Category Archives: 2.1 Curriculum

Religious Instruction

Image taken from Google

Image taken from Google – Moulsford teach morals in every subject throughout the school

Moulsford, as with many other schools across England prides itself in being a Church of England school. This means that during assembly the boys are expected to pray, sing religious hymns and uphold christian values. I have myself observed this in practice and remember prayers and assembly singing, well from my own school days in Ullapool. The children do not only learn about Christianity at Moulsford but all faiths and with a specific Religious Instruction teacher at the school who is also head of Year 7. Morals are also taught throughout the whole school at all times with the every teacher ensuring this is upheld throughout all classes.

Image taken from Google – a lovely example of a wall display for R.E.

With Easter being a large part of the previous term, an Easter service was held with hymns and narratives from the bible read by the boys themselves. The school choir directed the singing with the orchestra playing the music for the hymns and I felt that this was a whole school effort to make the assembly a big part of the school year. Children do also attend regular assemblies every week where praying and hymns will take place in each one. Furthermore, even though the school as a whole caries out some christian practices as a Church of England school, it strives to not only teach about Christianity but about world religions, contemporary issues, historical figures, current affairs and moral dilemmas in weekly Religious Studies classes. As a subject from Year 1, the boys with learn through active discussion, media, ICT, external visits and outside speakers. This continues until common entrance in Years 7 and 8. There is a Common Entrance Religious Studies syllabus which is followed at Mouslford and prepares the boys for their common entrance examination to their senior private schools which is sat at the end of Year 8. I myself have looked at a Religious Studies past paper where the questions follow subjects such as Elijah, the 10 Commandments, Jesus, Cain and Abel etc. They are nearly always from a subject surrounding the bible which interests me as in my opinion, as it is a Religious Studies paper, shouldn’t it have questions from all world religions and not just Christianity?

The Curriculum for Excellence (CfE) in Scotland does not have that many experiences and outcomes for religious education and is actually titled “Religious and

Image taken from google – an example of some of the things the children following CfE will be taught

Moral Education“. It focuses on christian beliefs, practices, traditions and values, expecting the children to explore Christian stories, images, music and poems from early to fourth levels. Furthermore, practices and traditions in CfE will include things like Christmas and Easter which is very similar to the practice I am seeing daily at Moulsford. Additionally, having the values of what is fair and unfair and the importance of caring for, sharing and cooperating with others is again, similar to Moulsford’s values and there are certainly some comparisons between CfE and the National Curriculum in the way they teach Religious Studies. CfE do not only focus on Christianity but also all religions, with “World Religions” being the buzzword for this topic, so that teachers can focus in on any religions they wish and again teach about beliefs, practices, traditions and values of other religions. The National Curriculum in England actually sees religious education as another curriculum subject, as opposed to a programme of study by subject, where the subjects are more structured by key stages. There are some guidelines, but there is no specific content which needs to be studied at each key stage. The National Curriculum definitely contrasts with the common entrance exams for private education which do have a syllabus for Religious Studies.

Image taken from Google

To conclude, as one of my goals is to work with a different curriculum, my research into how Moulsford carry out Religious Instruction has been extremely interesting for me. The school as a whole teaches fantastic morals and although practices Christianity through the Church of England, encourages all religions. There is very little difference in the actual teaching of Religious instruction when it comes to the Curriculum for Excellence and the National Curriculum, so it is important the schools feel that they do what is right for their students. With regards to Moulsford, I see how crucial it is for them to stick to a syllabus that will not only enhance their learning but give the boys a better chance at passing their common entrance exams. Overall, I think Religious and Moral education is taught to a very high degree in all curriculum’s I have looked into to write this blog post, and certainly feel we as teachers, are equipping our children to live in the fantastically diverse country that we have in this modern age.

