By Fred Sedgwick

100 sensible and encouraging rules for constructing creativity and literacy from origin degree via to Key degree 2. >

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It is worth printing a dozen copies for the classroom, and some for other people – the headteacher, for example. The book will have been (a word worth introducing early to children) published. IDEA 7 RHYME Re-read Tiger in the Snow! I read this book again, purely as a story first: it will bear a hundred re-tellings, as all good picture books do. But then I open out the pull-out page. I point to a group of words at the top of the page: ‘bumping’, ‘humpy’, ‘jumping’, ‘lumpy’; then a group at the bottom: ‘bouncing’, ‘prancing’, ‘dancing’, ‘rocking’, ‘rolling’, ‘twisting’, and ‘turning’.

39 IDEA BRING BACK THE ICE BALLOONS 32 40 This is a winter lesson, and a lesson for a time when it is so cold that there has been freezing overnight. It is also a lesson (as are several in this book) that point up the continuity between stages: it is necessary to keep in touch with what other teachers have done with the children you teach now. I pick up the lesson I taught with a colleague in the Foundation Stage about the ice balloons. I read to the children the words that they said, and which I or a colleague had written down.

So children cooking are learning both science and literacy. I asked my Year 6 correspondent about cookery lessons that she remembered, and she wrote to me about a lesson she remembered from Key Stage 1: 41 IDEA FADS 34 42 There exists a writing scheme that tells teachers to insist that children must change colour pens while writing. They must write with a blue pen. Whenever they need a full stop, they must put that blue pen down, and pick up a red one, and use that for the full stop. Whenever they need a capital letter (immediately after a full stop, of course), they must put down their red pen, and pick up use a green pen for the capital (that they will have started with, of course).

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