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1.10 Edenside Primary School, Borders

The Learning Zone
denside Primary School

In all there were four separate Learning Zones:

a) Narrative reading (Sept. -Oct.)
b) Problem solving and mental maths (Nov. -Dec.)
c) Informative reading (Feb. -Mar.)
d) Technology (May -Jun.)

Prior to the two reading zones staff researched current methods suggested for teaching reading as set out in the 'First Steps' series, developed by the Education Department of Western Australia. Time was taken to teach various reading strategies and appropriate activities were set a) before reading b) during reading and c) after reading. Particular attention was paid to vocabulary extension because members of staff have identified a general weakness in this area. Because the children were grouped according to their ability (with two groups also being mixed P4/5 groups) staff were able to focus on the particular needs of the pupils in a concentrated way. With two sessions being spent on comprehensionwork the remaining weekly time allocation for language was divided between writing, talking and listening skills.

The system devised for the problem solving / mental maths zone was the most complex. The children were again divided into ability groups (10 groups, 2 of which were L.S. groups). A rota was drawn up to ensure each group received 5 problem solving lessons, 3 maths games lessons and 2 maths listening skills lessons. Parents as well as support staff were used to deliver the games and listening sessions. The problem solving sessions involved small numbers of pupils and the children were taught specific strategies in a practical manner. Emphasis was placed upon recording how each problem was solved in a clear and simple way.

The technology zone entailed the P4/5 pupils being taught in both mixed age and mixed ability groups. They were organised into their four 'Houses' (Floors, Hendersyde, Roxburgh and Springwood). With only one session (90 mins.) per week the 'Houses' visited each class teacher in rotation. This meant each teacher delivered one technology session four times. The - activities were: a) design a paper bag b) design a game in a box c) 3D art and d) bridge building. After introducing the activities the teachers clearly set the requirements of the tasks. The children then worked in small groups or pairs to complete the tasks with the teacher offering assistance when required-