Primary Teacher UK

aMap

Are Children Worth it? Is modern art rubbish? A new series of pocket guides launches to get the UK arguing better.  A new series of pocket-sized guides called aMap have been launched to promote the art of arguing across the UK.

aMap is short for "argument map" and are a series of pocket-sized maps providing a simple visual guide to some of the most important questions of the day - from the likes of "Does God exist?" to "Cat or Dog?".

The initial series covers 5 weighty and not so weighty arguments including: Does God exist? Cat or Dog? Is modern art rubbish? Beatles or Stones? Are children worth it?

A website has also been created www.aMap.org.uk which enables people to create their own personalised aMap, and then share and argue with friends online. This has become particularly popular amongst bloggers and online communities, with anything from the modern merits of poetry to the question of Beer or Cider? being hotly debated.

aMap has been developed over the last 2 years by Opinion Research agency Delib. The initial concept for aMap came from an initial academic research project into the how arguments could be visualised in a simple visual format between Delib, the new economics foundation and the London School of Economics.

The theory behind aMap is based around "informal logic" - this is the logic people use to argue in everyday life. Informal logic has a four-tiered structure:

- Your position (I think . . .) - what you think overall
- Propositions (Because . . .) - reasons that support your position
- Arguments (As . . .) - supporting arguments that back up each of your propositions
- Evidence (Supported by . . .) - supporting evidence to back up your arguments

At present aMaps are available across Amazon.com and the aMap.org.uk website, with the titles being available in book shops in the coming months.

Chris Quigley, aMap founder, commented "Everyone loves a good argument, however interestingly most people don't understand actually how arguments are structured as arguing is something people learn through life. The idea of aMap is to try to help provide a stronger sense of structure to arguing, to enable people to argue more and better."

Link: http://www.amap.org.uk/

Note: Some of the arguments on the aMap site are not suitable for children!

Morphemes - the units of meaning that form words

Primary school children would be better at spelling if they were taught about morphemes - the units of meaning that form words – the Guardian reports.

Children of all ages have difficulty spelling words when the spelling cannot be predicted from the way a word sounds. But its meaning can help in the search for the spelling.  For instance, the word "magician" consists of two morphemes: the stem "magic" and the suffix "ian".

Children find the word difficult to spell because the third syllable sounds like "shun". But if they knew it was made up of the two morphemes, they could make more sense of the way it is spelled, researchers suggest.

The researchers, part of a wide-ranging, government-funded project looking at teaching and learning research run by the Institute of Education, recommend schools systematically teach morphemes and their role in spelling in primary school.

More details are available on the Guardian website.

Scholastic to release two new reading schemes for relunctant readers

Scholastic Education are introducing a new reading scheme for reluctant readers and writers.  The first called Out of this World is a series of manga-styled and graphically illustrated novels with exciting science-fiction plots that are guaranteed to engage even the most reluctant readers. Targeting Key Stage 2 children, the OUT OF THIS WORLD scheme is made up of three series, each of which is split into four ability levels (Zones). Each series follows a different set of characters as they explore outer space and have various adventures. This increases the probability that every child will find a particular storyline or character that appeals to and engages them.

The Zone 1 books are mostly graphics with a small word count over 32 pages. In Zones 2 and 3 the word count increases as does the extent of the reader, until Zone 4 where the extent is 64 pages and the format is more in the style of an illustrated novel. The emphasis is on reluctant readers; so the vocabulary in each book is not restricted. The ‘out of space’ stories are also made particularly to appeal to boys. They are designed to be used as multimodal motivational texts.

Graphic novels have long been recognised as an important genre that helps to encourage enthusiasm for reading and to develop literacy skills, but often reading them is an individual experience for the reader. OUT OF THIS WORLD is a series that readers of all abilities and tastes can enjoy and can be used as a whole class project, as there is also a teachers’ resource book and CD-ROM to accompany each ability level.

The second, Shockwaves,  is a series of non-fiction guided readers. The name Shockwaves refers to the ‘shocker’ facts and figures in each issue that children will find fascinating. The 32-page books are full colour and illustrated with superb photographs, diagrams and maps. The range of subjects, from green issues to art, science, history and sports, guarantees that there is something to capture all imaginations.

As well as ‘Shocker Facts’ relating to the subject of the book, there are ‘Word Stunners’ which explain the root of words or features such as acronyms. These are given throughout the book and are accompanied by fact boxes and captions. There is also a Glossary and Index to ensure that all non-fiction text elements can be studied. 

The books are not only designed to develop children’s comprehension skills and vocabulary; the section ‘Aftershocks’ provides a basis for class discussion on the issues raised, with ‘Pros’ and ‘Cons’ for each side of the argument. Debates on the fishing industry, protecting wild spaces and global warming are all covered.

Each one of the twenty titles in the series is supported by a Fact File card that provides questions for children to challenge their partners and test their comprehension. A Teachers' Notes card for each title provides objectives and guided reading notes.

