Light travels faster than sound

This is a great thing. It’s a monster (70cm diameter!) balloon ball, beautifully fabric covered.

I’ve been using it with one of my classes - a P1-3 - during PE to help improve co-ordination and confidence; it stays in the air for ages and takes (virtually) no effort to get it airborne or move it about.

In my planning for the term, I imagined it would be useful in helping me allow the kids to experience the following outcomes (see what I did there?)

I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space.

HWB 0-21a

I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow.

HWB 1-21a

I am developing skills and techniques and improving my level of performance and fitness.

HWB 1-22a

I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules.

HWB 0-23a

…and whilst it’s undoubtedly true that playing a variety of games with the “Big Ball” did just that, the best outcome (for me, and hopefully for the children) was an unplanned one which accompanied our “keepie-uppie” game. Using only their hands, the children - arranged in a circle - simply had to keep the ball in the air for as many touches as possible. From little acorns - 3, 6, 10 touches - by the end of the second week the group had managed to beat the big ones’ total (34) and were motivated enough to keep going until they had managed 50!

I’m all too aware of the current debates and discussions around competition but the simple fact is that it was incredibly motivating for these children to try to beat first of all their own “best score” and then to try to beat the “school record”*

I couldn’t find an outcome relating to motivation but it’s certainly implied within the Four Capacities of the Curriculum for Excellence; however I think I could once agin get out the metaphorical highlighter for these outcomes:

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

HWB 1-11a

*awaiting independent verification ;-)

One of those lightbulb moments there…just in the middle of marking a stack of kids writing from the p4-7 class using a wee stuck-in set of Es and Os. So much easier to “mark” the work this way - I can make useful (I hope) comments based on what they’re actually supposed to be doing. I’ve done this before of course but it all just hit me a wee minute ago how a certain level of preparation and organisation can make everything that much simpler.

Look what I can do…

Right. Coming back to this one now. This was a list (as you can see) of “I cans…” suggested by the children (p4-7 class) last week after a lesson where they were designing and making lettering to print with to make some WWII Propaganda posters a la Kitchener…

The class were allowed to use wood and associated tools and/or polystyrene blocks to create lettering. This will then be used to make posters with designs and slogans of their choosing. Weirdly the idea of not needing to make all of the letters was a source of some confusion; e.g. Your Country Needs You only requires one “e” to be manufactured…

The “planned” e’s and o’s weren’t - I need hardly add - quite so comprehensive…

I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts.

TCH 1-12a

During practical activities and design challenges, I can estimate and measure using appropriate instruments and units.
More info on
TCH 2-13a

I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
EXA 2-02a

I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader.

LIT 2-24a

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways.

LIT 1-28a/LIT 1-29a