Sequincing.

Ok, so obviously this session was about sequencing, rather than sequins, but sequins are far more colourful!

Because of the spiral curriculum, it is really important to consider what prior knowledge they have and when the topic was last visited. Especially mindful of what children might have missed during the pandemic.

Abstract concepts are taught towards the end of KS2 - i.e. stuff that they can't see. KS1 is more about the things they can touch and see. They are making sense of the world around them.

Another important part is assessment. In science things are either right or wrong and so it's important that the success criteria needs to be very specific - what does the teacher need to be able to SEE. Then it is easier to assess whether the child has met the criteria or not.

As prior knowledge is so central to teaching, we were given a handy hint to do a lesson around what the children already know before a half term or holiday break, rather than wait until after the break to start the unit. This means that you have that breathing space to revisit the planning and change things based on what the class already know. Good tip!