Teaching Strategies, Tactics, and Methods

There are more than 8,100 types of amphibians in the world. Amphibians animals can be split into three categories to help us understand them. Some examples of amphibians include:

• Frogs and Toads

Frogs and toads are some of the most common amphibians in the UK. Where you can find woodlands, ponds, and marshes, you will probably find some amphibians too!

The most giant frog in the world is the Goliath frog, found in West Africa. It can grow to 32cm in length. On the other hand, the smallest frog in the world has recently been discovered in Madagascar. It reaches 8-10mm in length – or the size of a staple!

Here is a small list of amphibians that are frogs:

• Bull Frogs
• Tree Frogs
• Red-Eyed Tree Frogs

Additionally, types of toads include:

• Fire-Belly Toads
• Spadefoot Toads
• Salamanders and Newts

Salamander is the name for amphibians with tails when fully grown. It means that a newt is a type of salamander you can find in the UK. Other kinds of salamanders are located across the northern hemisphere. It includes North America, Main America, Europe, and mainland Asia.

Some salamanders keep their gills as they grow into adults, which means they can breathe underwater all their life. Others lose their gills and expand their lungs, meaning they have to move on land from their water home. Many salamanders don’t have gills or lungs! These amphibians breathe through their skin and live on land as adults.

The amphibians animals list below shows different types of Salamander and Newts:

• Mud Newts
• Red Eft Newts
• Wood Newts
• Tiger Salamanders
• Caecilians (se-sill-yen)

Caecilians are tropical amphibians. They are limbless, meaning they do not have any arms or legs. Caecilians can look a bit like worms or snakes, but they are from a completely different animal family. Remember, worms and snakes are not amphibians!

The word caecilian comes from Latin and means “blind one.” It is because caecilians have tiny eyes or eyes covered by their skin – helping them live in their preferred underground environment.

These amphibians can grow to nearly 5ft in length!

Here is a small list of amphibians that are caecilians:

• Scolecomorphus
• Ichthyophis
• Siphonopidae
• Rhinatrema

This amphibians list and the other lists above show common amphibians people come across. There are many more types of amphibians, so keep an eye out next time you are at your local pond or wood land!

The Dichotomous Essential is a tool that scientists use to determine the classification of living things in the natural world – from trees to animals to fungi. It’s usually presented as a flowchart, giving you two options on each branch to help make the identification process more accessible. The word “Dichotomous” means “divided into two parts.

Types of Dichotomous Essential:

The Dichotomous essential is usually presented as a flowchart, although there are a few different ways that the Dichotomous essential can be given.

Nested Style

It is when the next identification question appears nested under the answer leading up to it. Each question is usually indented, with each query being further indented to help keep the chart organized and easy to read.

Linked Dichotomous Essential:

In this kind, questions are written in a listed form; each answer leads to a different question on another line.

Branching Tree

It is more commonly seen where each question is played out in a tree diagram form, with each answer leading down a different branch with another question.

How are living organisms identified?

Seven different taxonomic groups are used to identify living organisms, starting from the broadest and most general, down to the specifics that differentiate types of fruit flies.

The seven groups are:

• Kingdom
• Phylum
• Class
• Order
• Family
• Genus
• Species

Repeated addition is adding groups of numbers together multiple times. It is a type of multiplication used to teach children how to multiply.

Example

A teacher may want to help a child find the answer to ‘4×4’.

Instead of relying on times tables, they would ask the student what 4 lots of 4 are.

The child could then write the sum as a ‘4+4+4+4’.

It is a repeated addition.

We can see the same again with ‘5×2’.

Suppose we write it out instead as ‘5+5’ or ‘2+2+2+2+2. And if we add five together twice or two together five times, the answer is ten. We get the same answer for ‘5×2’.

The answers to the above are as follows.

2+2+2, or 3×2 is 6.

4+4, or 2×4 is 8.

3+3, or 2×3 is 6.

3+3+3, or 3×3 is 9.

1+1+1+1, or 4×1 is 4.

Learning repeated addition facts can be easier than learning multiplication facts. For example, children might not yet know that ‘3×3=9’, but they can work out what ‘3+3+3’ is.

Visual aids

A good way of teaching repeated addition is to help your child visualize the question.

They could use a number line to track each step of ‘4+4+4+4’.

They could also group images into sets of 4 to help them realize that ‘4×4’ = 4 lots of 4.

