saying or doing. (Until recently there was a workaround for this by muting and unmuting the other participants, but Zoom now requires anyone to confirm before they are unmuted remotely. This means this workaround is now too invasive for regular use.)

We are not aware of a way to solve the second issue - please tell us in the comments if you can solve it or can suggest a tool that does!

Enable Original Sound

Issue 1 - Zoom filtering out sounds that are not spoken word - can be solved.

First go to the Audio Settings panel, and click “Advanced”.

Then select the “Show in-meeting option to “Enable Original Sound” from microphone.

Zoom “Enable Original Sound” option

This causes a button to appear in the top left of your main zoom chat window as shown.

Zoom Turn on Original Sound button

When you turn it on then the sound your microphone shares on the video call is exactly what it hears in your room, and Zoom doesn’t process it to try to remove background music etc.

I hope this helps someone! Please share what other tips you can in the comments.

“I think a hero is an ordinary individual who finds strength to persevere and endure in spite of overwhelming obstacles.” - Christopher Reeve, AKA Superman! 

The theme for our Daily Dance project is Superheroes! Everyday this week we will be introducing you to some real life heroes. We would love to see what you get up to as you dance and explore your way through this week, so share your videos, pictures or superhero stories with us on Twitter @WestEndinSchool. If you’ve not signed up for the Daily Dance but want to get involved, head over to The Daily Dance homepage for more information and to register.

What do you think makes a hero? Take a minute and write down three things that you think someone a superhero. 

Got it? 

Perhaps you said being brave or good, perhaps you said fighting the bad guys, or making the world a better place. 

Well those qualities are not just for characters in stories or movies. In real life, there are so many heroes who are being brave and working hard to make good things happen.

This week we are going to introduce you to five real life superheroes from history and tell you a little bit about what makes them so amazing! Each superhero will have questions for you to answer and will introduce you to some special vocabulary for you to discover the definition of.

Name: Amelia Earhart 

Born:

24 July, 1897. Kansas, USA. 

Special skills:

Defying what was expected of women and soaring through the sky!

Top Quote:

“I want to do it because I want to do it. Women must try to do things as men have tried. When they fail, their failure must be but a challenge to others.” 

On 17th June 1928 Amelia Earhart joined a team to fly from Trepassey Harbor, Newfoundland, in Canada to Burry Port in Wales. The team of three completed the flight in 21 hours and Amelia Earhart found fame as the first woman to fly across the Atlantic Ocean. 

Four years later, on 20th May 1932, Amelia Earhart flew from Newfoundland to Paris. This made her the first woman, and the second person, to fly solo across the Atlantic. 

Earhart was an adventurer and continued to set new records and push the limits of aviation! 

The end of Amelia’s story is a mystery. In 1937 she set off with the ambition of becoming the first person to fly around the world. Her plane lost radio contact with the team on the ground. It is unknown what happened to Amelia and her plane, but she was never seen again. 

Despite her sad ending, Amelia is remembered and celebrated not only as a hero of flight, but also as a symbol of the great things women can accomplish! 

Find out more:

• What was Amelia’s childhood like?

• Can you find where Newfoundland and Paris are on a map and draw a line to show Amelia’s solo journey across the Atlantic?

• What awards did the US Congress give to Earhart? 

Superhero Dictionary. Can you define: 

• Solo

• Aviation 

• Ambition 

Name: William Shakespeare

Born:

1564. Stratford-upon-Avon, UK. 

Special skills:

Writing creative and entertaining plays that have been performed across the world, in more than 80 languages and for more than 400 years!

Top Quote:

“Some are born great, some achieve greatness, and some have greatness thrust upon them.” 

Also known as The Bard of Avon, William Shakespeare is one of the most famous playwrights of all time. 

Shakespeare’s writing career is first recorded in London in 1592, but how and why he moved to London from his family home in Stratford-upon-Avon is still a mystery! 

Whilst in London Shakespeare formed a company of actors named ‘The Chamberlain’s Men’. They were later renamed ‘The King’s Men’ when King James I became their patron. 

The Bard’s plays are often sorted into three categories: comedies, tragedies and histories. You probably know some of his tales because so many modern stories have been influenced by Shakespeare. For example, did you know that the story of The Lion King was based on Shakespeare’s Hamlet? 

Whilst he is best known as the most famous playwright of all time, Shakespeare was also an actor and a poet. His total works include 39 plays, two long narrative poems and 154 sonnets - that’s a lot of writing!

Find out more:

• What schooling did Shakespeare have?

• How far away is London from Stratford-upon-Avon, how would Shakespeare have travelled between these two places?

• What were the first and last plays Shakespeare wrote?

Superhero Dictionary. Can you define: 

• Patron

• Sonnet 

• Tragedy 

Name: Greta Thunberg

Born:

3rd January 2003. Stockholm, Sweden.

Special skills:

Inspiring a whole generation of young people around the world to get involved in a movement fighting climate change.

Top Quote:

“You are never too small to make a difference.”

The youngest of our superheroes, Greta Thunberg developed a passion for protecting the environment from a young age. For three weeks before the Swedish elections in 2018, the 15 year old student skipped school to sit outside of parliament and protest. She was calling on her government to take more decisive action to help battle climate change. 

After the election Greta returned to school for four days a week, but continued to miss classes every Friday to protest outside of parliament. Every week she was joined by more and more young people. Thousands of students across the globe have since participated in ‘School Strike for Climate’ on Fridays, known as ‘Friday’s for Future’.

The young activist has since been invited to speak at the World Economic Forum and the United Nations. She’s been nominated for the Nobel Peace Prize and in 2019 was named Time magazine's Person of the Year. 

Greta is still fighting for change, and for everyone to consider what impact their actions are having on our planet.

Find out more:

• What countries have held a ‘Friday’s for Future’ protest?

• What things can we do to be kinder to the planet?

• How does Greta travel when she has to give speeches or have meetings in other countries?

Superhero Dictionary. Can you define: 

• Protest

• Climate change

• Activist

Name: Florence Nightingale

Born:

12th May 1820. Florence, Italy.

Special skills:

Selflessly fought for what she believed in to make sure those in pain could be cared for properly.

Top Quote:

"Live life when you have it. Life is a splendid gift – there is nothing small about it."

