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introTextThoughts about moving up to Form 4
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imageAltPre Prep
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P3 is an interesting year group to take on. The last year group in the Pre Prep, it is around this time of year that we start looking at moving up to the Upper School and all the things that come with that. Below are some thoughts from P3Y about this year and what they are looking forward to in the Upper School.

What has been your favourite lesson/subject of P3?

Art is my favourite subject because we have been making roman helmets – George

I like P.E. because we have been learning about tennis – Monty

Maths is good because its is quite challenging and challenges are good for me. – Wolfie

I like maths because I like adding and multiplication. I like using hundreds, tens and units to help me out – Iain

I like maths because we have been learning how to use money with coins. – Abbie Rose

I like writing because we wrote stories about the Bear and the Hare and we wrote about our visit to the Roman museum. – Emilia

I like topic because we have been learning about the Romans. My favourite bit was when we had a visit from the Roman soldier. – Matthjis

I like art because sometimes it’s a surprise and its really fun. – Beatrice

I liked writing about the Farm visit on the iPads – Archie

I like P.E. because we get to go on the soft mats and do gymnastics – Sasha

I liked it when the Roman soldier came and we got to try out his armour. – Alexander

I liked it when we drew the outlines of each other to create our own full sized Roman Soldier. – Malysa

My favourite bit of topic was designing our Roman shields. – Gabriella

I like topic because we got to make Roman soldiers – Dexter

I like music because we are starting to learn how to play the recorder – Maxi

I like topic because we got a visit from a Roman soldier. He taught us how to march!

rightColBody

What are you looking forward to in Form 4?

I’m looking forward to doing the 500 word story writing competition. – Alexander

I’m looking forward to doing more joined up handwriting. – Abbie Rose

I’m excited to try the new uniform. – Malysa

I’m looking forward to doing more sports and learning about decimals. – Wilfred

I’m looking forward to walking to classes by myself. – Everyone

I’m looking forward to having more French. – Gabriella

I’m looking forward to meeting new friends. – Everyone

Is there anything you are going to miss about the Pre Prep?

I’ll miss filling out my merit card. – Maxi

I will miss all the nice teachers – Everyone

I’ll miss Miss Younger. – Everyone

I will miss having special table at Friday lunch times. – Everyone

I will miss Scottish Country Dancing with Mrs Brockbank. – Gabriella

I will miss story time at the end of the day. – Abbie Rose

So there you have it! There is some definite excitement about what next year will bring but P3 should know that they are always welcome to come down to the Pre-Prep to see their old teachers when they are in Form 4. It is only a short walk away!

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perch_introTextThoughts about moving up to Form 4
perch_image/cms/resources/46f8fcb7-152c-484d-9e8f-2b9535d77151.jpeg
perch_imageAltPre Prep
perch_leftColBody

P3 is an interesting year group to take on. The last year group in the Pre Prep, it is around this time of year that we start looking at moving up to the Upper School and all the things that come with that. Below are some thoughts from P3Y about this year and what they are looking forward to in the Upper School.

What has been your favourite lesson/subject of P3?

Art is my favourite subject because we have been making roman helmets – George

I like P.E. because we have been learning about tennis – Monty

Maths is good because its is quite challenging and challenges are good for me. – Wolfie

I like maths because I like adding and multiplication. I like using hundreds, tens and units to help me out – Iain

I like maths because we have been learning how to use money with coins. – Abbie Rose

I like writing because we wrote stories about the Bear and the Hare and we wrote about our visit to the Roman museum. – Emilia

I like topic because we have been learning about the Romans. My favourite bit was when we had a visit from the Roman soldier. – Matthjis

I like art because sometimes it’s a surprise and its really fun. – Beatrice

I liked writing about the Farm visit on the iPads – Archie

I like P.E. because we get to go on the soft mats and do gymnastics – Sasha

I liked it when the Roman soldier came and we got to try out his armour. – Alexander

I liked it when we drew the outlines of each other to create our own full sized Roman Soldier. – Malysa

My favourite bit of topic was designing our Roman shields. – Gabriella

I like topic because we got to make Roman soldiers – Dexter

I like music because we are starting to learn how to play the recorder – Maxi

I like topic because we got a visit from a Roman soldier. He taught us how to march!

perch_rightColBody

What are you looking forward to in Form 4?

I’m looking forward to doing the 500 word story writing competition. – Alexander

I’m looking forward to doing more joined up handwriting. – Abbie Rose

I’m excited to try the new uniform. – Malysa

I’m looking forward to doing more sports and learning about decimals. – Wilfred

I’m looking forward to walking to classes by myself. – Everyone

I’m looking forward to having more French. – Gabriella

I’m looking forward to meeting new friends. – Everyone

Is there anything you are going to miss about the Pre Prep?