Week 1 – Reflection

Each week on my placement I will be writing some short weekly reflections about what I have been up to and what I have learned whilst linking it up to the GTCS (2012) Standards for Registration. My week started out rather nervously on Monday with my first day and I honestly don’t think I have ever felt so welcomed anywhere as I have done at Moulsford this week. I met the headmaster and all 3 of the deputies where one of them kindly showed me around the school so I wouldn’t be too lost. After this it was my safeguarding induction with the deputy for pastoral care for the school. I went on to spent some time with the pre-prep aged children and then with the Year 3’s for maths, but lunch was the biggest surprise of the day where it was family service, my first ever experience of this before. I am much more used to the classic go up to the counter where the dinner ladies serve up the meal rather than the teachers serving the meal at the table and then eating with the children. It is certainly a big difference to anything I have seen before in a government run school and as it is one of my goals to see the difference between the private and government run I was pleasantly surprised to find that there are

Image taken from google – I am used to seeing this kind of lunch service. Family service is a welcome change for me and it is much nicer to see teachers eating and chatting with pupils at lunch!

differences which are quite easy to spot when you are looking for them so completing this goal should not be an issue for me. My day ended with the Year 3’s doing English and coming home to write up Learning from Life – First Day Nerves.

Tuesday was a fantastic day of meeting more of the boys and staff throughout the school and seeing more lessons in action. In the afternoon I set off to my first ever forest school session which I wrote about in The Moulsford Forest School Experience. My main observations from the day were how much play and imagination through nature was key to forest school and a vital part to Moulsford’s ethos as a whole school, with many expeditions and activities for the older children. Jeffery and Craft (cited in Hayes. D, 2010, p. 110) state that these types of opportunities in schools should be seen as an attribute rather than a teaching technique. Moreover, I definitely feel from my observations, that in this particular private school, play and imagination through nature is a key quality that some government run schools are less able to uphold. Additionally, I am definitely seeing the values, culture and role of private education at Moulsford which I am showing through writing about my experiences in regular blog posts which is important for the social justice part to the Standards for Registration (GTCS, 2012, p. 5).

Image taken from google

Wednesday was filled with lessons with many of the older students from Years 4, 5, 6 and 7 many of whom I was yet to meet. In art I was helping the teacher who is also the second master of the school and found that as in government run schools the deputy teachers also have classes of their own to teach. In the french lesson with the Year 5’s I found that a lot of emphasis was put on interactive learning of 5-7 words and revising their meaning for the rest of the lesson by putting them into sentences, playing games and learning the sign language for those words. This similar practice as I have seen in language education in government run schools Scotland and both practices have been extremely interactive. Following this lesson I went on to read Successful Teaching Placement in Scotland: Primary and Early Years (Medwell, J and Simpson, F. 2008, chapter 4) to see the value of interactive language lessons in a classroom and found that teaching in an interactive way can not only address children’s learning through different sensory channels but this also means that you as the teacher are able to make assessments of more children. Modern languages at Moulsford are compulsory as they are in Scotland with Scotland having specific experiences and outcomes (Scottish Government, no date) for children for listening, talking, reading and writing but with schools being able to choose which modern language they teach from first level. Similarly, modern language tuition in England under the National Curriculum (Department for Education, 2017) is taught from key stage two and states that “teaching may be of any modern or ancient foreign language”.

Image taken from google

Additionally, Wednesday evening was a treat for me as I was invited to attend the lion king which was a production put on by the year 7’s. This was AMAZING and treated just as a professional west end production would be with singing, acting, sets and lighting. As one of my goals is to learn about schools as a whole from the kitchen to the classroom I was surprised to find that members of the school from all areas had played a part in the production from the set design and costume, making to the music to the advertisement and selling of the tickets. Teaching staff, office staff, learning support staff and boarding staff all had a part to play and the children that I spoke to at the end of the night said that even with all the work and how tired they felt they had overall enjoyed playing their parts the Lion King and were very thankful to the staff from all areas of the school for what they had done to help them put on the performance. There were 4 shows in total with children taking turn about on each night for the main roles which you rarely see in government run schools. From experience it is usually a fight for the main parts with one performance, but here at Moulsford everybody gets a fair chance at the role they want no matter their background or grades which is able to be done through the amount of performances.

