Maths
KS2 & 3
"Maths gives us hope that every problem has a solution."
Anonymous
Maths is beautiful. But sometimes this can be difficult for children to see. Often it's not what you know but how you deliver that knowledge that counts the most. Each pupil is different and explaining things one way for one child doesn't always translate to all. Being flexible in one's approach and having various methods to explain the same concept is key.
Maths is divided into these topics.
Numbers and Calculations, Algebra and Graphs, Ratio and Proportion, Geometry and Measures, and Probability and Statistics.
The way I teach these topics is weighted and dependent on the student's needs; this will be ascertained through an initial assessment and ongoing smaller assessments as lessons are taught. The curriculum is covered in full.
Although there are many different topics, it's my job for children to see the connectedness, not just across all topics, but within individual topics too.
Confidence building is an ongoing theme and is central to all our lessons. I want children to enjoy their maths, feel good about it, and feel motivated to keep improving, no matter what their level.
Unlike English, Maths is either black or white. This can be tricky for some and can dent confidence early on. That's why my approach is very much confidence led; moreover, it can quickly achieve those 'light bulb' moments. This comes from, first and foremost, pitching the lessons effectively. For example, pitching the level too high or too low can be equally as damaging for confidence levels. Effective planning through feedback from lessons helps me to do this.
Secondly, by way of encouragement, which fuels motivation and keeps the fires burning within. Often school teachers don't have time to focus on this key area. Children can get lost in a class where teachers need greater focus on pupils with many special needs or children who are less able. It's almost impossible to keep plates spinning and meet the individual needs of so many.
I use a variety of interactive resources to vary the lessons and maintain interest, and I use degrees of pacing to keep children on task and interested. For example, I often do 'timed' Times Table challenges and quickly paced mental maths starters to get children warmed up.
I teach from Year 3 up to and including Year 9 (end of KS3).
English
KS2 & 3
"Words are our most inexhaustible source of magic."
J.K. Rowling
All areas of the English curriculum are included. An initial assessment will inform me as to where the focus areas will be and where we need to concentrate more.
The KS2 SATs test demands a clear understanding of Grammar, Spellings and Punctuation, both in the actual SPAG test at the end of Year 6, and ongoing, as the foundation for both fiction and non-fiction writing.
Children need to understand the importance of ownership with their English work. By adopting this responsibility, they then learn more quickly the importance of identifying and editing mistakes and overall improvements in their writing. I generally find children respond well to this approach as it makes them feel more grown up. This is always central to my approach in writing.
Handwriting and Spellings are introduced more depending on the individual's needs and requirements. In KS2, spellings are woven into the lessons and are a staple of our weekly sessions.
Writing is all about transporting the reader. I call this a 'SUPERPOWER'. Being able to take your reader anywhere you desire and make them feel anything you want, is a wonderful asset to have in writing. Everybody has the ability to carry the reader to these areas, given certain techniques, such as powerful vocabulary, using strong verbs and adjectives, as well including figurative language, such as similes and metaphors.
Reading is often where many of our ideas come from for our writing and it's where the imagination is fired and stoked. Being able to write like a reader and read like a writer helps us to see the continued connection between the two and realise why it's so important to read a wide range of books.
Comprehension techniques are taught clearly so children can see the various question types, such as inference and implied meaning, where we need to dig a little deeper for our answers. Using evidence from the text by way of direct quotation or paraphrasing, helps us to identify the key points, so we can then explain the intention of the writer and their impact on the reader.
Point - Evidence - Analysis - is used in KS3 to construct paragraphs based upon our understanding of the excerpt given. The writing techniques which have been used and the effect this has on the the way the reader thinks and feels about the text is constantly discussed and worked upon.
I teach from Year 3 up to and including Year 9 (end of KS3).
Spanish
KS3/4/5 + adult learners
"A new language is a new life."
Persian proverb
Spanish is a subject which has always been dear to me: it was what I got my degree in all those years ago.
At my school I was Head of Languages and oversaw teachers in their planning, resources and pedagogy.
Since I began my career in tutoring, I have focused on Years 7 - 12, but I also teach adults who are interested in learning more about this fascinating language, whatever their level might be.
Spanish is one of the easiest languages to learn for English speakers, primarily because it is so phonetic to us. The grammar is a little harder, but once you have drilled some of the main irregular tenses, you can really start to have fun, converse more, and build your understanding quickly.
My approach has always been to focus hard on the grammar, vocabulary building and incorporating listening and speaking. For adult speakers I might concentrate more on business Spanish if this is an important area for them.
Conversation is when it gets exciting. I try to get people talking straight away, no matter how little is known. Soon enough you begin to feel encouraged and more confident in your ability to take risks, and of course learning is so much about this. Because by stepping outside of that comfort zone, we learn more rapidly, increase our enthusiasm, and really see how it all fits together.
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