Florence was born into a wealthy Victorian family (although born in Italy, she was raised in England). She was expected to marry well and keep a beautiful home. But being a housewife did not appeal to her at all. 

After many years of resistance, in 1850 Florence’s father allowed her to travel to Germany where she could train as a nurse. But shortly after beginning her work as a superintendent of a women’s hospital in London in 1953, she was asked to lead a team of 38 nurses at a field hospital to support The Crimean War effort. 

Whilst working at the army hospital, Nightingale noticed how many men were dying not from their war wounds, but from infections and diseases caused by the lack of cleanliness in the hospital! She worked to improve the conditions in the hospital and to put an end to soldiers dying from these preventable issues.

After the war Florence’s image was printed in many newspapers and she became known as ‘The Lady of the Lamp’. She continued to work on improving hospital sanitation and to ensure that everyone - including poorer people in society - had access to some healthcare. 

The Lady of the Lamp reinvented healthcare in the Victorian era and set first building blocks for the incredible National Health Service we have today. 

Find out more:

• What was Florence’s childhood like?

• What was the Crimean war?

• What was life like in Victorian England?

Superhero Dictionary. Can you define: 

• Resistance

• Cleanliness

• Preventable

Name: Sir David Attenborough

Born:

8th May 1926. London, England.

Special skills:

Shaping modern TV entertainment and teaching millions of viewers about the natural world.

Top Quote:

"Surely we all have a responsibility to care for our Blue Planet. The future of humanity and indeed, all life on earth, now depends on us."

David Attenborough joined the BBC as a trainee in 1952, when only 14% of the country owned a television! 

He worked his way up through the BBC pushing the limits of what people thought television was capable of. He encouraged programmes filmed outside of the television studio and worked to help launch colour TV in the UK. 

In 1975 Attenborough took a step away from his role of managing the BBC and moved back to doing what he really loved - exploring. He became one of the most famous people on television as he explored the globe, filming different natural environments and educating the public. 

Attenborough’s services to television were awarded with a knighthood in 1985, making him Sir David Attenborough. 

He has said that he never set out to be an environmental campaigner, but simply to introduce people to the wonders of the natural world. And once you have seen how glorious the world is why wouldn’t you want to protect it?

Find out more:

• What television shows has Attenborough made?

• What are some of the places he has travelled to?

• How has television changed since 1952?

Superhero Dictionary. Can you define: 

• Natural

• Campaigner

• Explorer

Write your own superhero biography

A biography is a factual text about somebody’s life. It is usually written in chronological order, starting from the beginning and following them as they get older. It is normally written in past tense.

Can you think of someone who is a real life superhero? Perhaps it’s a person from history, or it could be someone you know. See if you can write a biography about a real life superhero which tells the reader the key facts about that person’s life and what it is that makes them so super!

Share your real life superheroes with us on Twitter @WestEndinSchool.

There’s plenty of research* showing that drama in the classroom has benefits for the development of language. Role play in particular has been identified as a valuable tool for building vocabulary in younger children. Drama is great for oral literacy and storytelling for when children are at a pre-writing age and for when they are developing their writing skills.

Projects exploring this topic have shown children to produce longer, more thoughtful written work following drama activities. Particularly when writing-in-role, children demonstrate a more advanced understanding of character traits and emotions - they are really able to get under the skin of the character in their writing. Drama allows imagination to flow from process to product. 

How to use drama for writing in the classroom

Things to remember:

• Find a way to document thoughts, feelings and vocabulary as they come up during the session. This can be done in notebooks, post it notes, graffiti walls or even through video. 

• There is as much value in listening to others, being a good audience member and drinking in other people’s ideas as there is in ‘performing’. 

• Written work can build over time. If the class is in the flow of a practical activity with lots of creative ideas coming out, it may be beneficial to maintain that energy whilst documenting the work and then to take time to write in the next session. 

KS1 Activity - Physical Storyboarding

• As a class, pick 4 or 5 key moments from the book you have been working on in chronological order. 

• Split into 4 or 5 groups, and give each group one of the key moments. Each group should create a freeze frame, using their bodies to show a snapshot of a moment without moving.

• Come back together as a group and look at each of the freeze frames in order. 

• The leader can tap someone on the shoulder during their freeze frame. That person should then think of a word or sentence that describes what their character is thinking or feeling during that moment in the story. (This is a moment worth documenting, either writing key words that are shared or through video.)

• Advanced option: When the leader taps someone on the shoulder the first time ask them to think of what words or noise they would say out loud. When you tap them on the shoulder the second time, ask them what their private thoughts are. Is what a character says and how a character feels different?

• Using the ideas you had while sharing character thoughts in the freeze frames, create a diary entry for the one of the characters that appeared in your freeze frame. Think about how they were feeling in that situation and what they were thinking. 

KS2 Activity - The Final Chapter

• What happens next for each of the characters in the story?

• Split into groups and decide to focus on one of the characters from the story you've been working on. 

• Create a silent movie or mime that shows what happens to this character after the book has finished.

• Come back together as a group and share your silent movies. 

• Ask for suggestions from the audience about what sounds or words could be added to the silent movie. Try performing the scene again but adding in some of the sound suggestions. 

• Advanced option: Create title cards/captions to go alongside particular moments in the silent movie. 

• Using either your role-play or inspiration from another group, write an extra chapter for the story. 

• Try to see if you can follow the writing style the author uses. 

Building up a practice of using drama in the classroom allows children to inhabit the story and to have a real ownership over the work. It also shows them that you can participate in literacy even when writing is not your strongest skill - and building up confidence is just another way by which drama can help improve children’s writing! 

For more on how to effectively use drama in the primary classroom, check out our blog series ‘A Guide to Teaching Drama’.

-Katie

* A good starting point for research is Connecting Drama and Writing: seizing the moment to write which is also a good source of further studies in this field. 

OK! - EVERYBODY SIT DOWN - EYES ON ME - AND QUIET… I SAID QUIET!

Whether you’re a culprit or not, it’s a known fact that teachers might sometimes shout. Or at least raise-their-voice. It’s quick and easy, and somewhat effective. 