Breaking multiplication sums down this way makes them easier to visualize and solve. Repeated addition can also be a helpful way of doing multiplication when dealing with more significant numbers. For example, if we’re asked ‘3×25′, it may be easier to think of it as ’25+25+25’, the answer being 75. Or if the question is ‘5×30’, it can be easier to work out ‘3+3+3+3+3’ and then add on the tens.

It’s the same equation but presented in a more manageable way.

Repeated addition in word problems

Repeated addition can also be used as part of maths word problems, like in the following.

‘Anthony had five bags of sweets. Each bag of sweets has four different sweets inside. How many sweets does Anthony have in total?’

‘4+4+4+4+4’ is 20, or ‘5×4’ is 20.

Repeated addition facts

• Repeated addition is more accessible for children to develop from adding to multiplying.
• Multiplication is just a form of repeated addition.

What is a Unit Fraction?

In maths, we regularly use fractions to represent small numbers and portions of a whole using fractions. A fraction must have two elements to be complete, a numerator (the top number) and a denominator (the bottom number); both numbers must be whole numbers.

To create a unit fraction, we require a fraction where the numerator is 1 and a denominator is a whole number above 0.

We can represent a unit fraction as a written fraction and illustration. As an illustration, a unit fraction represents one shaded part of all the equal parts of the whole.

Example of what is a unit fraction:

Below, we have given a few examples of unit fractions using writing formats:

• ½
• ⅓
• ¼

We also have examples of unit fractions using illustrations:

What are Non-Unit Fractions?

A non-unit fraction is a fraction where the numerator is more excellent than 1. For example, 3/4 is a non-unit fraction because three is the numerator.

A non-unit fraction is a proper or improper fraction where the numerator is more excellent than 1, and a denominator is a whole number. These fractions cannot be unit fractions because they represent more than one fraction out of the whole.

Example of what is a non-unit fraction:

Using written notation, a non-unit fraction can include:

• 3/4
• 2/4
• 4/5
• 5/10

Have you ever thought about what different parts of a volcano look like? Below we’ve written what’s going on inside a volcano for kids like you to enjoy.

A Look Inside a Volcano for Kids

There are several parts of a volcano, each working together to produce an eruption. The central volcano parts include:

Ash Cloud – A cloud of ash formed by volcanic explosions:

When a volcano erupts, it spews ash high into the air. The ash can create dangerous ash clouds that can drift for miles. These clouds can also contain tiny particles of glass that cause severe damage to the eyes and lungs.

Ash Clouds are large clouds of gas and dust ejected from a volcano. They can travel 10,000s of Miles! The ash can be scalding and cause wildfires, even far away from the eruption site. Rainfall can wash out light volcanic ash, causing mudslides; heavier tephra deposits can cause roofs to collapse under the weight. Some volcanoes create significant weather changes when they erupt because of the ash particles in the air blocking sunlight and reflecting heat.

Crater – The mouth of a volcano, which surrounds the vent:

One of the most exciting bits, when you look inside a volcano for kids, is the crater. In a hole, the mouth of a volcano, there is an opening to the magma chamber below. The shape of this opening can vary from circular to oval or elliptical. These craters are formed by explosions caused by hot molten rock and ash escaping from the ground’s magma chambers.

The rim around a crater has two basic shapes: scalloped and crenulated. Scalloped trims have ledges that form long curves in one direction around their circumference, while crenulated rims only have little jagged projections.

Many volcanoes emit smoke (volcanic gases) and lava (molten rock). A volcanic eruption happens when pressure builds up deep underground until it forces open cracks in the ground. As a result, volcanic eruptions can release clouds of poisonous gases and molten rocks, known as lava.

Conduit – An underground passage which magma travels through:

One of the essential volcano parts is the conduit, which is an underground passage through which magma travels to the surface of a volcano. The molten rock rises in the line because it is less dense than the surrounding solid rock. When it reaches the open air, it cools and turns into lava.

The shapes of conduits are created by explosive eruptions that blast out large chunks of rock or by lava flows that force out the ground around them.

Vent – An opening in the surface of the Earth through which volcanic materials can escape:

The vent of a volcano is the opening through which lava, ash, and gas explode. Volcanoes are usually situated on land or underneath the ocean floor – not in the sky. As a result, the gases become trapped inside until they build enough pressure to blast their way out. This accumulation of pressure can happen when magma heats rocks beneath it. The stones then expand but get squashed by the weight of other layers above.