I’ll miss filling out my merit card. – Maxi

I will miss all the nice teachers – Everyone

I’ll miss Miss Younger. – Everyone

I will miss having special table at Friday lunch times. – Everyone

I will miss Scottish Country Dancing with Mrs Brockbank. – Gabriella

I will miss story time at the end of the day. – Abbie Rose

So there you have it! There is some definite excitement about what next year will bring but P3 should know that they are always welcome to come down to the Pre-Prep to see their old teachers when they are in Form 4. It is only a short walk away!

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Pre Prep

A Q and A with P3Y

Thoughts about moving up to Form 4

Read More


Posted on

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perch_page_path/teaching-and-learning/news/archive.php
introTextChildren are used to these terms at Cargilfield
image/cms/resources/mathswrittensums.jpg
imageAltMaths
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Cargilfield Mathematics ‘Patter’

There can be many different names for the same operation or calculation in Mathematics, and this can lead to confusion or even anxiety. The quick guide below details some of the more common methods used in Mathematics lessons in the Upper School, and the names by which they are known.

1. ‘Hats’ (^) and ‘Hops’

    • The hats method is used to multiply decimals.
    • - A hat sign ^ is placed above each digit after the decimal point (and the number of hats noted in brackets).
    • - The decimal points are removed and the numbers are multiplied.
    • - The answer is written down and correct number of hats placed back on top of the digits, working from the right.
    • - The final answer is written without hats.

    Untitled1

    • The hops method is used to divide by decimals.

    Example: 3.13 ÷ 0.02

      

    The decimal point hops two to the right in both numbers, giving 313 ÷ 2.

                              

    rightColBody
    1. 2. ‘Bus stop’ division

    The bus stop method is a simple way to divide; the name refers to the lines drawn in front of and on top of the number to be divided, which form the shape of a bus stop.

    Untitled1

    1. 3. ‘Piggy-back’ division

    To divide by larger numbers, the children are encouraged to use factor pairs.

    Example: 10134 ÷ 18

    The number 10134 would be divided by a pair of factors (3 and 6) which, multiplied, give the product 18 (2 and 9 could also be used).

    Untitled

    1. 4. Napier Bones

    A grid method (named after the 16th century Edinburgh mathematician John Napier) is used for long multiplication.

    Complete the multiplication grid square, then add the columns diagonally, beginning at the bottom right, to get the final answer.

    Untitled

    FMac

    28.2.19

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    perch_introTextChildren are used to these terms at Cargilfield
    perch_image/cms/resources/mathswrittensums.jpg
    perch_imageAltMaths
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    Cargilfield Mathematics ‘Patter’

    There can be many different names for the same operation or calculation in Mathematics, and this can lead to confusion or even anxiety. The quick guide below details some of the more common methods used in Mathematics lessons in the Upper School, and the names by which they are known.

    1. ‘Hats’ (^) and ‘Hops’

      • The hats method is used to multiply decimals.
      • - A hat sign ^ is placed above each digit after the decimal point (and the number of hats noted in brackets).
      • - The decimal points are removed and the numbers are multiplied.
      • - The answer is written down and correct number of hats placed back on top of the digits, working from the right.
      • - The final answer is written without hats.

      Untitled1

      • The hops method is used to divide by decimals.

      Example: 3.13 ÷ 0.02

        

      The decimal point hops two to the right in both numbers, giving 313 ÷ 2.

                                

      perch_rightColBody
      1. 2. ‘Bus stop’ division

      The bus stop method is a simple way to divide; the name refers to the lines drawn in front of and on top of the number to be divided, which form the shape of a bus stop.

      Untitled1

      1. 3. ‘Piggy-back’ division

      To divide by larger numbers, the children are encouraged to use factor pairs.

      Example: 10134 ÷ 18

      The number 10134 would be divided by a pair of factors (3 and 6) which, multiplied, give the product 18 (2 and 9 could also be used).

      Untitled

      1. 4. Napier Bones

      A grid method (named after the 16th century Edinburgh mathematician John Napier) is used for long multiplication.

      Complete the multiplication grid square, then add the columns diagonally, beginning at the bottom right, to get the final answer.

      Untitled

      FMac

      28.2.19

      perch_signoff
      perch_og_titleThe Language of Maths!
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      Maths

      The Language of Maths!

