Lost learning

By Aimee Hart @hart_at_home

It’s fair to say our little munchkins have had a challenging 24 months. Never did we expect that ‘March 13th closure’ to result in the amount of time away from the classroom that it did. My daughter is now in Year 2 and she has never known an academic year without disruption. Even this current one has seen her isolating with “that which shall not be named!” But being back in the classroom, back in front of amazing teachers and back socialising with their peers does not alleviate the worry that they have lost learning, missed experiences and had their knowledge paused. It worries me too.

As the Deputy Head of a primary school I have seen the stress on families, children and teachers to keep the treadmill of curriculum turning while in or out of school but there has been an impact. There has been lost learning. There are gaps in our children’s education. I think saying it out loud and realising every child is part of this makes it seem less daunting and less individual. Children are not robots and, even before the pandemic, children progressed at different rates and had different gaps in their learning.

Ofqual produced a report that stated; on average, Primary aged pupils were two months behind in reading and three months behind in maths. There were also some findings that showed older primary students had not lost learning in reading as this was easily targeted from home. Obviously these studies were generalised across the country and I know everyone had a very different experience with home learning. But let’s think about the now. It’s easy for me to sit here and type ‘Don’t worry, all will be fine!’ Because I don’t know that and I don’t know your child. But be assured that all schools are working tirelessly to support a patchy curriculum and use (the little) support the government is providing. Since home learning, the internet is now flooded with amazing online resources, tools and platforms that can engage your children and give you the information you need to support them.

This is definitely not me suggesting you continue teaching when the children get home from school. No-one has the time for that. But, it’s worth checking in with your child’s class teacher on one thing you could practice at home that they’ve noticed. The most vital things children have missed over the past 24 months fall into: social, emotional or educational categories. All equally as important and all can be supported at home.

On the next page are some really helpful tips on what you can do to help your kids.

Website: myevelynandme.com

Social

This one may mean you have to force a few slices of cake and cappuccinos down you! Now that the majority of children’s play centres are back open, making play dates with children from their class. Offer play dates at home with different children or just take opportunities to visit the park for your children to meet other children. The social element is huge for the younger children and one that has been immensely overlooked. Children in the Early Years settings rely on experiences with other children – learning how to play together, share and turn take – something that can be difficult for an adult to replicate.

Emotional

This is a tricky one, mainly because children have dealt with a lot and have had their main caregiver around a lot more than before, or in the case of the little ones, have had prolonged time with them when they are in a given setting. This creates emotional anxiety and can mean not being as open to learning – or seeing their teachers as an adult they can trust. It has also led to children not being as resilient as they used to be because of their social gaps (see above). I strongly believe in positive affirmations when it comes to dealing with emotional anxiety. Repeat to children: you are strong, you are smart, you are brave, you are enough.

Educational

I know how difficult it is to be ‘in the know’ with what your children learn or need to learn and often it can feel like another language. During the spring term your child’s school will usually send out an academic report or arrange a parent’s evening. This is the perfect opportunity to get an insight into how you can help or if there are any areas you can help with. Aside from that, complete homework together – making sure they (and you) understand what is being asked. Finally, read with your child as much as possible. Even if they are not fluent readers, read to them. Expose them to language. An amazing app I’ve used with my daughter and in my school is Reading Eggs – a subscription that personalises the learning of phonics to your child.

My final plea is that you try not to worry about where your child is at. Don’t stress (too much) about SATS, phonic tests or grading. Communicate with your school and they will happily provide support and resources if they feel it’s necessary. You have the power to support the gaps in their social, emotional and educational learning by being present and interested in who they are and what they can achieve.

For more information Find out more about about Sixth Form and Mount House School at Open Days, please call www.mounthouse.org.uk 020 8449 6889 or by calling 020 8449 6889 or visit the website or emailing admissions@ mounthouse.org.uk www.mounthouse.org.uk

AS GLOBAL PERSPECTIVES

The Cambridge AS Global Perspectives course is a ground-breaking and stimulating course that stretches across traditional subject boundaries and develops 21st Century transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including teamwork, presentations, projects, and working with other learners around the world. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.