Both series of books will be available from January 2009 from the Scholastic Teachers’ Bookshop http://teachershop.scholastic.co.uk/

For more information contact Sarah Sandland on 01926 333 336 or email ssandland@scholastic.co.uk.

BBC Poetry Competition

The BBC wants primary school pupils to engage with learning and reciting poetry. Every primary school in the UK can enter a child aged 7 - 11 to compete for the title of UK Poetry Recital Champion, and the chance to represent their school and region in what will be a fantastic BBC competition, shown on BBC TV in spring 2009.  More details can be found on the BBC website.

http://www.bbc.co.uk/schools/teachers/offbyheart/

Scholastic helps to provide much-needed poetry resources for primary schools

The Ofsted report, Poetry in Schools (2006/07) found that ‘pupils in schools visited enjoyed poetry’ and ‘pupils in primary schools, in particular, enthused about opportunities to read aloud and perform poems to a larger audience’.  However, the Ofsted report also found that many teachers, especially in primary schools, did not know enough about poetry ’to provide effective lessons’ with well-chosen activities.

In a positive step to help primary teachers improve their use of poetry and to provide poetry performance workshops for primary schools with limited resources, Scholastic magazine’s Literacy Time PLUS has appointed Paul Cookson as its Poet-in-Residence. 

Paul is one of Britain’s leading children’s poets and is helping the Literacy Time PLUS team with the exciting new project.  The September issues will see the first in a three part series – Paul Cookson Performance Poetry Workshops.  To launch the series, there will be a two-page introductory article by Paul which will appear both in print and online.  Part 1 will feature a film online of Paul performing four poems in a primary school in Warwickshire and the text versions of all four poems performed will be available to download.  Parts 2 and 3 of the workshop series will appear in the January and May 2009 issues and each will feature films of in-school workshops.

“Through this project, we aim to bring performance poetry within the reach of all primary school children”, said Helen Watts, Editor of Literacy Time PLUS.  “We are delighted to be able to work with Paul.  I have seen him perform in primary schools and heard teachers saying how inspired they are by his work. Watching the faces of his young audiences is a joy. Young and old are completely captivated by his lively and entertaining style and subject matter. Paul writes about things that really do appeal to children – not what we think ought to appeal to them. But he is also able to mix up humorous poems with poignant ones which touch and move you.”

In addition to the online workshops, Paul will be writing a regular ‘Paul Cookson Page’ in every issue from July 2008 to May 2009 and there will be special features on the website dedicated to Paul’s blog and poems.  On his new role Paul said “I’m honoured to be asked!  Readers can look forward to lots of things – news, projects, how a poet works …. I’ll even give you a sneak preview of new and unpublished poems – perhaps even some of the cheeky ones that have yet to make it into print!

FA Cup Winners Portsmouth Launch Football-Themed Books To Get Young Boys Reading

In what is thought to be the first collaboration of its kind, FA Cup Winners Portsmouth have teamed up with educational publisher Ransom and Childline to launch a specially prepared series of football-themed books designed to motivate children who are either reluctant to read or find reading difficult.

The Goal! series, which will be launched at the end of August, progresses over five reading levels, and includes fiction and non-fiction titles that cover a wide range of football-related topics. The series features books written by leading players including Portsmouth & England goalkeeper David James, the club’s Nigerian international winger John Utaka and top women’s footballer Rachel Yankey.

“We were delighted to become involved with the project when it was suggested to us,” explains David James. “We really hope that these books will help motivate kids who have found it difficult learning how to read. The series is perfect for kids who just want to read about football.”

There are a total of 48 football-themed books in the series especially written for high interest age, low reading age students. Using a synthetic phonics approach, and closely following the ‘Letters and Sounds’ programme produced by the UK government, the Goal! series offers a complete package of readers, workbooks and a teacher’s guide.

John Utaka’s book, “From Africa to Wembley” charts the star’s journey from his childhood in Nigeria, through the start of his football career in Egypt to his arrival in the Premier League with Portsmouth.

The series also includes “Cup Final Day”, a personal account by David James of the 2008 FA Cup Final at Wembley. With full colour photographs throughout “Cup Final Day” captures all of the excitement of the day as well as behind the scenes action. It is designed to build reading stamina and move readers forward to the next level.

The launch of the books follows the call by the Schools Secretary, Ed Balls, at the end of last year for "a national revolution" in children's reading at school and at home. He said that, although literacy levels have improved, work was still needed especially to bring struggling children up to standard. These concerns were echoed recently by Christine Gilbert, the Chief Inspector of Schools, who commented that only one in five children leaves primary education without a proper grasp of reading, writing and arithmetic. Although 84% of 11-year-olds achieved the required reading standards last year, this is only one percentage point higher than in 2000, and on average boys' reading and writing abilities still fall consistently below girls. Books like these have a serious contribution to make towards achieving these objectives.