Shouting is typically used in a classroom to:

• Get pupils’ immediate attention

• Discipline a class or student

However, shouting will generally:

• Get pupils’ immediate attention and then lose it just as fast

• Upset a pupil or pupils

• Teach pupils that shouting is an acceptable form of remedying a situation

• Bore children if used repeatedly

• Encourage your class to shout, too

And this is where I jump in! In this blog, I’ll describe a handful of activities to help you use your voice more effectively, and even demonstrate ways in which you don’t have to use your voice at all! 

Engage your class, take control and save your voice? Bingo!

1. Sing your instructions

Knowing that my class was obsessed with Frozen after it’s 2013 release (I sense I wasn’t alone in this) I decided to sing a Line-up song to the tune of Let it Go:Liiiiiine up (Let it gooo)Liiiiiine up (Let it gooo)Ye-ar 3 could you please line uuuuup? (Can’t hold it back anymore)

My class had never wanted to line up so quickly - and passionately! Whether improvised or assigned to the tune of an existing song, sing instructions wherever possible. Why not spice things up with a click and a clap too?

2. Create class chants

If singing isn’t your thing, chants can be used to replace singing for instruction-giving as above. 

They’re also a great, subtle way of monitoring your class. I once worked with a brilliant teacher who, when the class noise levels were rising, would rhythmically tip-toe round the room quietly chanting :I am whis-per-ing to see who’s list-en-ing. I am whis-per-ing to see who’s list-en-ing.

Anything you feel you need to shout, try chanting it in a fun way first - especially around the room - and see if pupils tune in. If one chant in particular works, bank it and use it as and when required. Pupils will become familiar with it and even start to join in! Class focused on you. Tick! ✔

3. Clapping rhythms

Performing one clapping rhythm and expecting silence simply isn’t going to work - at least not every time. Multiple, different rhythms are required to cater for everyone putting their pencil down, turning around and joining in. Practice different rhythms at home first so you’re confident using them in class.

Go one step further and try this favourite little trick of mine… Reduce the number of fingers you use every couple of rhythms - 4 fingers, 3 fingers, 2 fingers, 1 finger - finish miming a clap rhythm (silent clapping)! This is inviting and exciting and works almost every time! 

Be sure to signal to the class how many fingers you’re using so that they can copy correctly and quieten down with you. 

4. Instrumental call and response

Grab a simple percussion instrument from the music room - preferably one that makes two different sounds when hit differently. Tambourines or wooden blocks are great!

At the beginning of the year, teach children that one sound means to clap, the other sound means to click. Practice using different patterns of sounds for the class to respond appropriately to. 

Tambourine

Hit = clap, shake = click

Hit, hit = clap, clap

Hit, shake, hit = clap, click, clap

Hit, hit, shake, shake = clap, clap, click click

The possibilities are endless!

5. Action based instruction

This works best when introduced at the beginning of a term or half-term as it requires explaining and a bit of practice with each new rule. Here’s one example:

• Choose or create an interesting chair - a colourful one, one with a fancy cushion, or decorated with a scarf!

• Explain to the class that this is Story Time chair. 

• Whenever they see you sat in it, they are to finish up, pack away and sit in front of you as fast as they can.

• Children never want to be the last one, so the race is on as soon as one child clocks you! Quickly and quietly they’ve gotten ready for story time themselves. 

The matching of rules to action doesn’t necessarily need to be logical; any instruction can be assigned to any action!

Have you perfected your singing, chants, clapping, instruments and actions? Take a look back at Parts 1 and 2 of this blog series for some simple tips and guidance about brain breaks.

- Sarah

World Book Day is nearly upon us and we are looking forward to visiting schools across the country to help celebrate with our dance and drama workshops.

For World Book Day 2020 we are launching a photo competition giving schools the chance to win a free pantomime for their children in December 2020!*

If we are visiting you between 2nd and 13th March with our Bringing Books to Life dance workshops or our Story Explorer drama workshops, then getting snapping and share your pictures with us for the chance to win.

How to Enter:

1. Get your camera/ipad out during your students’ workshop and get snapping!

2. Upload your favourite photo or video to Twitter.

3. Make sure to tag us @WestEndInSchool and add #bringingbookstolife or #storyexplorer

4. Keep an eye out for the winning announcement on Tuesday 17th March!

Top tips for getting the best workshop photographs:

• Film in landscape, as this ensures as many of your little performers can fit clearly into the shot!

• Try to find an angle to fit in as much of the action in one shot as possible - this is often tucked up in the corner, so get comfy!

• Every dance workshop culminates in a ‘performance moment’ which is the perfect photo opportunity.

• Capture the fun!

Entries are unlimited so feel free to show us what each of your classes gets up to - from Nursery to Year 6!

Happy Snapping!

*Is a pantomime not suitable for your school? After we select the winning entries we’ll discuss the prize with the school - we could always visit with a different workshop instead!

Have you mastered your gesture and facial expression, class geography and use of music yet? If not, take a look back at Part 1 of our Creative Classroom Management series. In the meantime: Brain Breaks!

What is a Brain Break?

Exactly as its name states, a brain break is a break from using your brain. It’s a short blast of light physical activity completely unrelated to the task at hand.

Why should I use them?

Just like working out in the gym we need a break every now and then. Students, young and old, often need a chance to reset and refocus.

Short bursts of energy increase blood flow which in turn sends more oxygen to the brain. Kids fidget because their body physically needs to move! They are instinctively trying to increase blood flow. Scientific studies prove that the brain is more active post-movement - even after just a gentle walk.

This sounds good. Do you have any activity examples?

Ooooooof course. Some quick examples are:

1. Rubber Chicken

• Raise your right arm, shake it fully whilst counting from 1 - 10 out loud. 

• Do the same with your left arm, your right leg and your left leg. 

• Finish by shaking your entire body, on the spot, counting 1 - 10 out loud.

• Repeat this sequence 2 or 3 times, getting faster each time!

• Repeat this sequence in reverse - counting backwards!

• Set this sequence to music!

2. Do as I say, not as I do

• Establish 3 clear instructions with your class. E.g. Head, Shoulders, Tummy - the actions for each being your hands on your head, your shoulders and your tummy respectively.

• Begin by calling out the instructions and performing the appropriate actions with your class.

• Next, only call out the instructions, don’t move. The class can no longer copy you, they must listen to the instruction. 