Magma chamber – A sizeable underground pool of liquid rock found beneath the surface of the Earth:

A magma chamber is a large underground pool of molten rock found beneath the earth’s surface. The molten rock in the room, known as magma, acts like a filled bath – it takes up space and puts pressure on anything around it. This pressure builds until it finally has to escape somewhere

Lava – Liquid rock that flows out from a volcano:

Lava is a liquid rock formed when gas bubbles in molten rocks called magma force out the ground around them. Magma contains a lot of dissolved gases, and the surface pressure decreases as it rises; this allows bubbles to form, and an eruption occurs.

Magma – Liquid rock inside a volcano. It can be runny or viscous (thick):

Magma is found inside a volcano and consists of molten rock. It can be fluid or viscous, depending on how much gas it contains. If the magma reaches the surface, it becomes lava and erupts from a volcano. Magma rises because of the pressure difference between the magma and rocks around it: as more bubbles form, the pressure gets even higher.

You can see how all the different parts of a volcano come together with this helpful illustration:

A fact family is a group of maths facts or equations that use the same numbers. A fact family in maths can show the relationship between the numbers involved. It’s an excellent way to see how they work together. For example, the fact family of 2, 3, and 5: 2 + 3 = 5, 3 + 2 = 5, 5 – 3 = 2, and 5 – 2 = 3.

A fact family is also known as a number family.

Fact families can be used for fundamental problems of mental arithmetic: addition, subtraction, division, and multiplication.

Fact Family Examples

Example of an Addition and Subtraction Fact Family

In a maths fact family triangle comprising 15, 7, and 8. There are 7 green lollies and 8 lollies, which are blue. Therefore, the total number of lollies is 15, as shown at the top of the triangle.

The exciting thing about fact families is that they represent the inverse relationship between operations.

For example, you can add 7 and 8, which answers 15. But you can also subtract 7 from 15, which results in 8. And you can subtract 8 from 15, which gives you an answer of 7.

Why not visualize this with the image below? You can see how eating all the green lollies would leave just the blue ones to 8.

With these fact family examples, children can see all of the numbers within the triangle. Perfect for helping your little ones remember that addition and subtraction are inverse operations.

Example of a Multiplication and Division Fact Family

Similarly, the image below shows how fact families can work out different groups of students with multiplication and division.

There are 24 students in total and six groups; this means four students per group.

Let’s say this same group of students then go to an Art class. Unfortunately, there are only four tables in the classroom; they must work in six groups.

You can again use these fact family examples to show your little ones that multiplication and division are inverse operations.

Just looking at the fact family triangle above, you can derive the following facts and write four multiplication and division sentences by using the three numbers

• 4 × 6 = 24
• 6 × 4 = 24
• 24 ÷ 4 = 6
• 24 ÷ 6 = 24

The Advantages of Teaching Fact Families in Maths Lessons:

Thanks to this fact family method using triangles and mental arithmetic, we can solve basic problems. From working out how many sweets you have in a bag to organizing groups, fact families in maths are a handy tool for everyday life.

Also, fact families can illustrate the relationship between numbers. As a result, they set a valuable foundation for more complex maths questions, such as algebraic equations.

By looking at fact family examples, children can:

• write addition and subtraction or multiplication and division sentences using the three given numbers;
• develop their problem-solving skills and analytical thinking;
• expand their knowledge further of the inverse property of operations;
• become more confident when adding, subtraction, multiplying, and dividing numbers.

When giving a visual aid to problem-solving, fact family triangles can be easier for children to understand than ordinary maths questions written.

Plus, fact families are an excellent way to encourage children to work on basic mental arithmetic, hence a crucial skill for maths learning.

Commonly involving quantities, this topic can add several interactive elements to lessons and be more engaging and memorable for children.

The bar model is a visual strategy to help solve number problems using different-sized rectangles to represent numbers.
The rectangles or ‘bars’ are proportional, so a more significant number in a problem is represented by a larger bar.

It does not provide the answer but gives the user an understanding of the calculation needed to find the answer. In this example, 55 is the answer, as 45 and 100 are already provided; we can solve this by taking 45 of 100.

Bar models are visual representations of problems or ideas that can be used for any of these operations: subtraction, addition, multiplication, and division.

In word problems, bar models benefit from helping children decide which operations they can use or how to visualize problems.

Why use bar modeling?

Sometimes calculations and word problems are complex for a child to visualize in their head. Bar models help them to see the maths more clearly.