      Children are used to these terms at Cargilfield

      Read More


      Posted on

      IDValue
      perch_page_path/teaching-and-learning/news/archive.php
      introTextTolerance and understanding needed
      image/cms/resources/7cbc9d2c-cf5d-40f6-a4e2-2291f81edaab.jpeg
      imageAltReligion
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      I always brace myself for the response to when I ask the question, “what do you know about Islam?” for I never quite know what I might get.  As predicted, the word ISIS is mentioned and I know at that point, that whatever I planned that lesson, will go right out the window.  For this is what I love about teaching Religious Studies.  Not only is it a chance to impart knowledge of the world’s major religions (brag over), but more importantly it is an opportunity to right the misconceptions that are forever being raised by platformssuch as social media and the press, in order to create a “good story”.  

      In a world that is ever changing, one can’t open a newspaper without some reference to religion and as such, tolerance has never been more important.  And whilst history is full of blood and violence where religion is concerned, whether it is the Babylonian wars in Old Testament times (studied in Forms 5 and 6), the Crusades, the martyrdom of Sikhism, the conflict during India’s independence and the Holocaust, each religion has its part to play in the history of religious conflict.  After all, as the saying goes, one man’s terrorist, is another man’s freedom fighter.  There is no doubt that interpretation has a lot to answer to, as does the culture versus religion debate; these latter two are not synonymous and will forever be an ongoing battle to separate.

      And that is why the teaching of religion is now, more than ever, such a vital part of the overall education of the young generation coming though.  Whatever the reasoning behind these events, our children need to understand that at the heart of all faith are the core values – treating others well and living a life in the way that fulfils this.  The very slim minority that don’t do this should not taint the vast majority of those that do, and this is what I hope the children of Cargilfield understand.

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      I always brace myself for the response to when I ask the question, “what do you know about Islam?” for I never quite know what I might get.  As predicted, the word ISIS is mentioned and I know at that point, that whatever I planned that lesson, will go right out the window.  For this is what I love about teaching Religious Studies.  Not only is it a chance to impart knowledge of the world’s major religions (brag over), but more importantly it is an opportunity to right the misconceptions that are forever being raised by platformssuch as social media and the press, in order to create a “good story”.  

      In a world that is ever changing, one can’t open a newspaper without some reference to religion and as such, tolerance has never been more important.  And whilst history is full of blood and violence where religion is concerned, whether it is the Babylonian wars in Old Testament times (studied in Forms 5 and 6), the Crusades, the martyrdom of Sikhism, the conflict during India’s independence and the Holocaust, each religion has its part to play in the history of religious conflict.  After all, as the saying goes, one man’s terrorist, is another man’s freedom fighter.  There is no doubt that interpretation has a lot to answer to, as does the culture versus religion debate; these latter two are not synonymous and will forever be an ongoing battle to separate.

      And that is why the teaching of religion is now, more than ever, such a vital part of the overall education of the young generation coming though.  Whatever the reasoning behind these events, our children need to understand that at the heart of all faith are the core values – treating others well and living a life in the way that fulfils this.  The very slim minority that don’t do this should not taint the vast majority of those that do, and this is what I hope the children of Cargilfield understand.

      perch_rightColBody
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      perch_og_titleImportance of teaching religion
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      Religion

      Importance of teaching religion

      Tolerance and understanding needed

      Read More


      Posted on

      IDValue
      perch_page_path/teaching-and-learning/news/archive.php
      introTextLearning skills for life!
      image/cms/resources/dsc00783.jpg
      imageAltScience
      leftColBody

      Science is a wonderful subject – a subject of exploration and questions. Investigations are utilised to provide proof for theories and in the process life skills are learned. This term children have already developed skills in: observing, predicting, interpreting, making hypotheses, classifying, communicating, recording, fair testing and drawing conclusions from the evidence provided.

      During the experimental process pupils are all encouraged to respect evidence, tolerate uncertainty, reflect critically, perseverance, be creative, be open minded and work co-operatively.

      The children enjoy the opportunity to partake in practical experimentation, and where possible there is a practical element to every lesson. The art of recording an experiment in the form of a ‘write up’ brings the children into a world-wide accepted form of scientific language and ‘lay out’. They are learning to be a part of an academically driven, developmental, thoughtfully rigorous world community – and all this is in preparation for their Common Entrance Exams and Public School Scholarship.

      It is interesting, watching the news and listening to the radio, and then reflecting upon how many of our politicians in these uncertain times are utilising the skills listed above – skills that many of them will have honed in their own science lessons while at school.


      DD

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      perch_introTextLearning skills for life!
      perch_image/cms/resources/dsc00783.jpg
      perch_imageAltScience
      perch_leftColBody

      Science is a wonderful subject – a subject of exploration and questions. Investigations are utilised to provide proof for theories and in the process life skills are learned. This term children have already developed skills in: observing, predicting, interpreting, making hypotheses, classifying, communicating, recording, fair testing and drawing conclusions from the evidence provided.