• Finally, instruct your class to ‘do as I say, not as I do’ whereby you perform a different action to the one you are calling out but the class must tune in to your voice and perform the action you said.

• E.g. You say Head! But put your hands on your tummy. Students are to put their hand on their heads. 

• As your students become more familiar with the activity, be more adventurous with your actions - Tiger, Elephant, Ant! Drastic changes in shape make things more difficult, and so more fun! 

3. Body Percussion

• Standing in a circle, start by clapping a simple rhythm. 

• As quickly as possible, go round the circle one by one. Each student is to repeat the clap rhythm using different parts of their body. 

• They might choose to stamp it out, slap their thighs, click their fingers, pat their heads, clap using only two fingers, or anything else they come up with! 

• Send a different clap rhythm back the other way as soon as you receive the first - and so on!

How and when should I use them?

Brain breaks are best scattered throughout the day, during class activity. And they don’t have to be a big deal or take up too much (precious) time. In fact the subtler, the better:

• Utilise the transition from carpets to desks, for example, to do a quick body countdown (as above).

• Have children stand up from their chairs during a writing task for a quick bout of Head, Shoulders, Tummy. (Include Sit as one of the three instructions and finish on that one when you’re done. They can continue working straight away!)

Remember, brain breaks are short bursts of activity to re-engage. We don’t want classes becoming completely distracted!

I think I can manage that. Anything else I should know?

Remember that the aim is to utilise brain breaks as part of normal class activity. It is sometimes easy to slip into using them as fun treats to aim for, and taking them away as punishment. This defeats the point entirely. If there is unrest and fidgeting in your classroom, learn to recognise this as a need to move or reset, opposed to punishing misbehaviour.

Finally, as my two references indicate, I found two other really useful websites whilst working on this blog. And so, if you’re keen to find out more about the importance of brain breaks and ways to use them, along with heaps of other useful topics, be sure to visit understood.org and realmomnutrition.com

- Sarah

Welcome to Part 1 of our Creative Classroom Management series!

I know what you’re thinking… But creative classroom management doesn’t have to be colourful, OBVIOUS, or TANGIBLE like yet another sticker chart. Putting your imagination into the smaller habits and routines of daily classroom life can help you heaps in achieving some decorum in your classroom.

1. Gesture and facial expression

Body language and facial expressions can often say so much more than we think, or intend, depending on how we use them. Using these creatively and intentionally can really benefit a class.

• Simple examples are a wink 😉, a thumbs up 👍 or the OK hand gesture 👌. Utilising these as quick, subtle praises to individual students can be just the confirmation or pick-me-up a child needs. Knowing that you have noticed their particular behaviour or effort and acknowledged it makes them feel that little bit special and encourages them to continue working and/or behaving in that way. 

• Use exaggerated expressions instead of words. A shocking, widening of your eyes 😳 as you watch a child put the paintbrushes in the wrong place is a much more playful way of announcing ‘you’re doing the wrong thing, please correct it quickly.’ 

• Act, don’t react. Use an exaggerated sad face 😔 over a genuinely angry face as you wait for the two chatterboxes to finally sit on the carpet. Even let out a pretend teary whine 😭 to get their attention. This will quietly get their attention whilst entertaining those already sat - and even causing them to do the calling over and telling off! - as opposed to you getting angry, shouting and completely disrupting any hope of a happy, warm atmosphere.

2. Class Geography

I love this term - stolen from one of my first mentors. It means noting your class’s placements, formations and which way they will face, and how often this changes to create the most effective learning environment. A class studying the jungle might have a day that looks like this:

The key is not to keep your class at any one place for too long!

Sometimes, staying in the same format is required. Note ‘Personal accounts’ and ‘Story’. They both take place as clusters on the carpet, but sitting there for too long will cause boredom, fidgeting and mini misbehaviours - use a simple trick of turning the class around on their bottoms giving them a new focus and a sense of a whole new environment.

Plan your desired placements ahead of time, and find your own vocabulary for these. (See mine below.) And remember - planning class geography acts as a guide. If a placement isn’t working in the moment, change it! You’ll be surprised how much simply moving can benefit your students too! Read more on the importance of moving in the next instalment of Creative Classroom Management: Brain Breaks.

My go-to Class Geography vocab:

• Cluster

• Own spaces

• Desks

• Circle (big/small)

• Line(s)

• Half and Half (half the class perfoming/explaining/presenting, the other half watching)

• Groups

• Sat/Stood

3. Music

A super simple one to finish - play some music! After a crazy lunch time or following a seriously loud bout of call and response or even just towards the end of the day, play some soft, quiet music to underscore your class working.

Whilst studies do not necessarily prove or disprove that listening to music while working increases learning specifically, there is a general understanding that the correct music can help calm students and reduce stress, anxiety or over-excitement levels. In turn, this can improve mood and motivation, and generally create a warm, supportive atmosphere. 

In my experience, instrumental pieces, with a happy tone played quietly are the best pieces to use for Primary School students. There are tonnes to choose from on YouTube - classical music for kids or piano Disney tunes - but some of my go-tos are: 

Relaxing Guitar Music for Children

Fine Art Music and Paintings

That’s all for part 1! Tune in next week to catch Creative Classroom Management Part 2.

- Sarah

Happy New Year! I hope you’ve had a good start to the new school term - mince pies and wrapping gifts already feels like a distant memory doesn’t it? But as one good thing comes to an end an equally exciting one steps into its place. There’s plenty to be looking forward to this spring. For example… 

25th January 2020 - we welcome the Year of the Rat! 

Chinese New Year is a huge celebration and a great opportunity to learn about different cultures.  Last year we wrote a blog sharing a few ideas for how you can celebrate Chinese New Year in the primary school classroom. It’s a great time to begin discussions on different cultural celebrations in PSHE, to look at moon cycles in science, or perhaps to discuss traditional tales in English. 

We celebrate West End in Schools by visiting schools across the UK with our Chinese Zodiac dance workshop exploring the story of The Great Race. 

28th & 29th January - join us for a free evening of creative CPD!

CPD Masterclass ‘Exploring Children’s Books Through Drama’.

Using drama in the classroom is an excellent way to bring familiar characters and stories to life for children. Experiencing the action of a story first hand helps children to build empathy and a deeper understanding of their story.