Once your child becomes confident in using bar models, you can encourage the use of them to help their learning in many different areas of maths.

An embedded clause is used in the middle of a new clause to give the reader more knowledge about a sentence. Embedded clauses rely on the main clause and don’t make sense in isolation.

We separate embedded clauses from the main sentence with punctuation on either side of the clause. This can be commas (,), dashes (—), or brackets (()).

What are the different types of clauses?

There are four main types of clauses which are sometimes known by different names; these are:

• main/independent;
• subordinate/dependent;
• adjective/relative and noun;
• and embedded.

What’s the difference between an embedded clause and a subordinate clause?

A subordinate clause depends on the main clause and doesn’t make sense. It can also be used anywhere in a sentence. An embedded clause is a  subordinate clause used in the middle of a sentence.

What is Decoding Phonics in Reading?

Decoding phonics is learning to say (‘‘sounding out’’) an unfamiliar written word. Decoding in primary education reading refers to the pupil’s ability to apply their knowledge of letter-sound relationships, including knowledge of letter patterns, to pronounce written words correctly. Decoding by understanding these relationships makes it easier for children to recognize and figure out the meaning/pronunciation of words they may not have seen before.

Decoding phonics is an essential skill that will stay with your students for years. Adults can use decoding phonics strategies too. Whenever we encounter a word, name, or place that we are unfamiliar with, we still fall back on the same decoding skills we learned as children. After you encounter a new word enough times, your brain starts to recognize it at a glance; this is true for kids and adults.

Decoding is a crucial component of foundation/kindergarten/reception, year one and year two phonics lessons.

Decoding a word accurately relies on understanding the rules of phonics and how to break written words down into individual sound units (segmentation) and then bring those phonemes together to form the spoken word (blending).

The picture below shows how words can be segmented into individual phonemes – an essential part of the decoding process:

It takes most children around two years to master decoding. Then, as pupils grow more comfortable decoding, the process goes from being a deliberate, conscious effort to something that happens automatically, an instinct that readers utilize for the rest of their reading lives. When decoding becomes an automatic process for a child, they are considered fluent readers. To decode a word, you must know the following:

• Which sound or sounds each letter makes? For example, a ‘g’ sounds different in ‘goose’ and ‘gel.’ Children must understand how letter sounds interact with the rest of the word.
• How to take apart the sounds in a word and blend them. For example, with jam, the first sound is /j/, the next sound is /a/, and the last sound is /m/. Then, slowly blend the – ‘jjaamm.’
• How groups of letters can work together to make a single sound. For example, ‘sh’ in fish. Kids learn these kinds of patterns when they study phonics.

What is an Example of Decoding?

• s-p-r-ay
• s-t-r-i-ng
• h-ay
• p-l-ay

Decoding and the EYFS

Decoding is embedded within children’s phonics learning, as discussed above.

As children progress through the phases of phonics, their ability to decode and use this method for reading will develop, as will their growing confidence to use decoding to decipher new words.

Decoding is also an essential part of the EYFS, particularly within the Communication, Language, and Literacy area of learning. Throughout the EYFS ages/stages of development, children develop the essential foundation skills to use decoding successfully.

Children will develop decoding skills while focusing on the prime learning areas within the EYFS, particularly Communication and Language. For children to have accurate decoding skills, they must be able to listen intently to words and distinguish and sound out the various sounds.

Within the 22-36 months stage of development, children should learn to recognize and respond to familiar sounds. Being able to do this with ease supports increased listening and helps children differentiate between different noises, leading them to distinguish the different sounds in words eventually.

As children progress to the 30-50 months stage and Early Learning Goal (ELG), the learning outcomes predominantly focus on children’s abilities to listen intently and focus, essential traits needed to use decoding successfully.

Throughout the Speaking EYFS area of learning, children will grow in confidence when speaking with others and conveying their understanding verbally. Speaking confidently will help children read words and sound out different letters or sounds.

Within the Reading area of Literacy, children are encouraged to handle printed materials, listen intently to noises, and distinguish between different sounds and noises from a young age. These will be the primary skills that will form the pathway to decoding.

As children reach the 40 – 60 months stage of development, direct links between decoding and the EYFS Reading area of development become apparent. Children will be expected to gain skills such as:

• Hear and say initial sounds in words.
• Segment and blend sounds.
• Be able to link sounds and letters together.