      During the experimental process pupils are all encouraged to respect evidence, tolerate uncertainty, reflect critically, perseverance, be creative, be open minded and work co-operatively.

      The children enjoy the opportunity to partake in practical experimentation, and where possible there is a practical element to every lesson. The art of recording an experiment in the form of a ‘write up’ brings the children into a world-wide accepted form of scientific language and ‘lay out’. They are learning to be a part of an academically driven, developmental, thoughtfully rigorous world community – and all this is in preparation for their Common Entrance Exams and Public School Scholarship.

      It is interesting, watching the news and listening to the radio, and then reflecting upon how many of our politicians in these uncertain times are utilising the skills listed above – skills that many of them will have honed in their own science lessons while at school.


      DD

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      Science

      Science is all around us

      Learning skills for life!

      Read More


      Posted on

      IDValue
      perch_page_path/teaching-and-learning/news/archive.php
      introTextMusic is fun and very much alive at Cargilfield
      image/cms/resources/20190110142751.jpg
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      Singing Games as part of the Music Curriculum

      Over the last year, one of the things that I have been introducing to children of all ages at Cargilfield are singing games from a series of books published by Linda Geoghegan, who I was fortunate to have a training session with last January.

      As you can imagine, practical musical training sessions can be a little nerve-wracking at times for teachers as we don’t want to look stupid! Picture the scene: the Heads of Music from pretty much all the independent schools in Edinburgh, some of us left handed, some right handed and many of us with an inferiority complex where coordination is concerned, standing in small circles with chopsticks trying to sing and pass them around in a complicated pattern that fits with the words – mayhem, lots of dropped sticks and lots of laughter! Linda really challenged us all with the tasks she gave us, but also showed us what a lot of fun it could be and how it would develop some really complex, ‘deep’ musical skills, skills which are transferable and are, in general, the ones that people are talking about when they refer to the ability of music to make the brain work better (Anita Collins ‘How playing an instrument benefits your brain’ and TED Talk is worth a watch - if you haven’t heard about this click here.)

      The importance of these skills was also stressed in our INSET training on Monday: musical pattern games help to calm anxious brains and can be used to literally mend traumatised brains, making them ready to cope with learning.

      So, today being Wednesday at the start of term, I’ve been starting off a cycle of these games with P1, P2 and F5 and it is lovely to see the children’s engagement and enjoyment, but also a measurable improvement in their coordination, focus, cooperation and particularly their sense of rhythm and musical pulse, something that can be really tricky even for our most able musicians.

      P1, right at the start of the journey, were exploring the strong beat in 2/4 and 3/4 time. The game ‘Apple Tree’ was a real hit, and, whilst enjoying the game of seeing who would be left standing when everyone else was knocked out, they happily clapped away in 2/4 until it was second nature. Moving on to 3/4 with ‘Bells in the Steeple’ is a big challenge: we only have two hands, and a pattern of ‘clap - one hand tap - other hand tap’ is tricky at first, but we quickly moved on to working in a circle to pass claves around (tap – pass one – pass the other); ok, we weren’t all successful, but it was a lot of fun and we’ll be a lot better next week!

      P2 had some games they remembered from last year. ‘Epoi-tai-tai-ay’ is a favourite. It’s a ‘nonsense’ song with different clapping patterns to do with a partner to match the different words. Working with a partner (and then swapping round) is a major part of many of these games, and creates that really great atmosphere of cooperation in the face of challenge that helps us to tackle things that would be tricky and stressful by ourselves. They also worked on ‘Bells in the Steeple’ and were able to manage up to 4 sets of claves going round the circle and singing at the same time with only the odd fumble or dropped clave. I know Mrs Spencer was impressed to see her class in action at the end of the time.

      rightColBody

      F5 are working on composition in the music lessons this term, but have singing games on alternate Wednesday afternoons. Here we were able to move on to some much more tricky manoeuvres, for example moving round your partner every time you got to ‘ay’ in ‘Epoi-tai-tai-ay’ (and I don’t know why it is such a pleasure when you meet your original partner back round the circle, but it is, however old you are!) and when we started on a really complicated clapping game in Italian called ‘Bella Bimba’ the children were so focused on whose right hand was clapping whose left hand on which beat that they took the unfamiliar language entirely in their stride. 