AS LEVEL THINKING SKILLS

Analytical thinking underlies all rational conversation, argument and enquiry. It is characterised by a meticulous and rigorous approach to the nature of the argument being discussed. It involves the analysis and evaluation of information and the development of a range of intellectual skills that aid the use of reasoning to reach clear, logical 1. A Small School and coherent judgements within a given context. During the course, students will much improve their ability to analyse any argument presented to them – see what the conclusion is, what reasons are Class sizes – Mount House is committed to maintaining small class sizes. This is, undoubtedly, the best way to maximize being presented, any assumptions used and any flaws in the reasoning.the learning of each individual student. Teachers – Everyone knows that a good teacher makes all the difference to a child’s AS LEVEL CITIZENSHIP enthusiasm for a course. All the teachers at Mount House are experienced, highly In this course, students will learn more about such concepts as qualified professionals with a strong track identity, democracy, power and justice and will be encouraged to record of success. 2. approach different viewpoints and opinions critically, in order to Strong Academic Performance gain a deeper understanding of contemporary debates surrounding modern citizenship. The course encourages an active and Mount House has produced some excellent, and rapidly improving, public participatory approach to citizenship, including the opportunity to examination results in recent years. A conduct individual research in an area of personal interest. vibrant classroom environment and an enriching academic and co-curricular programme ensures that students leave AS LEVEL LAW with a love of learning, confidence, a firm value system and fully prepared for the Our AS Level in Law fosters students’ interest in law and helps challenges of their future life. 3. them develop knowledge and skills relevant to further study of law Bespoke Approach to Maximise and other subjects. Students will develop their knowledge of the Potential law in England, and the interaction between law, morals, justice, society and technology. They will also study Criminal Law and Tort. In the Mount House environment every child is motivated, enthused and supported to maximise their highest academic potential. Whatever their GCSE LATIN academic starting point, students are GCSE Latin is designed to help students develop their knowledge challenged with work that will extend and stimulate. We teach students to be and understanding of the vocabulary, syntax and accidence of the independent thinkers, we encourage Latin language, and also of ancient literature, values and society through the study of original texts. them to develop their own thoughts, ideas and opinions.

4. Serious About Co-Curricular Success

THE ACCREDITATION FOR LANGUAGES IN BUSINESS Art, drama and music promote [FRENCH] individuality, personality, self-confidence, self-discipline and team work. All Mount This is a fantastic course to boost employability and develop House students will have compulsory knowledge of languages for the world of international business. lessons in these subjects until the end of KS3. Opportunities in choirs, orchestras, This blended learning course involves a series of practical ensembles and school productions will assessments to develop students’ speaking and listening, reading be available to everyone. Mount House and writing skills in a business context. It is suitable for students encourages all its students to participate in as many sporting and extra-curricular who have previously studied French to GCSE level. activities as possible.

Why Choose Mount House? We have seven pillars of success. 5. Foster Individuality and Self Confidence

At Mount House we recognise that each student is unique and our aim is to encourage and develop this individuality, whilst nurturing any talents and building upon them. Students are encouraged to have a point of view; other students are encouraged to listen to their peers and value different opinions. We also look to recognise and reward success, knowing that it leads to a growth in self-confidence. It is a virtuous circle; success leads to confidence which leads to greater success.

6. Preparing students for the World of Work

A Mount House education extends beyond the confines of the classroom. Our ‘Skills for the future’ programme begins as students join us in Year 7 and continues until they leave us to go on to university. Students are expected to take part in the Duke of Edinburgh Award scheme and other extra-curricular activities as they move through KS4. In the 6th Form, all students will take our unique ‘Life Skills’ course that will lead them through their subject choices, UCAS applications and to their successful completion of an Extended Project Qualification at AS level.

7. Outstanding Pastoral Care

Mount House caters for those of all faiths and none. Its environment fosters mutual respect and tolerance. Mount House instils a sense of right and wrong and promotes excellent behaviour in all areas of school life. We provide a happy, secure environment where students enjoy their schooling and feel that they belong. Communication with parents is a high priority and the excellent relationships between school and home are a key factor in the school’s popularity; this was recognised by the ISI school inspectors.