Image taken from google

On Thursday I was working with the year 7s all morning who were naturally rather tired from their performances in the Lion King each night. The teacher had taken this into account and explained to me that their English lesson would be slightly more relaxed than normal but I still observed some excellent teaching practice. Moreover, the children were looking at pictures and explaining what the scene looked like to fit what type of film it may come from (e.g. horror, comedy, fantasy). The teacher used a lot of question and answer for his assessment methods and was extremely positive with the children’s answer using phrases such as “I see this too”, “I agree” and “how does it make you feel”. Pollard, et al (2008, chapter 6) explains that keeping positive praise a constant stable in the classroom and also keeping corrective language positive, is a sure way of keeping challenging behaviour to a minimum. Throughout the school so far I have seen no instances of challenging behaviour, not even just the simplest shouting out in class. Although, the school, like government run schools, has a behaviour policy I am yet to see it needing to be put in action and wonder if the amount of positive praise used by teachers has something to do with the low levels of challenging behaviour in private schools such as Moulsford? I continued my Thursday with a Latin lesson which I reflected on in Cognita De Vita and then ended my day with another visit to forest school with a different age group.

My last day of the working week was Friday and I spent a lot of time in English lessons with Years 3-8. The one exception to this rule was a Learning For Life lesson, something which each class in the school does a the same time where children do different activities from gardening to having visitors in to discuss future job opportunities. This is not a lesson that we have in Scotland and I believe in something that is specific to English education as when doing some more research into it found that RSA Academy (2017) also have this as part of their curriculum. Ending this week on this note was definitely a great way to end the week by learning something new and taking part in some fun gardening activities. I am looking forward to next week where I will be continuing to see the differences and similarities between government run and private education, working with a different curriculum and learning about schools from all aspects from the kitchen to the classroom.

 

References

Department for Education (2017) National Curriuclum. [Online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study (Accessed on 18th March 2017).

GTCS (2012) The Standards for Registration. [Online]. Available at: http://www.gtcs.org.uk/web/FILES/about-gtcs/standards-for-registration-draft-august-2012.pdf (Accessed on 17th March 2017).

Hayes. D (2010) Learning and Teaching in Primary Schools. Exeter: Learning Matters.

Medwell, J and Simpson, F (2008) Successful Teaching Placement in Scotland: Primary and Early Years. Exeter: Learning Matters. Chapter 4.

Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. & Warwick, P. (2008) Reflective Teaching. (3rd ed.) London: Continuum International Publishing Group.

RSA Academy (2017) Learning for Life. [Online]. Available at: http://www.arrowvaleacademy.co.uk/Departments/Learning_4_Life.aspx (Accessed 20th March 2017).

Scottish Government. (no date). Curriculum for Excellence: Introduction. Edinburgh: Scottish Government [online]. Available at: https://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf (Accessed on 14th March 2017)

Learning for Support and Support for Learning

I want to learn about schools from all aspects from the kitchen to the classroom

If you are keeping up to date with my blog and reading it daily, you will be familiar with my third goal for this placement quoted above. Today’s main learning focus for myself was Learning Support in my fantastic placement school. This is a part of school life I myself have had a lot to do with as a child. Readers for my previous posts will know that I went through the Gaelic curriculum in the Highlands of Scotland but may not know that I actually have severe dyslexia which was discovered at 14. I am very open and honest about it and throughout primary school struggled with reading, spelling and especially Gaelic language. After my father was ill and passed away, a lot of my work slipped further and this was put down to what was happening in my home life. Not till I was 14 did anyone spot that there might be more to it and sent me for a screening. After being diagnosed with severe dyslexia, the only support I was given by the school was extra time in exams even with me and my mother crying out for more support. The exception a was few individual teachers who were kind enough to give up their own time recording notes for me to listen back to and giving me one to one support. I can honestly say that if it wasn’t for them, I wouldn’t be where I am today. The reasoning the school couldn’t support me further was down to funding and time and like so many others, my schooling may have been so different if this hadn’t been the case. So, my experience was not great, but this was 5 years ago now and times have changed since I was at school. Here is a good video explaining what Additional Support Needs in Scotland are currently recognised to be.