      The multi-cultural nature of these songs is one of the delights. Next week we’ll start to learn ‘Cape Cod Girls’, a traditional sea shanty that Linda Geoghehan has combined with a version of traditional Maori stick passing, and I know I will need to do some practice before leading the class in that one! We also started on a ‘rhythm track’ where coloured dots are laid out, in this case in groups of 4 to represent 4/4 time, and the children walk through the path in time with a steady pulse completing different tasks as they do so. Today we clapped on the first beat, jumped onto the first beat and clapped rhythms within the 4/4 pattern. This is another thing that looks simple but isn’t and one of the great musical skills it practices is getting back in with the ensemble unobtrusively if you make a mistake, something that the children quickly take in their stride when it is presented as a game like this.

      The singing games are highly enjoyable at all ages, but this term I’m trying out a different-but-similar option with F8s with a drop-in African Drumming club on Wednesday break times. Research shows that drumming has lots of positive effects including relieving anxiety and stress, boosting the immune system and releasing negative feelings as well as creating a sense of connectedness with ourselves and others … ideal as the children reach an age where things, including school work, relationships and self-image, all become a bit more complicated. I bought into this when I was undertaking my teacher training.

      It was the one hobby I committed myself to, travelling into central Manchester to play with Drumroots for 3 hours every Tuesday and I still find it hard to explain why it was so fulfilling and relaxing to sit in a circle with others playing the same rhythm over and over again (and yes, I was truly awful at it to start with!). As specialist in Musical Analysis, my mind wants to tell me that so much repetition should be boring, but it just isn’t, and because it is quite tricky it engages all your attention so that you really have to connect with the moment. And you never know, when the weather gets warmer we may be able to get a bit of an African atmosphere in our sessions by playing outside under a tree!

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      perch_introTextMusic is fun and very much alive at Cargilfield
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      Singing Games as part of the Music Curriculum

      Over the last year, one of the things that I have been introducing to children of all ages at Cargilfield are singing games from a series of books published by Linda Geoghegan, who I was fortunate to have a training session with last January.

      As you can imagine, practical musical training sessions can be a little nerve-wracking at times for teachers as we don’t want to look stupid! Picture the scene: the Heads of Music from pretty much all the independent schools in Edinburgh, some of us left handed, some right handed and many of us with an inferiority complex where coordination is concerned, standing in small circles with chopsticks trying to sing and pass them around in a complicated pattern that fits with the words – mayhem, lots of dropped sticks and lots of laughter! Linda really challenged us all with the tasks she gave us, but also showed us what a lot of fun it could be and how it would develop some really complex, ‘deep’ musical skills, skills which are transferable and are, in general, the ones that people are talking about when they refer to the ability of music to make the brain work better (Anita Collins ‘How playing an instrument benefits your brain’ and TED Talk is worth a watch - if you haven’t heard about this click here.)

      The importance of these skills was also stressed in our INSET training on Monday: musical pattern games help to calm anxious brains and can be used to literally mend traumatised brains, making them ready to cope with learning.

      So, today being Wednesday at the start of term, I’ve been starting off a cycle of these games with P1, P2 and F5 and it is lovely to see the children’s engagement and enjoyment, but also a measurable improvement in their coordination, focus, cooperation and particularly their sense of rhythm and musical pulse, something that can be really tricky even for our most able musicians.

      P1, right at the start of the journey, were exploring the strong beat in 2/4 and 3/4 time. The game ‘Apple Tree’ was a real hit, and, whilst enjoying the game of seeing who would be left standing when everyone else was knocked out, they happily clapped away in 2/4 until it was second nature. Moving on to 3/4 with ‘Bells in the Steeple’ is a big challenge: we only have two hands, and a pattern of ‘clap - one hand tap - other hand tap’ is tricky at first, but we quickly moved on to working in a circle to pass claves around (tap – pass one – pass the other); ok, we weren’t all successful, but it was a lot of fun and we’ll be a lot better next week!

      P2 had some games they remembered from last year. ‘Epoi-tai-tai-ay’ is a favourite. It’s a ‘nonsense’ song with different clapping patterns to do with a partner to match the different words. Working with a partner (and then swapping round) is a major part of many of these games, and creates that really great atmosphere of cooperation in the face of challenge that helps us to tackle things that would be tricky and stressful by ourselves. They also worked on ‘Bells in the Steeple’ and were able to manage up to 4 sets of claves going round the circle and singing at the same time with only the odd fumble or dropped clave. I know Mrs Spencer was impressed to see her class in action at the end of the time.

      perch_rightColBody

      F5 are working on composition in the music lessons this term, but have singing games on alternate Wednesday afternoons. Here we were able to move on to some much more tricky manoeuvres, for example moving round your partner every time you got to ‘ay’ in ‘Epoi-tai-tai-ay’ (and I don’t know why it is such a pleasure when you meet your original partner back round the circle, but it is, however old you are!) and when we started on a really complicated clapping game in Italian called ‘Bella Bimba’ the children were so focused on whose right hand was clapping whose left hand on which beat that they took the unfamiliar language entirely in their stride. 