Sarah Richardson Head Mount House School

in Enfield

Cherubs caught up with Maria Lourdes Vazquez, founder and teacher at Rtsy to find out how this wonderful art school came about and just how important Art can be in one’s life.

Tell us the reasons behind creating RTSY, The Creative School of Art?

I have been an art teacher for 20 years and have loved teaching children of all ages. In 2017 I started a workshop called Creative Mess and it was very popular. We had children attending ranging from four to 11 years. I wanted to share my knowledge and passion with the children in our local community and realised that many primary schools did not teach fundamental skills and techniques in art. I wanted to share my love, enthusiasm and passion through my teaching and create exciting art that made them feel proud, happy and impressed with their outcomes.

During Covid I had time to reflect and had a vision of having my own unique art school that would bring imaginative, creative, arty children from all areas to work on amazing projects. Together we explore watercolour techniques, painting on large canvases, drawing with coffee, and many more experimental exciting mediums – it’s extremely fun!

What makes RTSY different from any other Art School in London?

Firstly, the children have teachers and practitioners who are passionate about art.

We are located in a peaceful place and are surrounded by inspirational, beautiful organic scenery.

In every lesson we listen to classical music and the students have a great opportunity to learn advanced art skills and use materials that wouldn’t be found in a school environment. We will be inviting specialist artists to be our guest speakers in the new term and we hope to hold art workshops and organise gallery trips as a group.

Do you have to be good at art?

Not at all, art is a journey, it takes years and maturity to perfect skills. If your child loves drawing or making marks on paper and you want to encourage more development, this is the place to have fun, explore materials, discover creativity and make new friends.

How fundamental is the importance of art in a child’s life?

Art plays a valuable role in a child’s mental health and this is being recognised in today’s society. Engaging in arts interactions with our communities can help with many problems that young children are facing, such as anxiety, loneliness, depression, stress, insecurities and lack of self-confidence. Art is a very powerful tool that can help a child express themselves and understand the world around them. It has been proven that children who engage in art activities see long-term benefits in their academic and social lives. For teens, expressing themselves and having a safe space to work in is vital. Through creating art they can express emotions, record thoughts in a different and fun way that enables them to open and talk. In RTSY, creativity is important and we believe it promotes identity, development and helps students find their place in the world. Art can create a feeling of community and social connection, and help students gain new friends and achieve a sense of confidence and joy.

If a child is shy would you advise a parent to take them along to RTSY?

Yes, RTSY is a warm, friendly and welcoming environment with small classes. We take time to get to know your child and make them feel united with the rest of the RTSY kids.

Spring term dates are 26 March to 2 June 2022.

FREE TRIAL

Quote: CHERUBS

www.rtsythecreativeschoolofart.com rtsy.contact@gmail.com

SCAN ME WITH YOUR MOBILE PHONE

Bring On The Games

By Hari Neocleous from The Maths Nuts & Curious Maths

Did you know that board games can help our young mathematicians grow? Here, in my first article for Cherubs, I open the doors to the world of primary education and hope that I can spread some maths love.

One of my classroom hooks is my passion for game-based learning and below are three brilliant games that you can play at home. Not only do they have my stamp of approval as a primary maths teacher but they’re great fun for all the family (and it’s aiding the little ones minds in maths without them even knowing.) Win, win!

Shut The Box

My first game is called Shut the box. Familiar to some of us as a ‘down the pub’ game. You have an open wooden box with 12 numbered blocks which you flip down, making a satisfying ‘bang’ sound.

Let’s say two people are playing a game with five rounds. A round consists of each player rolling the two dice, again and again, knocking down the total they’ve made until they can no longer continue. one round! That means you knocked all the tiles down and you have won yourself a round. Whoever wins the most rounds is the champion!