Today, I was able to have a chat with the Head of Learning Support for Moulsford which is where I have received the majority of the information for todays blog post. Moulsfords Learning Support is constantly busy as they have over 50 boys who need support from 4 full time and 2 part time Learning Support teachers. Their work ranges from one to one support to early morning group working interventions and it is massively supported by the other staff in the school and used well. The interventions and resources used vary from child to child but some that we discussed were for reading and maths recovery, group work and extra time in exams. At Moulsford, similar to the practice I am used to seeing in Scotland, additional support can be long and short term. It can range from the child having an additional support need (long term) to a parent being unwell (long/short term) to the child having a broken wrist and being unable to write (short term). No matter what the support is, no child is turned away and every child is catered for. Additionally, the school also have additional language and speech therapists, occupational therapists, school counselors and many other visiting support staff to support the children in any way they may need.

Image taken from TES Resources

Learning Support at Moulsford is well catered for as it is integrated into every classroom as well as 3 individual rooms being used for one to one support. If you go to Moulsford all over the school you will see these dyslexia posters provided by TES, informing staff at the school what to look out for in students work.

But how does all this compare with the Learning Support in Scotland? For a state school in Scotland, they must have support in place for children with additional support needs after The Education (Additional Support for Learning) (Scotland) Act 2004 (and the amended 2009 version) was passed and are currently enforcing it through Getting it Right for Every Child and the Curriculum For Excellence in schools across the country. Iain Nisbet also chairs The Advisory Group for Additional Support for Learning in Scotland, who focus on eight areas related to additional support for learning over a two year period at a time.

Image from google. Scotland are putting great emphasis on GIRFEC at the moment to help children who have Additional Support Needs

However, some may say the Learning Support at a private school like Moulsford also has a serious drawback. Unlike in Scottish/English state schools where any support given via the school or outside support staff (i.e. NHS) is totally free, at a private school, one to one Learning Support is charged on top of the fees their parents already pay. Moreover, I personally see the benefits to this as in Scottish/English state schools and the NHS, money is drastically being withdrawn and children are being turned away constantly and therefore not receiving the support they need. See here for more. At Moulsford every child in Year 3 is screened for additional support needs and then after that teachers and parents can raise concerns where the child may be screened again. Once a child has been screened and an additional support need flagged, the child will have an Individual Educational Plan drawn up for them – similar to the ones I have seen schools use in Scotland. The whole system at Moulsford is amazing, nowhere else have I seen every child being screened for support needs at Year 3 and wonder if I had been given a screening at the same age for my dyslexia, would it have been spotted and schooling made easier for me?

A short quote about individuality which should be taken into account when thinking about learning support from google images

I cannot change my own past and experience through the Scottish education system, but can certainly say that my point of view is that the Learning Support team at Moulsford have absolutely got it right from their screenings to the resources they use to the range of support staff who come into the school. In Scotland, I think we could learn a lot from the Learning Support team at Moulsford and would do well to take on board some of their practices and values. Before my meeting with the head of Learning Support ended, I had enough time to ask one final question which was “What piece of advice would you give to me as a trainee teacher for spotting and then supporting children who have additional support needs?” The advice given was to use differentiation, early intervention and if something doesn’t seem right, to always question it. This is advice which I am sharing so that I can not only enhance my own practice but readers may be able to so as well. I can certainly say that today has been one of the most educational for me so far, definitely hitting one of my goals for this placement. They are a lovely team and I look forward to learning more from the Learning Support team more over the next four weeks.