Join us in London and Birmingham for a free evening of CPD equipping primary school teachers with a toolkit of drama techniques for bringing children’s books to life. 

1st to 8th February - National Storytelling Week 

Get creative and tell your story. Each year the Society for Storytelling organises a week long celebration of the oral tradition of storytelling. This is one of the earliest forms of entertainment and is a great circle time activity to gather the class and share your stories.  

Thursday 5th March - World Book Day

The biggest annual celebration of authors, illustrators, books and reading! And personally one of my favourite events in the school calendar. World Book Day is the perfect chance for children to share what they love about books and the joy those books bring. We love hearing about how schools celebrate this festival, what have you got planned this year? 

If you’re looking for some World Book Day inspiration we’ve got you covered! We will be visiting schools across the country with a variety of literacy themed dance and drama workshops, as well as performing our stage adaptations of classic tales for primary audiences! You can find out all about these options at our World Book Day Page. 

16th to 20th March - Shakespeare Week 

Often referred to as the Master Storyteller, it seems only right that William Shakespeare gets a week of the school year dedicated to him. If you’re a bit baffled by the prospect of teaching Shakespeare to primary children take a look at our blog series ‘A Guide to Teaching Shakespeare’ for plenty of tips and ideas! 

We are looking forward to Shakespeare Week for a special reason this year… it will be the first Shakespeare Week we will be visiting schools with our brand new Shakespeare Explorer workshops. These in-depth workshops allow your classes to explore the Bard’s plays through drama, and there are six play options for you to choose from.

And before you know it, it’s Easter! Just like that! 

Plenty to get packed in between now and then. What else will you be celebrating this term? 

- Katie

Here’s the final two movement activities in this blog series to get the maths in your classroom moving! These are two of my personal favourites (best ‘til last) so I hope you enjoy them, too!

1.Clumps

• Have children walking in the space. 

• When you call out a number (between 1 and however many students in the class) students are to clump together in groups of that number. 

Be sure to set tasks for any remaining students when the number doesn’t divide equally: This can be doing star jumps according to the number you called out (this can be particularly playful/tricky when you have 33 in a class and you call out 32!) or, taking inspiration from the previous blog entry in this series, creating the shape of the number you called out using their bodies, either together or individually. 

Adaptations and Developments

EYFS: Merge this activity with a game of musical statues to make it more entertaining for little ones. 

This can be a great game to introduce finding a partner quickly - calling out 2 when the music stops and students finding a new partner each time.

KS1: Try calling out some sums whereby the answer (unannounced) is the number of people there should be in each clump. E.g. 5+2 = (clumps of 7). 10 - 6 = (clumps of 4).

KS2: Use sums, as KS1, but increase the difficulty according to your class’s ability. Try using fractions for division, too. Call out halves or quarters and see if your class can divide themselves up accordingly.

2. Duck n Jump!

(Also referred to as skip counting - due to the skipping of numbers.)

• Have students find their own space and crouch down (ready to jump).

• Select a times table to review. E.g. 3 times table.

• Students are to bob, crouched down for the numbers that are not multiples of 3 and then jump up for the numbers which are. For example:

  • 1 = bob

  • 2 = bob

  • 3 = jump!

  • 4 = bob

  • 5 = bob

  • 6 = jump! ...and so on.

  • Have fun utilising the voice, too. Whisper the non-multiples and shout out the multiples as you jump!

REMEMBER! You can use any actions you like. Hands on head and hands on shoulders, sit down and stand up, walking and freezing, tapping and clapping etc. Anything you - or your students - like!

Adaptations and Developments

EYFS: Of course, times tables are likely to be too advanced for 3 - 5 year olds. Use this activity instead to count up to 10. Bobbing 1, 2, 3, 4, 5, 6, 7, 8, 9, jump 10.

Depending on class capability, minus a number each time:

• Bob 1, 2, 3, 4, 5, 6, 7, 8, jump 9!

• Bob 1, 2, 3, 4, 5, 6, 7, jump 8!

• Bob 1, 2, 3, 4, 5, 6, jump 7! ...and so on.

You can also subtly introduce odds and evens by asking students to change position each number up to 10:

• Bob 1, jump 2, bob 3, jump 4, bob 5, jump 6, bob 7, jump 8, bob 9, jump 10!

KS1: Turn it into a partner game. Have students back to back and they have to jump to face each other for each multiple. Make it competitive; if a pair jumps at the wrong time they sit out.

(All)KS2: If focusing on the voice in this activity, try making it a ‘rap battle’. Split the class into two groups. One group is non-multiples, one group is multiples. Students are to call out the appropriate numbers. 

Non Multiples   vs. Multiples

1, 2, 3,     4

5, 6, 7,     8

9, 10, 11, 12

...and so on.

UKS2: Instead of using times tables, try using Duck n Jump for prime numbers! These are less rhythmical and so require more focus and attention. Make it competitive by ‘outing’ kids who forget to jump or jump at the wrong time. Who can be the last one standing?

When researching for this blog series I found some other useful websites doing similar creative work. If you’re keen on getting maths moving be sure the check out Math and Movement (who do a great variation of Duck n Jump!), Dance Advantage and Math4Love for some more ideas!

If you like our blogs and put any of our activities into action, we’d love to know how you get on! Feel free to tweet us any feedback, photos or videos at @WestEndinSchool.

-Sarah

HA!HI YAH! Shi, shi, shi HA!

Punctuation just got a whole lot more interesting.

Kung Fu Punctuation is a phenomenon that has reached schools worldwide, and is proving highly successful in children’s understanding and use of punctuation. Recommended by and based on the beliefs of Ros Wilson (Big Writing founder), Kung Fu Punctuation works by assigning a Kung Fu based sound and action for each punctuation symbol making it more enjoyable to learn and more memorable in the process. 

Once learned, fun instructional games and competitions can be played (see and download our resource pack) to reinforce the sounds and actions - and in turn, the shapes and names of punctuation symbols. And of course it makes comprehension exercises so much more entertaining - for all!

Sounds brilliant. How do I teach it?

There seems to be one particular, perhaps original, set of movements and sounds that lots of schools are following utilising the sound ‘shi’ and ‘ha’ as their main sounds.  Should ‘performing’ or creating actions not be your forte, I think this is a great place to start and to replicate with your class. Watch a video of a school performing it here.

