The focus of our efforts this year for K has been confidence and for W - challenge.
The perfect test for whether we've made progress since Easter : Quad biking.
W is used to things being easy and he gets frustrated if he can't quickly pick up a skill or idea. Also noteworthy are W's excellent fine motor skills which contrast dramatically with his gross motor. When he learnt to climb stairs he did it in one go. No practice, no building up slowly. He'd never climbed the stairs but one day my little toddler decided it was time and crawled up at top speed, stopping only when he reached the top and head butted the wall with extraordinary force. As he fell backwards into my arms past my horrified face I had a glimpse of the shock and hilarity of what life with W would bring.
Bike riding was another challenge. Weeks and months of patient attempts came to nothing but tears, frustration and declarations of the bike's obvious stupidity. We abandoned it: "He'll learn when he's ready" we said, in defeat. The bike returned to the shed and lay untouched until a visit to Wales, months later. We got the bikes out, had a cup of tea and steeled ourselves for spending the next few days cajoling, encouraging and reprimanding uncooperative bikes. I stood at the kitchen window, deep breath.
He did a short stretch with S running alongside. Then he was gone, off into the distance. 45 seconds was all it took. W can ride a bike.
This child is binary, it's 0 or 1.
So my apprehension as I stood in the waiting area for quad biking was palpable. I know what we're up against but I have cheery determination. One challenge at a time.
Challenge 1: W hates new things ("I don't want to quad bike."). You don't know you've never done it; we're here now, it's paid for and you might love it. It's happening, go with the flow.
Challenge 2 : W hates helmets. And safety vests. (and harnesses and wellies and things that are too tight, or too loose, or scratchy). I'm a pro at getting W into safety equipment now, it's an essential skill: I ignore complaints and enthusiastically point out the amazing level of adjustment, making a rapid sequence of unbelievably tiny changes until W's anxiety abates and he accepts the kit.
Challenge 3 : W's co-ordination is not his strong suit. He finds it tough to control 2 things at once at a gross motor level until he's got the feel for it, then he'll look at you like it was the easiest thing in the world.
The boys are queued up and one by one they do their test lap. One by one they make it look easy. I notice W is the littlest of the group by some margin. I'm taking deep breaths and being unseasonably cheery, internally willing everything to go our way. I know he can do it. He's last to go.
W flunks it. Badly. He can go forward, but not turn. He can't control the throttle. He finishes an agonising lap by crashing into another go kart as the instructor pulls the safety cord.
Challenge 4 : Humiliation. Hot tears fill his helmet and my heart breaks. We're down but not out; this is the toughest challenge W needs to face.
The antidote to humiliation is kindness and its presence changes the course of our morning. The boss, Tim, doesn't like seeing 8 year olds cry and he's only there today to oversee a new employee so he's got time on his hands. He's patient, he's kind and he's our hero. He shows us the garage bit where they fix the quad bikes, sets up some cones there and teaches W the controls. In less than 5 minutes, W is back on the course and has another go. He's got the hang of it, and loves it.
W faced a lot of challenges in one morning but with a little help, he rose to all of them; there was no giving up. When it comes to challenges, that's all you can ask.
PS. I want to hug Tim.
PPS. More to follow on K's confidence later, but check out that smile! He had such a great time.
Saturday, 30 January 2016
Thursday, 28 January 2016
Nutrition
A quick breakfast diversion into the basics of nutrition. Who doesn't love a bit of Pritt Stick with their toast and tea?!
We do a quick cut and stick to see what various food types do for our bodies and then line up our various packets and jars for closer inspection.
We play vitamin bingo and see it's okay to eat acid but only if it's folic ... we find products high in salt, fibre or fat and line up our cereals in order of sugar content. We compare white, brown and 50/50 bread and (to my surprise) spot that brown bread might not be that much better for us than white.
The boys look delighted.
I declare it needs further research, babble something about moderation and grey areas and make everyone eat a banana.
We do a quick cut and stick to see what various food types do for our bodies and then line up our various packets and jars for closer inspection.