First Time at Phonics

Image taken from google

Phonics at Moulsford has become part of the curriculum from pre-prep up to Year 5 over the past couple of years. For those of you reading this who are unsure of what phonics are, they are the first strategy that children should be taught to help them learn to read by using words that are made up from small sounds called phonemes. Before Moulsford, my own experience of phonics was limited and I was never completely sure of what they were, how they were taught or if they worked. Although I have not been at Moulsford all that long, already I have been in many classes who are using phonics regularly and putting this strategy at the forefront of the children’s learning. Moulsford also follow the national curriculum for England for teaching phonics which means that more resources are often readily available online. Each class I have observed during their phonics lessons have had around 16-18 boys in and have used a range of activities to develop knowledge and understanding. Lessons at pre-prep level are taught every morning for half an hour and the older years mix phonics in with reading time and English lessons.

Image taken from google of a good example of a resource teachers may like to use in their classrooms

Euan Mclelland for the Daily Mail, mentions the benefits of teaching phonics, saying that phonics is a cost-effective way to help raise literacy levels across Britain and that teaching phonics closes attainment gap while not asking more from pupils than what they are used to or capable of. Also, the London School of Economics (LSE) have found teaching children to read using sounds rather than individual letters, far more effective and that this can be of greater benefit to children with English as an additional language. Furthermore, Rhona Johnston and Joyce Watson at the University of Hull have studied the implementation of phonics in classrooms from 1992 to 2004 and found that the teaching of 3.5 hours of phonics per week can bring children’s spelling, reading and vocabulary up considerably, concluding that there is considerably less time wasting in the classroom with phonics teaching and that the scores were generally better.

Andrew Davis has argued in the guardian that phonics doesn’t work and there shouldn’t be so much concentration put into phonics at a young age. Moreover, he states that English is a hard language to learn with words having many different spellings all with different meanings. He also says that there is no consideration in phonics for children who need braille and sign language and is therefore not an inclusive method to bring into the classroom. This point is strengthened by Abigail Marshall arguing that teaching phonics is an arduous process for many dyslexic students and that phonics-based teaching won’t help children with dyslexia because their reading barriers lie elsewhere.

Image taken from google images of a twinkl resource for phonics

Some of the resources that Moulsford have been using include books and websites from Lego superhero books to phonicsplay.com and twinkl. From what I had heard about the what phonics was I wasn’t expecting it to be taught in such an active way, with the children being so engaged. Games like the one here, from twinkle, include throwing a dice and then choosing a word from that to read and put into a sentence. Additionally, writing out words on whiteboards, possibly a more traditional way of teaching reading and writing, are still included in the daily lessons and the children also have a phonics book which will go home with them. This is where the boys can find the correct words in the home environment to match the sound for that week, which in turn with also get parents involved in their child’s learning. The children also make use of technology playing games on their smart boards in small groups or individually trying to find the correct spelling for the words on an ipad app.

To conclude this short post, every activity I have experienced are all key points which I will try to take away and put into my own future practice as a teacher, especially with phonics becoming more prominent in the Scottish Curriculum. My experience at Moulsford is certainly teaching me a lot about education in England, especially early years English in this case and this means I am hitting my goals for this placement already! I am hoping that after easter I may be able to try my hand at teaching my own phonics lesson and sifting through the wide world of resources out there at educators fingertips…

Image taken from google of some good outdoor phonics ideas

Image taken from google of resources which can be used

Image taken from google of resources which can be used

Cognita De Vita

Learning From Life…

The title of this post is written in Latin as I am writing today about my first ever experience going into a Latin lesson. It was extremely interesting going into a classroom being totally unaware of what the children were learning about and saying. The teacher was extremely helpful by asking the children to explain what constituted a verb and giving the English before the Latin. Also, the teacher kindly handed me a sheet of the present passives so I wouldn’t be in the dark in what they were saying. I found the experience gave me a slight insight into how it must be for children coming to Britain with English as an additional language or with no English at all. I have had similar experiences going into French and Spanish lessons in previous placements as I have been fluent in Gaelic from a young age but have never had a wish to learn another language as my interests lie in social studies. At Moulsford, the boys learn Latin from Year 5 onwards, however this may change with the new timetable where they may start at Year 6. Latin not only consists of the learning of the language but also about its history as this could be a scholarship opportunity for some boys in the future.

