Approaches to learning and teaching

The following are the teaching approaches underpinning our course content and how we understand and define them.

Active learning

Active learning is a teaching approach that places learner learning at its centre. It focuses on how learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback, which can be used to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learner’s level of understanding of a particular concept or topic, which helps to inform how we support their progression.

Differentiation

Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. Whilst precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness

For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that learners access the learning intentions of a lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning.

Metacognition

Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. These six key areas are: • Creativity – finding new ways of doing things, and solutions to problems • Collaboration – the ability to work well with others • Communication – speaking and presenting confidently and participating effectively in meetings • Critical thinking – evaluating what is heard or read, and linking ideas constructively • Learning to learn – developing the skills to learn more effectively • Social responsibilities – contributing to social groups, and being able to talk to and work with people from other cultures.

Cambridge learner and teacher attributes

This course helps develop the following Cambridge learner and teacher attributes.

Cambridge learners Confident in working with information and ideas – their own and those of others. Responsible for themselves, responsive to and respectful of others. Reflective as learners, developing their ability to learn. Innovative and equipped for new and future challenges. Engaged intellectually and socially, ready to make a difference. Cambridge teachers Confident in teaching their subject and engaging each learner in learning. Responsible for themselves, responsive to and respectful of others. Reflective as learners themselves, developing their practice. Innovative and equipped for new and future challenges. Engaged intellectually, professionally and socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Education. More information about these approaches to learning and teaching is available to download from Cambridge GO (as part of this Teacher’s Resource).

Approaches to learning and teaching English

In this new edition of Cambridge Primary English we offer an integrated approach to language skills (speaking, listening, reading and writing). This means that in each English lesson you can expect a focus on learning objectives from each strand of the curriculum framework. Each Learner’s Book contains nine units: two long units and one shorter unit per 10-week term. Each long unit of 12 sessions has been designed to be delivered over four weeks, with three lessons per week, plus a revision session. If your timing is different we hope the materials are flexible enough for you to be able to fit them to your requirements. The shorter units of six sessions are intended to be delivered over two weeks, plus a revision unit. The units per term may be taught in any order with progression being built in per term, rather than unit-by-unit, to add further flexibility for the use of the programme and to allow for more cross-curricular matching. Listening and speaking are a focus for effective communication, but also underpin reading and writing skills too. We consolidate and develop the sub-strands including: making yourself understood; showing understanding; group work and discussion; performance; and reflection and evaluation. We have included additional listening activities in this edition and there is enhanced support for developing listening and speaking skills in authentic and exciting contexts. Audio tracks actively promote good pronunciation of English and you will find recordings of all the texts from the Learner’s Book in this Teacher’s Resource. Across each stage for reading and writing we introduce a wide range of fiction and non-fiction texts including fiction genres, poetry and non-fiction text-types for different purposes. There is a broad selection of authentic texts from around the world, which have been included to promote reading for pleasure as well as an understanding of meaning and the conventions and features of different types of writing. For reading and writing we orchestrate rich coverage of each sub-strand and are still mindful to integrate listening, speaking, reading and writing skills as follows: Word structure (phonics and spelling): We assume schools have followed a systematic phonics programme with decodable reading books and that increasingly learners are encouraged to enjoy and explore texts with less restricted word choice. We believe that phonics knowledge is a strong basis for reading and spelling, and that learners need to be both taught and have time to explore spelling patterns, rules and exceptions. By actively focusing the learners’ attention on activities and useful rules in the context of the lesson, this course aims to improve the average spelling age in your classroom. Phonic workbooks are provided for Stage 1 and may be of some use for learners who need further or repeated practice in basic phonics at Stage 2. The downloadable spelling lists in this Teacher’s Resource are a supplement to the spelling activities at the back of the Learner’s Book. Embedded throughout the notes are Spelling links; these are intended to suggest opportunities at which the indicated spelling areas can be looked at in greater detail.

There are three spelling spreads included at the back of each Learner’s Book. Each spread contains specific spelling activities to address some of the spelling objectives in a systematic way to ensure complete coverage of all the objectives. They can be used at the teacher’s discretion as part of a wider session or as part of a dedicated spelling session. The answers to the spelling activities are included at the end of this Teacher’s Resource.