Children will achieve the Early Learning Goal, which is focused on using decoding skills to read simple sentences and sound out words that are unfamiliar aloud.

Once children have refined these skills, they can move on to decoding with growing complexity, supporting their reading and writing skills and progression within the Letters and Sounds scheme of work.

What if a Child Struggles with Decoding?↵

Children learn to decode at different rates, depending on their natural aptitude for reading and phonics. But if a child is struggling with reading unfamiliar words, it could suggest a learning disability like dyslexia.

Problems with decoding are an essential sign of dyslexia in preschool and lower primary school children. If a child is having more difficulty with any of the steps, such as:

• Finding it harder to break words down into individual sounds.
• Struggling to take the unique sounds and bring them together.
• Frequently reading similar-looking letters or groups of letters incorrectly.

A teacher may suggest that the child be tested for dyslexia.

Teachers and parents often provide altered lesson plans and resources to help dyslexic children with decoding. But, as it happens, the same basic decoding process most children master in Phases 2-5 of phonics is often utilized by older dyslexic children and adults when reading.

The following image depicts a Phase 2 Phonics sound mat specifically designed for pupils with dyslexia. Notice how the letters are thicker/heavier-looking towards the bottom? This style of lettering is more accessible for pupils with dyslexia, to read.

What Are the Steps for Decoding?

The steps for decoding an unfamiliar written word are as follows:

1. 1. 1. Segment the word into individual letters/groups of letters. Say each sound separately if need be.
      2. Use phonics knowledge to work out how each of the letters/groups of letters sounds.
      3. Blend the sounds to form the word.

Examples of Decoding in Reading

Example 1: Cat

• This word can be separated into three letters/letter groups: c-a-t
• The sounds associated with each letter are: ‘c,’ as in ‘cap,’ ‘a’ as in ‘apple,’ and ‘t’ as in ‘tea.’
• When we blend those sounds, we get “cat.”

Example 2: Automatic

• This word can be separated into eight letters/letter groups: au-t-o-m-a-t-i-c
• The sounds associated with each letter are:
• ‘au’ as in ‘awful.’
• ‘t’ as in ‘tea.’
• ‘o’ as in ‘own.’
• ‘m’ as in ‘mat.’
• ‘a’ as in ‘apple.’
• ‘t’ as in ‘tea.’
• ‘i’ as in ‘in’
• ‘c’ as in ‘cap.’
• When we blend those sounds, we get “automatic.”

What is an Initial Assessment in education?

An Initial assessment is a brief assessment (usually lasting around 30 minutes) carried out at the beginning of a learning program. They’re used to give educators an idea of the level students are working at before the start of the program. This can help inform decisions about the program’s starting point and support the plan with planning.

A good Initial Assessment can help you ensure that your students get as much out of the learning program as possible. They can also help save time for educators by assisting with planning and organization.

Initial Assessments are called “On-Entry Observation Assessments,” especially learning programs aimed at EYSF learners and other programs designed for younger children.

What are the aims of an Initial Assessment in education?

An Initial Assessment aims to understand a learner’s confidence level and ability before beginning the course. Typically, Initial Assessments in education focus on core functional skills, such as literacy, numeracy, and ICT; however, they can be used effectively in any subject.

Initial Assessments and the learning cycle:

Initial Assessments can be considered the first step in a learning cycle centered around the learner. The cycle beings with identifying the needs of the learner. A learning plan is created to meet those needs, and teaching follows the program. Finally, the progress made by the learner is evaluated as the learning takes place so that the plan can be adjusted accordingly.

Check out this handy diagram to see how this student-focused learning cycle works:

Tips for carrying out a practical Initial Assessment:

Now that you know the answer to “what is an Initial Assessment?” you might wonder what makes a good one. Well, here are some handy hints and tips to help make sure both you and your students get the most out of the process:

• Try to ensure that in your Initial Assessment, there’s a good mix of practical task-based assessment and traditional test-based assessment. This will help you understand how well your students can adapt their skills to different challenges. It can also help you identify individual children’s learning styles.
• Ideally, the content of an Initial Assessment will be in a format and context the learner is familiar with. This will help children perform well in the assessment, ensuring that the evaluation indicates the student’s ability level.
• Try to frame the Initial Assessment as a positive experience. Terms like “assessment” and “test” can make some children nervous, stopping them from performing to their true potential. Ideally, the Initial Assessment should feel like a collaborative project that is being done with the learner, not to them, so feel free to have some fun with it.