Picture taken from google images

I have said myself that I have never been given the opportunity to learn Latin and that is purely down to the fact I went through state school. Yes, I was lucky in the sense that my parents lived in an area where the Gaelic curriculum was offered and decided that I would go into the Gaelic medium at 3 however, I am aware of the fact that this is not the case in the majority of schools in Scotland, let alone the rest of Britain. Private schooling is certainly one of the only options available if you want your child to learn certain languages including Latin unless you are willing to move, however according to The Independent Latin is said to have made a surprising comeback within state secondary schools over the past few years. I had a look on website for The Association for Latin Teaching where they have a list of all of the schools which offer Latin as a subject and state schools are certainly in the minority. It is clear that if you wish for your child to have any form of teaching instruction of the classics then private or independent schools are the way forward. 

Picture taken from google images

Professor Dennis Hayes believes that Latin should be taught in every primary school (no matter whether they are private or state) and be taught throughout school, not limited to the middle and upper years. He suggests that it would transform education in English schools and that subjects should become more accessible to children in state schools. Furthermore, I agree with Hayes that children should have the opportunity in all schools to access classic languages, but that I feel this only a dream. The current state education system in Britain is underfunded and the Financial Times recently produced an article stating that English schools will face a 6.5% cut in funding and expect it to happen by 2020. Therefore, the likelihood of the government spending a drastic amount on Latin teachers and a new curriculum for Latin is low when they are taking away money from other departments.

Some readers may ask why Latin, but I ask why any Language? Surely there is a benefit to children learning a language no matter what. I have had people say to me that Gaelic is a dying language and should be left to die instead of pouring money into it when there are more important things to be spending money on.  However, my argument to this is that I have used Gaelic throughout my life to converse with friends, as an extra exam on my University applications and most importantly in my job when I worked as an early years practitioner in a Gaelic Nursery. Furthermore, the same could be said with Latin with other students. Half of our English vocabulary is made up of Latin words and roots, it is argued that Latin is the most efficient way to learn English grammar and it is a part of our history as a country. Each language has its positives and negatives but I feel that Latin is a good language to teach children and should be taught in all schools. I look forward to observing more Latin lessons at Moulsford and hopefully learning a few Latin words myself. Today’s lesson certainly gave me something interesting to think about.

Gratias ago vos pro lectio!

 

Winnie-The-Pooh

During our mathematics lectures we have been exploring the different words we use as mathematical language in the classroom. One way in which we use mathematical language on a daily basis is through reading picture books. To explain this further I have chosen to look at old time favourite, Winnie-the-Pooh by A.A.Milne.

Image result for winnie the pooh book

Filled with great stories and great illustrations Winnie-the-Pooh has been engaging children for over 90 years but not many people would look quite so carefully at the language it uses. The first page of this book alone which only has 13 lines includes;

  • One
  • Some
  • Down
  • Begin
  • Behind
  • Far
  • Another
  • Bottom
  • First

There are probably more on that page that I haven’t picked up on, but you see the point I am trying to make. Shape, height, pattern and time are also written into the book which anyone not looking for it would miss entirely, but if a teacher was looking to point this out, is readily available for learning opportunities.