However, personally, I think there is more fun to be had! Create your own class version together, taking suggestions for sounds and actions from your students. This gives your class ownership of the activity - ownership always encourages learning. 

Just remember… for consistency, remember to keep the same sound and action for the same shape even if it is seen in multiple punctuation marks. E.g. Keep any dot shapes the same: full stop, the dot at the bottom of a question or exclamation mark, and which make up colons and semicolons. 

As an example, we made some of our own sounds! Check out the West End in Schools version here:

We had so much fun making this, and you and your class will too! Just like our actor Tú, be sure to make actions and sounds as big, loud and energetic as possible! Should you have space, go one step further and turn some punches into kicks!

Here’s a breakdown of the West End in Schools sounds and actions:

Though it’s super fun finishing all the punctuation marks, you don’t have to teach them all in one go. Ros Wilson has a great punctuation pyramid you can follow to stage your development of this activity depending on key stage and/or class levels:

Once perfected, why not go for gold - or black, if we’re aiming for belts instead of medals! - and have your class perform their sequence in Kung Fu attire. Or set it to that old disco favourite Everybody was Kung Fu Fighting! Or make it part of your morning routine to wake your class up! 

We’d love to see some class videos of your Kung Fu punctuation! Please don’t hesitate to send them to us at office@westendinschools.org.uk

Here’s one of the best videos I’ve found so far - Kung Fu Panda himself demonstrates punctuation to this school! (Kudos to these teachers!)

Finally, you can download our West End in Schools Kung Fu Punctuation teaching resource here!

Download Kung Fu Punctuation Teaching Resource

- Sarah

World Book Day 2024
Find out more about our popular Dance and Drama workshops for Primary Schools across the UK.

Did you enjoy the previous Math and Movement blog entry? Looking for ADDITIONAL activities GREATER THAN the ones before? Read on to find out more - MINUS the puns. (I’ll stop.) 

1. Number Shapes with the body

• Invite students to make the number 1 using only their hands - a flat hand, fingers together, held up in the sky with the palm facing one side of the room should look like a straight line front on - a number 1. (Just the index finger is cheating - too easy.)

• Can they make a number 2? They might need two hands for this.

• A number 3? They might need to separate some fingers now. 

• Continue like this through to number 10 just using hands.

• Repeat, asking students to use both their arms and hands. Make physically larger numbers.

• Now they’ve warmed up and understood the concept, ask students to stand up and use their whole bodies to create numbers! This can mean bending legs, folding at the hips, making thin shapes, wide shapes - whatever is required within the realms of body shape.

Developments

EYFS & KS1: Can students perform these bodily number shapes along to a numbers song or chant? 

Lower KS2: As a class, agree on body shapes for the mathematical symbols. Which sums can students now make using their bodies? 

Upper KS2: As above, agree on body shapes for the mathematical symbols altogether. 

• Divide the class into groups of five or six. 

• Write a number on the board. 

• In their groups, students are to make a sum using their bodies whereby the number on the board is the answer. 

• Specify whether it has to be an addition/subtraction or multiplication/division sum. 

2. Creating Patterns with the body

Here are two different ways of creating patterns: repetitive and cumulative. Younger students will find repetitive patterns easier to understand and cumulative patterns can be used to challenge older students.

Repetitive Patterns

• Invite a student to the front of the class to make any position with their body. (Keep it simple, kids!)

• Invite a second student to do the same, next to the first. 

• Invite a third student to join the line, replicating the first student’s position. There should now be three students creating an A, B, A pattern.

• Invite a fourth student to join the line. Allow them to figure out which stance they should take on. 

• Continue inviting students up to join the line, aiding their calculation as to which position they should utilise. 

• Repeat this using different students to start new patterns. 

Developments

EYFS: This might be enough. You might like to use this as a maths warmer or intro to maths time. Can the process get faster each time? How quickly can the whole class complete a new pattern?

KS1: Add additional shapes to the pattern. Can the pattern consist of 3 or 4 shapes at a time? 

Lower KS2: Split the body into a top and bottom half. Every time a new pattern is created the first position can only use the top half of the body and the second position can only use the bottom half. (Think about the joints to help create lots of different positions.)

Upper KS2: Invite students to use action or movement instead of static positions in their patterns. Allow mimes to make this really fun; eating breakfast, tying my shoe, eating breakfast, tying my shoe…!

They could also create rhythmic repeating patterns using body percussion. (4 stamps, 2 claps, 4 stamps, 2 claps…)

Cumulative Patterns

• Invite a student to perform a very simple action - e.g. bend their knees - and hold the position. 

• The next student repeats their action (bend their knees), adds their own - arms out to side - and holds the position.

• A third student repeats the first two actions (bend their knees, arms out to side), adds their own action - hands on hips - and holds the position. 

• Continue this process until the class begins to struggle to think of ideas or until everyone in the class has joined the line.

• If possible - and to save space - create patterns in a circle so the first and last positions end up next to each other and students can enjoy seeing how they transformed a position step by step. 

Development

Lower KS1: Set this up within the game I went to the supermarket and I bought… You can then take away the dialogue and explain to students that they’ve created a pattern.

Upper KS2: If your students get really good at creating cumulative patterns with actions, set them to the beat of a metronome. Students have to jump into the line performing each action and creating their new action on each beat! 

Finally, if you just can’t get enough of Maths and Movement, you can download our bonus KS1 patterns activity here! Meanwhile watch this space for Part 3.

- Sarah

Remember the days of emotionless chanting along to the times tables? One seven is seven, two sevens are fourteen, three sevens are Zzzzz…

Thankfully, those days are gone! And I’m here to help you get your maths moving, with a shake, and a shout, and even a bit of a boogie!

Check out my tried and tested activity suggestions below. And don’t miss out on the developments for different key stages.

1. Shake, shout and action!

• Everyone stands in a circle.

• Altogether, everyone shakes their hands in front of them whilst counting 1 - 10. A nice, slow pace to start. 

• Announce that the next time you perform it, number 5 is now silent, but replaced with a clap instead: 1, 2, 3, 4, CLAP, 6, 7, 8, 9, 10. (Remember, everyone still shakes their hands in front of them for the spoken numbers!)

