1. Learning at Dunblane Primary School
RESPECT
HONESTY
RESPONSIBILITY
FAIRNESS & EQUALITY
CARE & COMPASSION
“The greatest gift is a passion for reading”
Elizabeth Hardwick

2. Aims of Today
To demonstrate how to support your child at home with Literacy and Numeracy
To explain and share some resources we use in school.

3. Active Learning
I hear and I forget I see and I remember I do and I understand Children learn and develop their understanding through practical, hands-on investigation and activity. Active learning is learning which engages and challenges children’s thinking using real life and imaginary situations.

4. What is reading? CfE outcomes and experiences Enjoyment and choice
At its most basic level it is the recognition and decoding of words.
CfE outcomes and experiences
Enjoyment and choice
Tools for reading
Finding and using information
Understanding, analysing and evaluating
Reading is much, much more than being able to de-code words!

5. Enjoyment and choice
I enjoy exploring and choosing stories and other texts to watch, read or
listen to, and can share my likes and dislikes.
LIT 0-01b / LIT 0-11b
Tools for reading
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write.
ENG 0-12a / LIT 0-13a / LIT 0-21a
Finding and using information
I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things.
LIT 0-14a
Understanding, analysing and evaluating
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know.
LIT 0-07a / LIT 0-16a / ENG 0-17a

6. So what do we actually do and what skills do children need to develop?
Page turning
Knowledge that print conveys meaning
Directionality left right and top bottom
That the words we speak can be recorded in print
The names of letters
The names of sounds
Some children come to school with some or all of these skills and
some do not.
Staff quickly identify the children who are familiar with and do
these things without thinking - as we do and children who need
taught these skills.

7. ORT – Oxford Reading Tree
Books without words
Importance of the ‘story experience’ using some of the skills mentioned earlier
Character names
Keywords
Text closely resembles illustration
Games and other learning activities

8. Environmental print in and around the classroom and school
Other Resources used
Storyworld
Soundstart
Non-fiction
Library books
Environmental print in and around the classroom and school
Discussion of story – who; what; why; what would you do; have you ever; tell me about a time when
Helps children understand the story, link to their own experience and assists staff in assessing how well the child is understanding and comprehending.

9. What can you do to support your child in reading?
Reading with your child is vital. Research shows that it‛s the
single most important thing you can do to help your child‛s
education.
You are the child‛s first and most important teacher. You open
the door to a world of books and learning. Model reading as the
norm in your home – let your child see his parents / siblings etc.
reading for enjoyment as well as purpose.
Think of ways to make reading fun – you want your child to learn how pleasurable books can be. If you're both enjoying talking
about the content of a particular page, linger over it for as long
as you like.
Read aloud to child as often as you can. This is important as it will
introduce your child to a much wider and more literary vocabulary than the limited number of words used in every day speech.

10. LA Times ‘ A Child Literacy Initiative for the Greater LA Area’
Put on voices to demonstrate the storytelling quality of reading.
Practice keywords at home in fun ways – word hunt, matching game, making into a silly sentence.
Please, please DO NOT
Compare your child’s reading to peers or siblings. Children all learn at different rates.
Buy the complete works of Oxford Reading Tree or any other reading scheme! This does not help and children need to be exposed to a variety of texts.
Force your child to practice reading if he / she is tired. It is not likely to be a positive experience for either of you! Instead you read to them or read a page each.
“No skill is more crucial to the future of a child, or to a democratic and prosperous society, than literacy”
LA Times ‘ A Child Literacy Initiative for the Greater LA Area’

11. Jolly Phonics s,a,t,i,p,n Action Songs
Different ways to learn the sounds using Jolly Phonics-
s,a,t,i,p,n
Action
Songs
You Tube
Put this on you tube

12. Pencil Grip

13. Handwriting

14. Writing
Teacher scribes a story which the child dictates. The child would draw a picture to go with this.
The child tells the teacher a story. The teacher writes with a highlighter and the pupil writes over this.

15. Writing
The child tells the teacher a story. The teacher writes the story, missing a line each time or on a white board. The child copies the teachers writing.

