V e ws & Op inio n


Collaboration or competition? Comment by ALICIA BLANCO-BAYO, Early Years teacher at Kirkham Grammar School


Collaboration or com petition ? Comment by ALICIA BLANCO-BAY


We live in a world where it is becoming acceptable to feel we need to be graded against criteria which are going to make us shine within a set scale. If we do well according to a particular scale, we will be praised for not simply being good at something but being better than others at that something. It is this “better than others” concept that I struggle to accept, especially amongst young children. Taking this perspective as a starting point, and since I believe it to be paramount to develop a sense of acceptance and tolerance from an early age, the idea of measuring children under the same criteria does not fit into my approach to teaching and learning. Rather, it is the socio-emotional need of belonging to a group that I choose to explore as I interact with children while focusing on the value of relationships.


We live in a world where it is becoming


acceptable to feel we need to be graded against criteria which are going to make us shine within a set scale. If we do well according to a


particular scale, we will be praised for not simply being good at something but being better than others at that something. It is this “better than others” concept that I struggle to accept, especially amongst young children.


Taking this perspective as a starting point, and since I believe it to be paramount to develop a sense of acceptance and tolerance from an early age, the idea of measuring


children under the same criteria does not fit into my approach to teaching and learning. Rather, it is the socio-emotional need of belonging to a group that I ch oose to explore as I interact with children while focusing on the value of relationships.


Breaking down one of the Early Learning Goals under the Making Relationships section part of the Personal, Social and Emotional Development area of learning of the Early Years Foundation Stage Framework, I have highlighted a number of keywords.


Breaking down one of the Early Learning Goals under theMaking Relationships section part of the Personal, Social and Emotional Development area of learning of the Early Years Foundation Stage Framework, I have highlighted a number of keywords.


ELG: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. (EYFS Framework, 2014.) Being co-operative is about learning to work together. If team work is what we are working towards, we must observe children supporting each other through their experiences. Taking account of one another’s ideas can be modelled as we show children to respect and accept how a game can be played in different ways, and that there might not be a right or wrong way. Can a car be used for a painting activity, or should we only use it during imaginative play?


Taking account of one another’s ideas can be modelled as we show children to respect and accept how a game can be played in different ways, and that there might not be a right or wrong way. Can a car be used for a painting activity, or should we only use it during imaginative play?


Showing sensitivity to others’ needs and feelings is about learning to respect how children respond to similar situations in a variety of ways, depending on their individual personalities. I often show children how it is good to give up things we like if it means that a friend who is sad might feel a little better thanks to our action. This is not always something


n a variety ow


Showing sensitivity to others’ needs and feelings is about learning to respect h children respond to similar situations i of ways, depending on their individual personalities. I often show children how it is good to give up things we like if it means that a friend who is sad might feel a little better thanks to our action. This is not always som ething


ELG: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. (EYFS Framework, 2014.) Being co-operative is about learning to work together. If team work is what we are working towards, we must observe children supporting each other through their experiences.


AYO, Early Years teacher at KirkhamGrammar School


children find easy, because in their mind it translates to losing out so the other person can win.


children find easy, because in their mind it translates to losing out so the other person can win.


Why is winning so important? When you win, it is because you are being measured against others. Is the need to become a winner something a young child should learn early in life? Choosing to group children in categories because they are winners (according to criteria that were originally written to allow children to flourish at their own pace) is simply not what experts like Sir Ken Robinson and Pasi Sahlberg define as educating towards becoming unique and passionate individuals.


binson and Pasi Sahlberg ace) is simply not what


define as educating towards becoming unique and passionate individuals.


Gaining the ability to share with others what each child is good at, so that there is a two way gain of knowledge, is so much more valuable. Celebrating everyone’s sparkle is a healthier approach to spreading respect for each other as youngsters today and adults tomorrow. If we educate children to explore the world sharing their individual skills with others, they will be learning from each other and that sense of acceptance and belonging will happen naturally.


Gaining the ability to share with others what each child is good at, so that there is a two way gain of knowledge, is so much more valuable. Celebrating everyone’s sparkle is a healthier approach to spreading respect for each other as youngsters today and adults tomorrow. If we educate children to explore the world sharing their individual skills with others, they will be learning from each other and that sense of acceptance and belonging will happe n naturally .


Why is winning so important?When you win, it is because you are being measured against others. Is the need to become a winner something a young child should learn early in life? Choosing to group children in categories because they are winners (according to criteria that were originally written to allow children to flourish at their own p experts like Sir Ken Ro


Views & Opinioni


Leaders’ Corner: Teaching Comment by TRA


Te RACY GOODWAY AY, head of school effectiveness at EES for Schools


By reviewing the international research into school improvement, we identified 25 characteristics, within six key dimensions, that form the foundations of effective schools. This reinforced the central role of effective teaching in securing the best outcomes for pupils.


Teaching is undoubtedly one of the most important factors in a pupil’s education, with statistics suggesting that teachers can positively influence around 30 per cent of the variance in attainment.


The most influential teachers have a passion for learning and pass on their enthusiasm to pupils. These teachers regularly engage with research to find inspiration for the continual development of rich and engaging pedagogy, resulting in an innovative variety of activities and learning tasks that motivate and engage all pupils.


An effective school is full of classrooms with high-quality teaching, positive behaviour, and maximum engagement in learning. A positive learning ethos is maintained and teachers model and promote positive learning behaviours across the curriculum. Addressing the individual needs of each learner is i mperative. Effective schools utilise bo th internal and external expertise, as well as adopting appropriate diagn identify the learning needs and progress of each pupil, e


throughout the teaching and learning sequence. This develops in pupils’ ownership of their learning, and enables them to develop as self-regulating lifelong learners, as well as increasing their motivation to learn. Effective teachers work collaboratively with learners to review progress, monitor achievements and set learning targets, whether these be immediate next steps or longer term goals. Conversations about assessment and feedback should be based around data, including previous exam results, current progress, and potential capability. In order for this to happen, teachers need to be data In order


to build and maintain an accurate pi literate.


and progress teachers must be ‘data literate’. T


he DfE states that teachers cture of pupil achievement


nabling resources to ostic assessments to


be deployed effectively, and interventions to occur when necessary. Formative assessment is key – maintaining an accurate and up-to-date picture of how pupils are progressing ensures teachers are able to identify and address any gaps or barriers to learning as soon as they arise. Feedback to pupils – from teachers and their peers – is frequent and integrated


Jun e 2016 2016


must use ‘relevant data to monitor progress, set targets and plan subsequent lessons’. It is the responsibility of the school to have data management systems in place that collate, analyse and share this information. Teachers must be given the training and support necessary for them to effectively use this data to track progress made by various groups, alongside the day to day information from formative assessment in th e classroom so that they can adapt their teaching to ensure they address the needs of all pupils.


Every school requires high-quality, trained and passionate teachers. It is essential that schools and teachers invest in hig development and have robust and developmen


www www.education-toda y.co.uk.co.uk


tal monitoring processes. An h quality professional


effective school recognises the importance of their teachers and gives them the support, training and resources needed to be outstanding educators.


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