We play vitamin bingo and see it's okay to eat acid but only if it's folic ... we find products high in salt, fibre or fat and line up our cereals in order of sugar content. We compare white, brown and 50/50 bread and (to my surprise) spot that brown bread might not be that much better for us than white.
The boys look delighted.
I declare it needs further research, babble something about moderation and grey areas and make everyone eat a banana.
Tuesday, 19 January 2016
The Black Death
What killed 1/3 of the population of Britain in the middle ages?
It sounds like a bad cracker joke but it's just our intro to our topic. There's nothing like starting the new year with pestilence and agonising death.
I like a bit of context with my history, so we started off with a timeline to get a rough feel for where we were parking our history train on the recent-human-history timeline.
It sounds like a bad cracker joke but it's just our intro to our topic. There's nothing like starting the new year with pestilence and agonising death.
I like a bit of context with my history, so we started off with a timeline to get a rough feel for where we were parking our history train on the recent-human-history timeline.
Timelines are a bonus as you can cover quite a few historical periods or events while surreptitiously sneaking in some maths with negative numbers and do some cutting and sticking to boot. We cover BC and AD, major and minor ticks and identify our (humbling) little centimetre of our own personal history. Cross curricular link: Maths, number lines.
The boys cut out pictures to represent the major time periods like stone age, middle ages, Tudors, Victorians and so on and stick them on, marking the periods they covered. "Why was the Stone Age so long?" I ask. "There are a lot of stones." Fair enough.
Next lesson, we talk about life in the middle ages and begin to explore the Black Death and how many people in Britain and Europe died. Cross curricular link: European geography.
Lesson 3, we look at causes, creating a flow chart of how the plague spread and talking trade routes and shipping. We explore the ideas people had at the time about the cause (angry God, planets, bad smells) and how the poor were worst hit and why. Cross curricular link: Science, flow charts / RE, beliefs.
Lesson 4 was symptoms. We act out the stages, with apples under our armpits and give ourselves the dreaded black spot.
Lesson 5, on to cures and the bizarre and disgusting ideas (like exploding frogs and dead pigeons) that were popular at the time. Cross curricular link: Science, medicine, germs, hygiene.
We look at persuasive writing in advertising and briefly divert into how humour, glamour, alliteration, rhyme and catchy tunes and slogans can help sell products. Cross curricular link: Literacy. The boys come up with their own crazy cures and design posters to sell their wares. We have a bit of fun with ageing our paper with candles and tea bags. Cross curricular link: Art.
Some persuasive writing tips are to use exaggeration, flattery and to start off with a question. K's opening gambit on his poster is perfect "Have you got the Black Death? Don't worry - the new Black Cream is in town and it will cure you in minutes!"
"Guaranteed to prevent death, or your money back!"
Finally, the short book "The Plague, a cross on the door" about a boy whose master dies from the plague was a perfect round up. Cross curricular link: Literacy, reading and listening.
Next stop in our British history scheme for this term : Tudors...
Saturday, 9 January 2016
Wednesday, 6 January 2016
Dictionary Challenge
It's a challenge to make book-work seem relevant to children. We so rarely pick up a dictionary or use an encyclopaedia when we have google at our fingertips.
I'm part of the transition generation who were taught book-skills but didn't use them much by the time we entered work, thanks mostly to the internet and all the hilarious cat videos it brought us.
Knowing how to search for information, even on paper, undoubtedly supported the acceptance and use of technology that blossomed in the 90s and 2000s. A decade on and the ability to search through an index is not yet obsolete: it translates onto screens in the form of timetables, menus, sub-menus, alphabetical and numerical ordering, contents pages and (my personal favourite) the lengthy PDF document which never quite navigates how you want.
Any skill that helps you sort, locate and order information is more relevant than ever, at a time when the quantity of information being produced every minute exceeds imagination http://aci.info/2014/07/12/the-data-explosion-in-2014-minute-by-minute-infographic/
We tackle the dictionary work at year 3/4 level lightly with a view to keeping it fun; we go on a treasure hunt for words between words, find a few definitions and learn some new vocabulary along the way.
If there's ever a global catastrophe and all internet communications are down, we will be the ones laughing as we confidently check our spelling, from apocalypse to zombie...