16. The child starts to write independently with a focus on –
Pencil Grip
Letter formation of taught sounds
Finger spaces
Sounding out of words (CVC)
Tricky words
Capital letters
Full stops

17. Mental Maths in Dunblane Primary School CLIC
RESPECT
HONESTY
RESPONSIBILITY
FAIRNESS & EQUALITY
CARE & COMPASSION
Mental Maths in Dunblane Primary School CLIC

18. What is CLIC Maths?
Daily programme of mental maths with a strong emphasis on learning facts and developing mental agility It develops core skills. All are taught in the same way, repeatedly, to embed these fundamental skills. Big Maths highlights how small steps of progress with core numeracy follow on logically from one to the next.
A new way of looking at the primary maths curriculum.
Maths is a logical subject that follows a sequence of progression, e.g. you can’t count to 40 before you can count to 30.
Core numeracy is separated from outer numeracy (the use of core numeracy skills across the rest of the curriculum) allowing children to become numerate.
Many children suffer from low confidence in maths. They either feel negative about it as a subject or about their own ability to cope with it, or both. Big Maths aims to address this by showing children that becoming numerate is easy. It is up to us as teachers to show the children how and why it is easy.
The main aim of Big Maths is to enable children to make connections and apply these connections successfully.

19. Why should we use Big Maths at Dunblane Primary School?
Clear progression from year to year
Consistent methods taught and language used throughout the school
Build on prior learning and ensure children are secure in their knowledge
Objectives are clearly matched to Curriculum for Excellence
Improve mental maths skills and general numeracy across the school

20. How does CLIC work?
CLIC is fundamental to Mathematical development as it is the learning sequence through which we all develop our numeracy skills. CLIC provides a constant, daily drive to up-level their numeracy. C Learn to count (Counting) L Learn to remember totals as facts (Learn Its) I Learn to apply those facts in new situations through ‘switching’ the ‘thing’ being counted (It’s Nothing New) C Learn to structure all the previous 3 into a formal calculation (Calculation)

22. How can I support my child?
Help your child to practice their ‘Learn Its’ at home. In Primary 1 these are
Counting in 2’s, 5’s and 10’s
Number bonds to 10
Praise! Celebrate the successes.
Visit the publishers website:

23. Counting Learn Its Its Nothing New Calculations

24. Counting Learn Its Its Nothing New Calculations

25. Counting Skills
I can count.
Step 5

26. Step I can count. 5 Remember to:
say one word as you touch each object in the pile
not miss any out
not count any twice

27. Step 5
I can count.

28. Step 5
I can count. 3
How many apples? 4 2 1 5 6

29. Step 5
I can count.
How many crayons?

30. How many crayons altogether?
Step 5
I can count.
How many crayons altogether? 1 2 3 4 5 6 7 8 9

31. How many crayons altogether?
Step 5
I can count.
How many crayons altogether?

32. How many crayons altogether?
Step 5
I can count.
How many crayons altogether? 1 3 4 2 7 5 6 8

33. Step 5
I can count.
How many altogether?

34. Step 5
I can count. 6
How many altogether? 5 3 1 4 2 10 9 7 8

35. How many milkshakes are there?
Step 5
I can count.
How many milkshakes are there?

36. How many milkshakes are there?
Step 5
I can count. 2
How many milkshakes are there? 1 3 5 4

37. How many bananas altogether?
Step 5
I can count.
How many bananas altogether?

38. How many bananas altogether?
Step 5
I can count. 3
How many bananas altogether? 2 1 5 4 6

39. Well done!

40. Counting Learn Its Its Nothing New Calculations

41. Learn Its
I know my doubles.
Step
1 & 2

42. Step
1 & 2
1 + 1 = 2
2 + 2 = 4
3 + 3 = 6
4 + 4 = 8
5 + 5 = 10
Doubles

43. Get your whiteboards ready!!

44. 4 + 4 = 8

45. 4 + 4 = 8

46. 3 + 3 = 6

47. 3 + 3 = 6

48. 1 + 1 = 2

49. 1 + 1 = 2

50. 5 + 5 = 10

51. 5 + 5 = 10

52. 2 + 2 = 4

53. 2 + 2 = 4

54. Well done!

55. Well done, you have now completed your CLIC session!

56. 1. Start at Grant Drive/Strathmore Avenue walk along Strathmore Avenue, up Kilbride Crescent. Cross on Doune road. 2. Start at the top of Cockburn Avenue……Cross the bridge to Ramoyle……...Past Braeport…….. Turn right past the Cathedral, Cross the Faery Bridge, Turn right onto Kilbryde Cresent, cross with the lollipop lady. 3.Linsday Brae on Montgomery Cres……Walk down Montgomery Cres onto High Field. Turn right onto Old Doune road, onto Wallace road…….Turn right onto Buchan Drive……Onto Kinnoul Avenue

57. 4. Culdee Grove, Clements Loan and Mackenzie Court junction
4.Culdee Grove, Clements Loan and Mackenzie Court junction.Walk along Culdee Grove, over the fence into Anchorcross,Walk along Anchorcross, left onto Wallace Rod……..Down the steps at Kinoull Ave, Arrive at DPS Kids Club entrance. 5. Meet at the top of Braemar Avenue, Cross over and walk down Wallace to the steps onto and arrive at the kids club entrance for DPS.