      The multi-cultural nature of these songs is one of the delights. Next week we’ll start to learn ‘Cape Cod Girls’, a traditional sea shanty that Linda Geoghehan has combined with a version of traditional Maori stick passing, and I know I will need to do some practice before leading the class in that one! We also started on a ‘rhythm track’ where coloured dots are laid out, in this case in groups of 4 to represent 4/4 time, and the children walk through the path in time with a steady pulse completing different tasks as they do so. Today we clapped on the first beat, jumped onto the first beat and clapped rhythms within the 4/4 pattern. This is another thing that looks simple but isn’t and one of the great musical skills it practices is getting back in with the ensemble unobtrusively if you make a mistake, something that the children quickly take in their stride when it is presented as a game like this.

      The singing games are highly enjoyable at all ages, but this term I’m trying out a different-but-similar option with F8s with a drop-in African Drumming club on Wednesday break times. Research shows that drumming has lots of positive effects including relieving anxiety and stress, boosting the immune system and releasing negative feelings as well as creating a sense of connectedness with ourselves and others … ideal as the children reach an age where things, including school work, relationships and self-image, all become a bit more complicated. I bought into this when I was undertaking my teacher training.

      It was the one hobby I committed myself to, travelling into central Manchester to play with Drumroots for 3 hours every Tuesday and I still find it hard to explain why it was so fulfilling and relaxing to sit in a circle with others playing the same rhythm over and over again (and yes, I was truly awful at it to start with!). As specialist in Musical Analysis, my mind wants to tell me that so much repetition should be boring, but it just isn’t, and because it is quite tricky it engages all your attention so that you really have to connect with the moment. And you never know, when the weather gets warmer we may be able to get a bit of an African atmosphere in our sessions by playing outside under a tree!

      perch_signoff
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      Music

      Singing Games as part of the Music Curriculum

      Music is fun and very much alive at Cargilfield

      Read More


      Posted on

      IDValue
      perch_page_path/teaching-and-learning/news/archive.php
      introTextUsing technology to inspire a love of the Classics
      image/cms/resources/untitled-1.png
      imageAltLatin
      leftColBody

      The Common Entrance and Scholarship syllabi are grammar orientated and rather rigorous at that, as any pupil or parent of a child studying CE will know. In terms of the Latin language itself, it will provide them with a GCSE-level understanding of grammar and translation. Unfortunately, this does not leave much room for Classical mythology, history or culture. These the areas that grasp a pupil’s imagination and wonder and really should be accommodated into the CE syllabus more than it is; a mere passing thought. No one studies Latin and Greek solely because of their love of the Latin language but to allow them to access Classical texts to engage in the culture, history and mythology of two of the greatest civilisations the world has ever seen and have given the modern world so much.  

      I have thought long and hard about how to incorporate these cultural aspects into my teaching without watering down their understanding and my teaching of the language and their ability to tackle the demanding CE and Scholarship examinations. One idea that I thought would be useful and not time consuming in class was Digital Maps of the Ancient World.

      This idea was born from the stories of history and mythology that occur in the pupil’s Latin and Greek translations. The stories are generally discussed once they have been translated in class to give the pupils the context of what was translated. However, the pupils found it difficult to visualise where the stories actually happened; was it in Italy? Off the coast of Greece? Or in the depths of Persia?

      I used the Google My Maps software to plot the Greek Myths, such as The Odyssey, the Labours of Hercules and the Iliad. This allowed the pupils to gain a better understanding of the myths and where they took place.

      Untitled

      rightColBody

      I have also ventured onto mapping the Roman Empire, again so that pupils can understand the geographical locations of famous Roman stories and historical figures.

      Untitled

      Untitled

      This is now all accessible on a website: www.digitalmapsoftheancientworld.com so that pupils can explore in their own time.

      Untitled

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      perch_introTextUsing technology to inspire a love of the Classics
      perch_image/cms/resources/untitled-1.png
      perch_imageAltLatin
      perch_leftColBody

      The Common Entrance and Scholarship syllabi are grammar orientated and rather rigorous at that, as any pupil or parent of a child studying CE will know. In terms of the Latin language itself, it will provide them with a GCSE-level understanding of grammar and translation. Unfortunately, this does not leave much room for Classical mythology, history or culture. These the areas that grasp a pupil’s imagination and wonder and really should be accommodated into the CE syllabus more than it is; a mere passing thought. No one studies Latin and Greek solely because of their love of the Latin language but to allow them to access Classical texts to engage in the culture, history and mythology of two of the greatest civilisations the world has ever seen and have given the modern world so much.  