A suggested spelling session format

• SAY the word and SEE the word. Introduce words both orally and visually so the children see each word and hear the sound simultaneously to develop auditory perception. Use flash cards, words appearing on a screen or written on the board. • PLAY with the word. They write it in the air or on their desk with a finger, mime it to a partner, write it on a slate or paper and hold it up, do visual memory activities with a partner: look at a word, close eyes and spell it. These activities provide immediate feedback and develop visual memory. Clap the sounds to demonstrate how the word is broken into syllables. Let the children find their own associations to help them remember words e.g. ear in hear or ache in headache. • ANALYSE the word. Spelling rules can be helpful here to explain how words are built up, why letters move, how sounds change from one word to another and how patterns fit into words. • USE the word – make up a sentence. Activities are provided in the Learner’s Book but you can add to these by playing spelling games. Younger children enjoy spelling ‘snap’ or ‘bingo’; older children might enjoy a spelling challenge/ladder or a competition that involves winners. • LEARN the word. They commit the word to memory while writing it out in a word book or personal spelling notebook. Tests or assessments need not be repetitive weekly activities but learners do need incentive to internalise the spelling of words and to see they are making progress.

Vocabulary and language: We provide multiple experiences and strategies for securing vocabulary, including saying a word and then writing it, exploring context, grammatical features and a word’s relationship to other words (word families, prefixes, suffixes etc.). We also explore texts with learners to reflect on writers’ choices of vocabulary and language. In the final sessions of each unit we then innovate on the text vocabulary or language to apply learning and try out new found skills and knowledge.

Practical ideas for the classroom

Words and spellings need to be highlighted and enriched at every opportunity in the classroom. 1 Encourage personal word books or cards: include words covered in spelling sessions and ones they look up in the dictionary. At the back, suggest learners develop a bank of words they would like to use (especially powerful, descriptive or unusual words). Word meanings can also be included. Some children may benefit by using colours or underlining/ highlighting to identify tricky bits or root words. 2 Have a classroom display of aspirational words or themed words around a topic (any learning area). 3 Have plenty of large spelling resources – online and print dictionaries, thesauruses, etc. 4 Set up spelling buddies as a first line of check if a dictionary or thesaurus does not help. 5 Play word games such as word dominoes or phonic pairs on a set of cards as a memory game. 6 Highlight and discuss word origins and have a merit system for anyone with interesting words or word information to share.

7 Display lists of words with similar sounds or letter patterns (either at the start, middle or end) – write the words large in the handwriting taught at the school joined up if appropriate to stimulate visual and kinaesthetic knowledge. 8 Have an interactive word list of interesting words, or words that match a spelling rule or word pattern being focused on. Add to it whenever anyone comes across a relevant word. 9 Consider an alphabet of vowel sounds and consonant sounds as a display or frieze around the walls.

10 If handwriting lessons are timetabled, add word patterns and sounds into those sessions. 11 Research free web resources to create your own crosswords and word searches linked to vocabulary in themes and spelling rules you are working on.

Grammar and punctuation: Whilst being mindful of reading for pleasure and text coherence, we focus on the grammar and punctuation arising from a text so that learners experience new learning in context. We have respected both teacher and learners’ capacity for understanding and using correct metalanguage in the classroom and especially in writing activities. Structure of texts: An exciting range of authentic texts is provided for discussion, performance, reflection and as models for learners’ own writing. This is especially true in the final sessions of each unit when learners aim to write within the support of frameworks or scaffolds. Interpretation of and creation of texts: Whilst the units provide a rich and broad selection of texts, it is also expected that learners are enjoying texts outside of the course, but aligned in some way to the topic or theme. Differentiation within each activity ensures that all learners can explore authentic texts and experiment with creative ideas and writing. Appreciation and reflection of reading: We support the ethos of reading for pleasure and encourage learners to reflect and evaluate their wider reading from an early age. Links to Cambridge Reading Adventures (CRA) series are provided and offer a perfect bridge for learners between the texts in the Learner’s Books, Book Band graded reading books in CRA and the wider world of authentic texts. We adopt ‘assessment for learning’ strategies to encourage learners to work independently and in pairs or groups to discuss their reading (and wider learning), to share experiences and to respond to others’ ideas and experiences. Presentation and reflection of writing: We encourage learners to adopt a write, reflect/evaluate and improve cycle of working from an early age. We encourage them to present their own work and listen for feedback as well as to talk about their own ideas and others’. Handwriting is an important part of writing and this series encourages best practice in handwriting but does not teach it explicitly. We recommend using the Cambridge Penpals for Handwriting series alongside Cambridge Primary English for teaching handwriting.