Yes - the first week comes to us all.

But if you’re new and this is your first first week… let me offer you some advice for how to get off to a solid start...

As Michael Jackson said: I said you wanna be startin' somethin'
You got to be startin' somethin'
I said you wanna be startin' somethin'
You got to be startin' somethin'

It's too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
You're stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)

That's the catchphrase of the moment... Knowledge Knowledge Knowledge.

How can we help and support children to know more and remember more?

Let me share a few tips from my classroom to yours.

Sometimes you just want the children to do a little bit more... say more... speak clearly... add detail...

Well, what if we insisted that the children ALWAYS give the Full Monty?

What if we insisted that they answer in full sentences?

What if it was a core expectation that one/two word responses were not enough?

Wouldn't that have an impact on oracy, knowledge, retrieval/recall, explanation, communication, understanding, comprehension, vocabulary and so much more?

And that would be a really positive outcome wouldn't it?

This episode looks at what the impact of adding this to your practice could achieve in the classroom.

Getting to understand the outcomes of any assessment data that you have created is really important - so here are a few quick tips to support that process.

Yeah, if you don't know what you have, how can you know what it tells you?

Having a clear understanding of what assessment if for and what you can get out of it is essential - otherwise you really did waste everyone's time - including the children!

[A little late due to technical issues]

As we try to cater for all the key groups and the ever increasing range and needs of the children in our classes - how to we really support those children who just need a little bit extra? Noel Gallagher said...

You gotta roll with it,
You gotta take your time,
You gotta say what you say
Don't let anybody get in your way,
'Cause it's all too much for me to take

Don't ever stand aside
Don't ever be denied
You wanna be who you'd be
If you're coming with me

As we try to cater for all the key groups and the ever increasing range and needs of the children in our classes - how to we really give our more able learners that chance to sing it loud and proud? Noel Gallagher said: Take the time to make some sense
Of what you want to say
And cast your words away upon the waves
Sail them home with Acquiesce
On a ship of hope today
And as they land upon the shore
Tell them not to fear no more
Say it loud and sing it proud today
And then
Dance if you wanna dance
Please brother take a chance

Teaching SRE to any age group can be a sensitive and challenging task, but it's also a crucial piece of an all round education.

We need to create a safe space for dscussion and accurate information - so how might you go about doing that?

Because whether it is naming body parts in YR to Puberty and Conception in Y6... it can be as awkward and uncomfortable for them as it can be for us. As Salt-N-Pepa put it so eloquently... "Let's talk about sex for now
To the people at home or in the crowd
It keeps coming up anyhow
Don't be coy, avoid, or make void the topic
Cuz that ain't gonna stop it
Now we talk about sex on the radio and video shows
Many will know anything goes"

It's job application time ... So, how exactly do you go about securing that first teaching post? What should be doing to write that OUTSTANDING application?

In "The Boys From the Black Stuff", Yosser Hughes badgers anyone with his now immortal line: "Gizza job...". I honestly wouldn't recommend walking into a school and saying that... and especially not then headbutting the School Business Manager if they say no!