      I have thought long and hard about how to incorporate these cultural aspects into my teaching without watering down their understanding and my teaching of the language and their ability to tackle the demanding CE and Scholarship examinations. One idea that I thought would be useful and not time consuming in class was Digital Maps of the Ancient World.

      This idea was born from the stories of history and mythology that occur in the pupil’s Latin and Greek translations. The stories are generally discussed once they have been translated in class to give the pupils the context of what was translated. However, the pupils found it difficult to visualise where the stories actually happened; was it in Italy? Off the coast of Greece? Or in the depths of Persia?

      I used the Google My Maps software to plot the Greek Myths, such as The Odyssey, the Labours of Hercules and the Iliad. This allowed the pupils to gain a better understanding of the myths and where they took place.

      Untitled

      perch_rightColBody

      I have also ventured onto mapping the Roman Empire, again so that pupils can understand the geographical locations of famous Roman stories and historical figures.

      Untitled

      Untitled

      This is now all accessible on a website: www.digitalmapsoftheancientworld.com so that pupils can explore in their own time.

      Untitled

      perch_signoff
      perch_og_titleDigitally Mapping the Ancient World
      perch_og_description
      perch_og_image
      perch_og_type
      authorGivenNameDavid
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      Latin

      Digitally Mapping the Ancient World

      Using technology to inspire a love of the Classics

      Read More


      Posted on

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      introTextGetting out of the classroom and in to the real world!
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      imageAltGeography
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      T+L blog AP (1)

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      T+L blog (2)

      signoff
      og_titleThe value of fieldwork in Geography!
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      postTitleThe value of fieldwork in Geography!
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      perch_introTextGetting out of the classroom and in to the real world!
      perch_image/cms/resources/7641114e-cb44-48bd-9d28-11b37be796e6.jpg
      perch_imageAltGeography
      perch_leftColBody

      T+L blog AP (1)

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      T+L blog (2)

      perch_signoff
      perch_og_titleThe value of fieldwork in Geography!
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      authorGivenNameDavid
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      authorEmaildwalker@cargilfield.com
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      postURL/news/post.php?s=2018-12-02-the-value-of-fieldwork-in-geography
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      Geography

      The value of fieldwork in Geography!

      Getting out of the classroom and in to the real world!

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      introTextNew facilities for all to benefit from
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      Sport at Cargilfield has always played a huge role in the daily life of both children and staff and the development of resources over the years has improved dramatically. This reflects the growing changes in a range of sports, and the ever-evolving technology of playing surfaces such as Astro turf. As a school, we found that our “old” surface was outdated and needing replaced. With the children needing use of an Astro for all three terms in a range of sports, we recognised the need for a larger playing surface which would enable all children to use it, rather than just the elite fortunate few. Santa must have been listening and this term, we finally got our wish and our smart new Astro and totally refurbished “old” one are now both up and running. Already the difference in the quality of coaching is evident, and it has been great to see all children, regardless of ability or age, have access to the surface during lessons, at break, at Games and in the evenings. The viewing areas are also much improved and we hope to have many many years of teaching and learning, and mostly importantly, fun, on our super new astro. Thank you Santa!

      SM

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      og_titleSport for all at Cargilfield!
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      perch_introTextNew facilities for all to benefit from
      perch_image/cms/resources/img0746.jpg
      perch_imageAltSport
      perch_leftColBody

      Sport at Cargilfield has always played a huge role in the daily life of both children and staff and the development of resources over the years has improved dramatically. This reflects the growing changes in a range of sports, and the ever-evolving technology of playing surfaces such as Astro turf. As a school, we found that our “old” surface was outdated and needing replaced. With the children needing use of an Astro for all three terms in a range of sports, we recognised the need for a larger playing surface which would enable all children to use it, rather than just the elite fortunate few. Santa must have been listening and this term, we finally got our wish and our smart new Astro and totally refurbished “old” one are now both up and running. Already the difference in the quality of coaching is evident, and it has been great to see all children, regardless of ability or age, have access to the surface during lessons, at break, at Games and in the evenings. The viewing areas are also much improved and we hope to have many many years of teaching and learning, and mostly importantly, fun, on our super new astro. Thank you Santa!

      SM

      perch_rightColBody
      perch_signoff
      perch_og_titleSport for all at Cargilfield!
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      Sport

      Sport for all at Cargilfield!