Some fun activities that I might do linked to this book are;

  1. Having a honeypot number line in the classroom
  2. Making “woozles” tracks in sand or mud (or snow if you can!) to explore patterns, size and shape
  3. Looking at the map at the beginning of the book to explore numbers, compasses and length
  4. Counting different things on the pages such as honeypots, bees, footprints, words and woodland creatures

There are so many amazing things that I love about this book but one that I really want to point out is the layout of the writing. In each book I have come across the way the words are spread out across the page, in many different directions, sizes, lengths and fonts are really interesting and unique to each edition of the book. The page opposite is from the original by A. A. Milne and E. H. Shepard edition of 1926 and I would definitely compare different editions of the book and focus on these pages when in the classroom.

I think in the short time it has taken to write this post it has become plain to see that mathematical language is featured heavily in this book. This classic book will live of for years to come and be read in classrooms across the country, but it is up to the teachers to point out the mathematical language when reading, Winnie-the-Pooh.

Non-Fiction Writing Ideas

Today’s lecture was our second so far about non-fiction texts and delivering lessons around them in the classroom. After going through the different types of non-fiction texts we will be teaching about we were all given a book and asked to create our own lesson from this. The group I was working with was given was “Beware of the Storybook Wolves” by Lauren Child. blog-picture

It was a lovely little book about a little boy who’s mother always read him a bedtime story and the wolves start to escape from the books. One part of the story was about the boy saving himself involving jelly and this is what we decided we could base our non-fiction lessons around. We thought about the time it would take and finalized that a week would be perfect for these activities and thought that the non-fiction text we would be teaching the children would be instructions in the form of a recipe for the jelly. We also wanted to incorporate other forms of media other than cookbooks into our lessons, thinking about cookery programmes on TV like Saturday Kitchen, Magazines like BBC Good Food and contemporary online websites like BBC Food and Deliciously Ella. The rough template of the lessons throughout the week is as follows.

Monday – Read the story and talk about the main parts of the book – especially the Jelly part. Start a discussion with the children on what they already know about layout of recipes, making jelly, accessing recipes and what recipes are used for.

Tuesday – Recap with the children about the discussion from yesterday and explain that they will be looking at some of the different kinds of recipes out there and how to access them. Show them a cookbook and ask them to find a recipe for jelly. Show them the BBC Food website and show them how to navigate it. Watch a video similar to this one or a clip from The Great British Bake Off? Find some food magazines and ask the children to compare them to the cookbook recipes – are there any differences? Would they appeal to them more because you can get a new magazine every week etc? Are the recipes all the same style of food like in the cookery book? All of these would be done as a whole class or in groups going around tables. Also if you have time it might be good to look at the back of packets of jelly and look at the instructions and how they are written. What kind of an audience are they tailored to, could anyone understand them?

Wednesday – Discuss different roles in groups i.e. head chef, team leader, photographer, writer etc depending on the the number of children in each group. Once the groups have been divided hold a lucky dip with each group writing/filming a recipe in the style of a website, cookery book, TV show or jelly packet. Give the children enough time to design the non-fiction text, create it and look over it. You may want to give them “deadlines” to keep them on task in the time you have and also have 2 minute interval’s for whole class reflection if some groups go off task.

Thursday – Each group will be given a different recipe to the one they have written and then make their own jelly by following the instructions. Leave jelly to set overnight. Not every child get the chance to cook at home themselves and by giving them this opportunity in the classroom you are broadening their experiences and connecting the literacy outcomes with health and well-being.

Friday – Try each jelly and discuss as a whole class which recipe was the easiest to use. At this time the whole class could look over the different recipes created on the Wednesday and reflect on their work in the group, did they all have the right jobs? This could also be done on the Thursday if there wasn’t enough time on Friday and the jelly had set.

So that was our plan. Not only would this connect in with literacy outcomes but health and well -being (wash hands/general hygiene when making jelly and written into recipe, will the children add fruit to their recipes), technology (those designing a website and filming a TV style recipe) and maths (measurements for jelly making/in the recipe and the time it takes to set) too! I personally really enjoyed planning this because I realized that you can make literacy lessons fun and interlink them with other curricular areas. Plus it involved food. Who knew you could get so much learning done through jelly?