• Practice slowly, and repeat once or twice where necessary.

Developments

EYFS: This might be enough. You might like to use this as a maths warmer or intro to maths time and omit a different number each session/day of the week. 

KS1: Add another action. Choose a different number and a different action E.g. 2 becomes a jump. And add it into your sequence: 1, JUMP, 3, 4, CLAP, 6, 7, 8, 9, 10. Repeat a few times, getting faster. (Remembering to keep shaking your hands for the spoken numbers!)

KS1 & KS2: Allow students to pick a number and choose the action. (I often have one student choose a number, and another choose an action.) This is where the fun really starts. I’ve had sequences end up something like this: 1, HANDS ON HEAD, JUMP, 4, CLAP, SIT DOWN, STAND UP, 8, KICK, WIGGLE! There’s certainly lots of fun to be had. You can also test your students at the end asking What action was number 7? Number 2? Etc. 

Added bonus: Do it backwards! 

KS2: So, while the chanting and actions themselves might take a little bit of getting used to, counting to 1-10 is sure to be fairly easy for KS2 students. So, why not spice it up a bit by chanting some difficult times tables? Or even some specific terminology? Or spelling out a new mathematical term. “Division” D, I, V, I, CLAP, I, O, N. 

This activity is great because it is so adaptable. Anything you can chant and shake your hands along to works!

2. Dancing shapes in the Sky

• Everyone in their own space. 

• Using their index finger, can students draw a square in the sky in front of them? Can they draw a circle? A diamond? A rectangle? An octagon? A hendecagon? (Show offs!)

• Can they draw these shapes with their elbow? Their nose? Their knee?

• After exploring shapes with their various body parts, have one child draw a shape with a body part other than their finger and have other children see if they can guess which shape it is. (Older students could take this in turn in pairs.)

Developments

EYFS: After exploring shapes with their various body parts, have one child draw a shape with a body part other than their finger and have other children see if they can guess which shape it is. (More able students could take this in turns in pairs.)

KS1: Make a class shape dance. Set a sequence of shapes they know: square, circle, triangle, rectangle. Keeping this sequence in the same order perform it altogether with your finger, then your nose, then your elbow - or whichever body parts are most fun for you! Set it to music, and perform! 

Lower KS2: Demonstrate the KS1 development to your class first. Then ask pairs to make their own. 

1. Choose a sequence of four shapes. 

2. Stick to it! 

3. Perform the whole sequence twice. Using a different body part each time. (Can they perform it four times, with four body parts?)

Upper KS2: Divide the class into groups. Each group is to make a four-shape movement sequence but utilising these dance principles to make for a more dynamic piece:

• Everybody performing the same shape using a different body part

• Everybody using the same body part but to draw a different shape

Which shapes and principles can the rest of the class identify?

This blog is part of the Let’s Get Maths Moving blog series. Be sure to watch this space for more activities in parts 2 and 3!

- Sarah

The Festival of Lights is fast approaching! And we have had the joy of touring schools across the country this month to help primary school children explore one of the most important stories behind Diwali - The Ramayana. An epic tale of good triumphing over evil, it is a story that can be traced back to 500 BCE (that’s a LONG time ago!) and it’s as much loved today as it was back then.

The original text is around 24,000 verses, but we like to start with the basic structure of the story. We love this version from BBC teach for explaining the key plot points to young learners.

The Ramayana is just one of the stories that has influenced Diwali celebrations. Want to know more? Here are a few key facts for introducing Diwali to your class:

• Diwali honours the victory of good over evil and the coming home of Rama and Sita after the defeat of the demon Ravana.

• Diwali is also know as 'The Festival of Lights'. When translated from Sanskrit the word 'Diwali' means 'row of lights.'

• The festival honours the Hindu goddess of wealth, Lakshmi.

• The many lights and lamps associated with Diwali are said to help guide the goddess Lakshmi into people's homes, to bring them wealth and good fortune for the upcoming year.

• Diwali lasts for 5 days. The dates of the festival change slightly each year as they are determined by the lunar calendar.

To help you delve a little deeper into The Ramayana and Diwali, we’ve put together a few activities to have a go at in your classroom.

Firecrackers

Diwali is a huge celebration and many people use fireworks and firecrackers as part of their celebration.

• Begin with everyone crouched on the floor.

• After the count of three everyone should jump up and create an interesting shape with their body.

• Try this a couple of times, changing shapes each time.

• Select 4 of the most interesting shapes created.

• Label everyone in the room 1-4, assigning each number one of the 4 selected shapes.

• Create a sequence by the leader calling out numbers and the members of that group jumping up to create their shape.

• Add music!

The way home

Rama and Sita are guided home by the lamps lit in Ayodyha. In this activity you should work in pairs to guide one another 'home'.

• Assign one area of your space (a school hall is best!) as ‘the forest’ and another area (a distance away) as ‘home’. 

• In pairs devise your own secret code for directions using sounds. E.g. turn left = beep beep!, turn right = clap!, walk forward = sssssh!, stop = eeek!

• One person in the pair should be blindfolded (or trusted to keep their eyes closed!) while the other navigates the way home, using the secret code.

• Create different pathways using bits of material, coloured tape, cones etc. 

• Extension: Use some apparatus and incorporate directions like over, under and around.

Read all about it!

Write a newspaper report for the day after Rama and Sita return to Ayodha. You will need to report the main action of the story in an exciting and engaging way. 

You may want to think about different features of a news report: 

• A short snappy headline - try using alliteration. 

• An opening sentence which sums up what the report is about.

• Interviews using quotes from witnesses or participants. 

• A photo with a caption which describes what the picture is, or its relevance to the article. 

• Text divided into organised paragraphs.

• A good mixture of both opinion and fact.

Like many major festivals and celebrations, everyone celebrates Diwali in different ways. Whether it is through storytelling, fireworks or perhaps even dance, we hope that you and your class find the perfect way to enjoy the Festival of Lights this October!

- Katie & Sarah

Holiday blues are one thing but the October Blues has me heart-broken! After an optimistic, dedicated start in September the run up to October half term can start to feel a little tougher. Winter draws near, exhaustion creeps up and some student complacency starts to settle in. 