Imagine the first round. I take the box and make sure all the wooden tiles are standing up. If I throw a 5 and a 3 that makes 8 so I can knock down the ‘8’ tile. I can also knock down the ‘5’ and the ‘3’ or even the ‘4’, ‘3’ and ‘1’. It’s my choice which numbers I choose to knock down as long as they make my total of 8.

It’s still my round so I throw two dice again and this time I throw double 6, so I need to either knock down the 12 or think of different ways to make 12. I decide to knock down the 10 and 2 as 10+2=12. In my next go I throw 5 and 2 making a total of 7 so I knock down the 7. I keep throwing the dice until I can no longer make my total. My round ends and now I must add up the numbers that are still standing up. That’s my score for Round 1.

Player B begins their round by flicking up all the tiles. They roll two dice, make their total and knock down tiles. If they can’t make their total their round is over! They add up the numbers remaining and that is their score. The person with the lowest score in each round wins a point. If you’re lucky you may end up shutting the box in

Game Benefits

• Develop addition skills. • Explore number bonds (the different ways of making a total). • Work on subitising skills with dotty dice (instantly recognising numbers without counting one by one). • Memorise doubles.

Game Variations

• Play with a 1-9 tile box or 1-12 tile box. • Have the option to roll one dice if you need a lower number. • Play the four-player version where you all have your own set of wooden numbers. • Play with playing cards, Ace, numbers 2-10, Jack equals 11 and Queen equals 12. Alternatively, make your own 1-12 cards to flip over.

Games = A Social Connection + Making Memories

Nine Men’s Morris

Also known as Mills of Nines, this game has been traced back to ancient times. There’s something quite magical knowing you’re playing a game that has been on Earth for over 1,000 years.

Nine Men’s Morris is like the precursor to chess. A game where you plan ahead, think strategically and try hard to outwit your opponent.

Each player has nine different coloured counters. Players take turns to move their counters and create lines of three called ‘mills’. Every time a mill is made you remove one of your opponent’s counters from the board. Reduce their counters down to two and you win the game!

There are three distinct stages, the placing stage, sliding stage and flying stage. I’ve taught this game to children as young as seven years old, teaching the rules in mini chunks.

Game Benefits

• Planning ahead. • Decision making skills. • Visualising lines of three. • Develops strategic thinking (blocking and optimum positions to control).

Game Variations

• Make a ‘ping’ sound every time you make three in a row as a reminder to remove a friend’s counter. (Smiling essential.) • Model strategic thinking by ‘thinking out loud’. For example,

‘If I remove this counter you can make a mill in your next go, by sliding this counter here, whereas moving this counter is a better move as you have no adjacent counters.’ • Discuss the ‘optimum’ spots to occupy. In noughts & crosses corners are desirable but this isn’t the case in Nine Men’s

Morris. Discuss why…

Ubongo

So this is a firm favourite when grandparents visit. The African designs and beautiful colours are a visual treat. Ubongo is an easy-to-learn geometric puzzle game. Each player lays out their 12 polyominoes (tiles) and takes a puzzle board.

A player rolls the dice to reveal which trio of tiles they will use. The timer is turned and players race against each other to be the first to solve the puzzle. Make your tiles fit onto your puzzle board by rotating and flipping shapes. The first to solve shouts ‘Ubongo’!

Game Benefits

• Great shape and space puzzle. • Develops visualisation skills. • Practise rotating and flipping shapes as you problem solve. • Develops perseverance.

Game Variations

• Feeling confident? Flip the boards over for the next level using four polyominoes. • Use the gem scoring system and work on arithmetic skills too. • Play solo against a timer or invest in the 3D version. I want this!

HARI SAYS

These games are fun, accessible and perfect if you have a spare half hour. One thing they all have in common is the quality time they give us as a family or as friends in the classroom. Turn taking, kindness and good sportsmanship are also benefits. It’s a safe way to explore winning and losing and how you handle defeat in life. Don’t make a big deal out of winning, instead praise them for their strategic thinking or kindness. We laugh and chat as we play and these games have been my secret weapon to help children love maths – be careful not to blow their cover, game-based learning should be packaged as ‘let’s have fun’ and not ‘time for homework’.