I'm part of the transition generation who were taught book-skills but didn't use them much by the time we entered work, thanks mostly to the internet and all the hilarious cat videos it brought us.
Knowing how to search for information, even on paper, undoubtedly supported the acceptance and use of technology that blossomed in the 90s and 2000s. A decade on and the ability to search through an index is not yet obsolete: it translates onto screens in the form of timetables, menus, sub-menus, alphabetical and numerical ordering, contents pages and (my personal favourite) the lengthy PDF document which never quite navigates how you want.
Any skill that helps you sort, locate and order information is more relevant than ever, at a time when the quantity of information being produced every minute exceeds imagination http://aci.info/2014/07/12/the-data-explosion-in-2014-minute-by-minute-infographic/
We tackle the dictionary work at year 3/4 level lightly with a view to keeping it fun; we go on a treasure hunt for words between words, find a few definitions and learn some new vocabulary along the way.
If there's ever a global catastrophe and all internet communications are down, we will be the ones laughing as we confidently check our spelling, from apocalypse to zombie...
Monday, 4 January 2016
Big History
A sense of time isn't the easiest thing for anyone to grasp, especially when the numbers run into billions of years.
I wanted to kick off some work on the history curriculum, but where to start? The past is a very big place.
TED talks came to the rescue via Louise Leakey and her loo roll analogy. Armed with a roll of loo paper and a pack of stickers we started to try and gain a sense of scale. It was all very inexact but then when we're counting in millions and billions of years a few inches here or there doesn't much matter.
We begin in the kitchen, with the Big Bang. Appropriate as it is the scene of many unimaginable concoctions and explosions. We're roughly 14 billion years in the past which is unimaginably far away: "Were there cars then?" No darling, so we side step into the concept of nothingness.
We lasted about 20 seconds before our brains ached and so we carried on unrolling.
As we trek around the ground floor and then up the stairs we note that land formed, the first signs of life started to emerge and dinosaurs ruled - and we add stickers to mark each occasion. A few feet from the end of the roll and we mark the end of the dinosaurs, marvelling at the length of their dominance over millions of years.
Apes appear on our final sheet of toilet paper. We use the smallest stickers we can find in the last couple of millimetres to show the inauspicious arrival of homo-sapiens and our puny 200,000 years of human history.
The house was covered in loo roll and Bailey was happy to bounce around like a giant Andrex puppy. Big picture done and we're all set up to start zooming in on our next history topic.
For the most inspiring and addictive history of our past 14 billion years, head to http://histography.io/
For a rough guide to the universe on toilet paper -
http://www.earthintransition.org/2013/07/how-history-is-like-a-roll-of-toilet-paper/
I wanted to kick off some work on the history curriculum, but where to start? The past is a very big place.
TED talks came to the rescue via Louise Leakey and her loo roll analogy. Armed with a roll of loo paper and a pack of stickers we started to try and gain a sense of scale. It was all very inexact but then when we're counting in millions and billions of years a few inches here or there doesn't much matter.
We begin in the kitchen, with the Big Bang. Appropriate as it is the scene of many unimaginable concoctions and explosions. We're roughly 14 billion years in the past which is unimaginably far away: "Were there cars then?" No darling, so we side step into the concept of nothingness.
We lasted about 20 seconds before our brains ached and so we carried on unrolling.
As we trek around the ground floor and then up the stairs we note that land formed, the first signs of life started to emerge and dinosaurs ruled - and we add stickers to mark each occasion. A few feet from the end of the roll and we mark the end of the dinosaurs, marvelling at the length of their dominance over millions of years.
Apes appear on our final sheet of toilet paper. We use the smallest stickers we can find in the last couple of millimetres to show the inauspicious arrival of homo-sapiens and our puny 200,000 years of human history.
The house was covered in loo roll and Bailey was happy to bounce around like a giant Andrex puppy. Big picture done and we're all set up to start zooming in on our next history topic.
For the most inspiring and addictive history of our past 14 billion years, head to http://histography.io/
For a rough guide to the universe on toilet paper -
http://www.earthintransition.org/2013/07/how-history-is-like-a-roll-of-toilet-paper/
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