Especially for new teachers, a sense of having a ‘competence crisis’ can take over as you adjust to the fast-paced, high-pressured, demanding world of education. 

Having researched methods of trying to tackle these October Blues there have been a few recurring suggestions:

• (Somehow!) Find time to be in the present. Remind yourself where you are and what you’re doing right now. 

• Journal, track or somehow monitor your emotions regularly. ‘Check-in’ with yourself.

• Remind yourself of your successes so far, not your seemingly unattainable to-do list.

Using these ideas, I’ve come up with some creative low to no-prep activities to lift your spirits and keep you smiling through to Christmas and beyond!

Quick spirit lifter!

Make and sing a song

So, I’m aware that a lot of primary school teaching can revolve around song time but I’m not talking about another Youtube link or overused nursery rhyme. In fact, I’m suggesting you recycle and revamp a nursery rhyme or a song you already know! 

For a quick fix, take a tune your class are familiar with and ask them to create their own lyrics. The key tricks to achieving this are:

1. Absolutely use a song you know. Even if you use the same one every time you do this activity. You need to know the rhythm and how many syllables to fill. (You don’t need to know the number off the top of your head, but be able to hum or feel the rhythm of the original lyrics. You’ll see what I mean with the examples below.)

2. Don’t worry about the lyrics - at all. The sillier, the better. They’re meant to be a bit rubbish - that’s what makes them funny. 

3. Repeat phrases! It’s easier to make, and easier for everyone to sing along to. 

A few examples:

(London Bridge is Falling Down)

We all ate some chips for lunch, chips for lunch, chips for lunch

We all ate some chips for lunch. We had ketchup! 

(Incy Wincy Spider)

I have got new trainers, they are green and blue

I love my new trainers, I love them more than you! 

My trainers make me run fast - zoom, zoom, zoom, zoom, zoom!

I have got new trainers, they are green and blue.

The spontaneity for this activity encourages you to be in the moment, and engage with your students without judgement or assessment in anyway. A song about a sandwich, new shoes or the class pet might just be the funny five minutes you need. 

Checking in

Keep a journal

Journalling was something that came highly recommended in helping ease the burden of the first term. We’re all aware of its benefits as an outlet for thoughts, emotions, anxieties and so on but how many of us ever actually commit to writing one? 

Set it as a set piece of class or homework in which you have to participate, too. That way, there’s no running away from it.

Just like a reading record, allocate 10 - 15 minutes whereby yourself and your students write about how you’re feeling about your day. Some circle time might be an opportunity to share any of these thoughts. Or invite students to present some of their thoughts and stories, should they wish. Or take it one step further and invite students to act out their writings!

Celebrate

What a good week it’s been!

Instead of (or in addition to) awarding individual students with Scrolls of Merit and Star of the Weekl, how about discussing or presenting ‘What a good week it’s been!’ with everyone in your class at the end of every week?

And I don’t mean Which learning outcomes have been attained this week? I simply want to know What have you and your class completed? Curriculum based, or not. A list might look something like this:

• Learned our 3 times tables

• Finished our class story book

• Drew pictures of our favourite characters

• Listened to music whilst getting changed for PE

• Played games at lunch time

• Studied butterflies and their life cycle

• Had a fun music lesson 

• Tidied up our arts and crafts really, really fast

Accepting these suggestions from students not only acts as a review of the week for them but they are literally spelling out to you, everything you have put work into, planned, organised, taken care of and implemented in just 5 days. What a pat on the back! 

Why not invite someone to present these lists as if they were a TV game show host handing out prizes, or invite a different student each week to do so:

Welcome back to another episode of What A Great Week It’s Been! On this week’s show we remind ourselves that we have learned our three times tables. Can I get a round of applause?! We finished our class story book - finally! We drew pictures…!

Easier said than done, I’m sure. But challenge yourself to give it a go! Alternatively, you could create posters of these each week and collate them at the end of each half term to remind yourself of everything YOU have achieved.

- Sarah

It seems apt that on National Poetry Day we should celebrate everything that is wonderful about exploring poetry in primary school!

Poetry is language set free

When a child opens a poetry book and looks at the pages, what do they see? Rarely do they see uniformity.  They see words and letters making all different shapes across a page. Some short, some long. Some with rhyme and some without. Some poems even become an illustration of what they are describing. 

Within poetry lies a world of possibilities, there is no single correct way to create a poem. This can be a great way to increase children’s confidence in their own writing. The binary of right and wrong doesn’t seem to exist in poetry and that freedom can be a wonderful opportunity to encourage children’s own writing. 

Poetry can be used across the curriculum

Poems tell a story, a story rooted in the moment they were conceived. Throughout history people have used poetry to share their experiences, both good and bad, and to paint a picture of the day. Take poets like Wilfred Owen or Siegfried Sassoon - we look to their poems to get a real picture of WW1. Their poetry paints a picture, in language, tone and rhythm, of the treacherous reality they were facing. We have used extracts from WW1 poetry in our Poetry and Poppies workshop because not only can poetry be expressive and artistic, it can also be a valuable historical resource. 

Poetry can also trace the evolution of language. There is as much value in a Shakespearian sonnet as in Akala’s rap-poetry. They give us a snapshot of the language and topics of the time. It is an excellent cross curricula resource, it can bring topics, from history to science to geography, to life. 

Poetry can be a way into reading

Poetry can be a brilliant route to reading for both new or reluctant readers. Typically shorter than prose, it can look like a less intimidating page of text when children are starting to read. Also, rhyme and repetition are excellent ways for young learners to develop an awareness of language, phonic patterns and rhythms. 

Poetry is a creative outlet

Wordplay, rhythm and nonsense vocabulary are wonderful poetic features. Poetry allows you to play with language and sentence structure. This creativity teaches children to experiment with language and to find new ways to communicate. 

The use of rhythm, rhyme and repetition also brilliant for speaking aloud. A poetry lesson can be an excellent gateway into spoken english, drama, music and dance. We have both dance and drama workshops inspired by children’s poems for this very reason.

So it can be used in any lesson, can improve reading and writing, is an excellent creative outlet, and above all else it’s fun! 

Are you ready to have a go? Download our poem below and fill in the blanks. We’d love to see what you and your class can come up with!

-Katie