And all the indications are that schools will welcome the new books.  Margaret Coleman, Head Teacher of Manor Primary School, East Sussex:

"The Goal series is an absolute triumph in reaching out to older pupils, usually boys, who have never mastered reading. It is a real challenge to engage these pupils but these books indulge their interests and match their ability level, however low that might be. Material like this is hard to find. By starting right at the beginning, the Goal! books give low achieving students another go at learning to read, as well as shifting their attitude away from ‘reading is boring’ or ‘not for me’"

The books will be marketed direct to schools as well as being made available for the public to purchase, priced £3.99, £4.99 and £5.99 each, direct from the Ransom web site, www.ransom.co.uk.

Each book includes a page promoting Childline. The NSPCC is keen for the books to help promote its ChildLine service, especially to boys, and each book includes a page featuring the free, 24-hour helpline for children and young people with any problem.

Four times as many girls as boys call ChildLine, and the helpline is concerned that boys may be reluctant to get in touch, perhaps because asking for help is sometimes seen as being unmanly or weak. However, it is hoped that the involvement of football stars and clubs will lead to more boys calling ChildLine, instead of keeping their worries to themselves.

Jim Rose to Review Goals on Early Literacy

Children’s Minister Beverley Hughes today announced that Sir Jim Rose has been asked to review two of the milestones set out in the Early Years Foundation Stage as part of his review of the primary curriculum.

The review will now consider whether two statements on developing literacy strike the right balance between giving children a good start in literacy skills and supporting a smooth transition from the early years into Key Stage 1 of primary school.

The two statements are already contained in the existing Foundation Stage, currently followed by all Government funded settings. They are about the higher levels of achievement in literacy and set the aim that by around age five, most children will be able to:

• Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words;

• Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation

Recent evidence shows that just under half (46 per cent) of children achieve the first of these milestones and a just under a third (30 per cent) achieve the second, even before the Early Years Foundation Stage comes into effect across all English early years settings this September. The Primary Review will look at how appropriate these aims are for children around age five, when evidence shows it is realistic for children to achieve them, and how we make sure that children progress well, and smoothly, between the EYFS and Key Stage 1 in primary school.

Beverley Hughes also announced further details of the EYFS review, scheduled to begin in 2010. The Minister confirmed the review will assess how the framework was implemented and how well it meets the needs of children, families and childcare providers. Work will begin immediately to gather information to inform the review, including compiling national and international evidence on child development and monitoring the way in which the EYFS is implemented.

The Minister also repeated the Government’s commitment that, following the recent consultation on registration fees for childcare providers, fees increases will be held to a modest level over the next few years, to help provide greater stability for childminders, nurseries and other childcare providers.

New teachers are not being trained to identify children who are struggling with reading

New teachers are not being trained to identify children who are struggling with reading, and some lack skills in teaching spelling, the education watchdog warns today. A survey by Ofsted also reveals that many teachers fail to teach young pupils to write well and do not understand how to identify when a child is falling behind.

Ofsted investigated the 20 best teacher training courses in the country and concluded that some are not identifying the link between reading and writing, and perform poorly in the teaching of phonics for spelling. Despite showing "good knowledge and understanding" of teaching reading and writing, some training courses "failed to highlight the links between early reading and writing effectively".

New teachers are not being trained to identify children who are struggling with reading

New teachers are not being trained to identify children who are struggling with reading, and some lack skills in teaching spelling, the education watchdog warns today. A survey by Ofsted also reveals that many teachers fail to teach young pupils to write well and do not understand how to identify when a child is falling behind.

Ofsted investigated the 20 best teacher training courses in the country and concluded that some are not identifying the link between reading and writing, and perform poorly in the teaching of phonics for spelling. Despite showing "good knowledge and understanding" of teaching reading and writing, some training courses "failed to highlight the links between early reading and writing effectively".

Primary Boys into Books

Espionage, ghosts and aliens all feature heavily in a new list of over 200 popular books being given to schools on loan as part of a new drive to get boys reading sooner and trying new books. ‘The Famous Five’, ‘Just William’ and even Roald Dahl books are not featured.

The £5 million scheme, Primary Boys into Books, expands the programme launched by Ministers last year for boys aged 11-14. Public libraries select free books from the list drawn up by the School Library Association, and deliver book boxes to schools in their local area. This is the first time DCSF has funded public libraries and school libraries to work together to improve services for children.

Statistics show that boys are ten percentage points behind girls in English at Key Stage 2. Ministers hope that better reading habits among boys will help close the gender gap. A recent evaluation of Every Child a Reader (ECaR), a programme of intensive literacy support for children who are struggling, shows that it is possible to close the reading gap between young boys and girls. The Progress in International Reading Literacy Study (PIRLS) published earlier this year found that reading outside school has decreased and that 38% of ten year olds play computer games for 3 hours or more a day. In a survey carried out for the National Year of Reading just half of parents (49 per cent) say their children are read to every day. Watching TV or a DVD has edged in front of a bedtime story as the more common pre-sleep habit amongst children. The findings come despite recent research that children as old as 12 wish they got read to much more often, and the evidence that children who get read to, learn to read more quickly, and more confidently, and get more pleasure from reading through life as a result.