      New facilities for all to benefit from

      Read More


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      introTextIt is not as hard as you think!
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      Multiplication

      Multiplication 2

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      Multiplication 3

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      12.11.18

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      12.11.18

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      perch_og_titleLong Multiplication!
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      Maths

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      It is not as hard as you think!

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      With the impending exams roving on the horizon, my mind often wanders to how we support the ‘examinees’ to battle the coming tide of expectation. Pressure mounts and revision is diligently completed, or expertly avoided. The exams themselves occur with a surprising lack of fanfare and the children prove them equal to the task.

      Of course, exams don’t ‘rove’ and they shouldn’t be a ‘battle’. However, they can sometimes cause a little worry in the children and, experience suggests, a little worry in their parents too.

      Sometimes a little worry evolves. It grows. It becomes a mountain that seems insurmountable and when this happens a little worry becomes anxiety. Anxiety is a pest; it doesn’t limit itself to one area of our lives. It can grow from anywhere; I mentioned exams, but it can evolve out of difficult social situations, particular subjects that just won’t allow themselves to be learned, the thought of performing in the chapel or on the stage.

      Anxiety doesn’t discriminate and so as teachers and parents we must learn to recognise the signs and be prepared to support our children. Anxiety is beyond a worry. It’s not an ‘overreaction’, it attacks the confidence and self-esteem that we all work so hard to build in our children and it is not insurmountable. It can be beaten.

      Anxiety becomes a problem for children when it gets in the way of their day-to-day life. The NHS website usefully lists many of the signs of anxiety in younger and older children here but what to do?

      Listen. Listen to them and give them opportunities to talk, if they want to. Hiding a conversation behind a joint activity can make it feel less like the Spanish inquisition.

      Show. Show that you understand how they are feeling by summarising what they have said and checking with them that you understood correctly

      rightColBody

      Talk. Talk to us. We can’t help if we don’t know and children can sometimes behave very differently at home to the way they behave at school. There are many avenues to contact us; your child’s Form teacher is a very good place to start, but all staff have had pastoral training and are able to help.

      I have been lucky in my years of teaching to work with a number of experienced Educational Psychologists. From this body of professionals I have garnered a few sage pieces of advice and the one that springs to mind on this subject is that ‘all behaviour has a function’. Anxiety has a function too, it is telling us to ask for help.

      Fake it. If your child is anxious you will be too. In fact, if you’re like me, the very thought that they might encounter even mild discomfort will have your guts in knots, but you can’t help them with more anxiety. You need to seem like the oasis of calm containment they need for their emotions. A tall order, but another piece of advice springs to mind for this; ‘fake it till you make it’.

      There are some great resources available on line if you would like to learn more about anxiety. I list them here with some further reading suggestions.

      A total lack of interest in exams is a problem, it denotes a child who might not be taking their learning seriously. A preoccupation with exams is also problem, as it can cause children to forget the essential purpose of examinations; showing the child what they know, what they don’t know and giving them an understanding of what it feels like to be assessed in this way.

      Our children are unlikely ever to be asked the results of their Form 6 Autumn exams in a job interview. In this way they are wholly unimportant, but as a learning experience the exams teach the children vital skills they will need as they progress through their senior schools. The sooner these skills are learned, the more time each child has to hone them to perfection.

      NL

      4.11.18

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      With the impending exams roving on the horizon, my mind often wanders to how we support the ‘examinees’ to battle the coming tide of expectation. Pressure mounts and revision is diligently completed, or expertly avoided. The exams themselves occur with a surprising lack of fanfare and the children prove them equal to the task.

      Of course, exams don’t ‘rove’ and they shouldn’t be a ‘battle’. However, they can sometimes cause a little worry in the children and, experience suggests, a little worry in their parents too.

      Sometimes a little worry evolves. It grows. It becomes a mountain that seems insurmountable and when this happens a little worry becomes anxiety. Anxiety is a pest; it doesn’t limit itself to one area of our lives. It can grow from anywhere; I mentioned exams, but it can evolve out of difficult social situations, particular subjects that just won’t allow themselves to be learned, the thought of performing in the chapel or on the stage.

      Anxiety doesn’t discriminate and so as teachers and parents we must learn to recognise the signs and be prepared to support our children. Anxiety is beyond a worry. It’s not an ‘overreaction’, it attacks the confidence and self-esteem that we all work so hard to build in our children and it is not insurmountable. It can be beaten.

      Anxiety becomes a problem for children when it gets in the way of their day-to-day life. The NHS website usefully lists many of the signs of anxiety in younger and older children here but what to do?

      Listen. Listen to them and give them opportunities to talk, if they want to. Hiding a conversation behind a joint activity can make it feel less like the Spanish inquisition.

      Show. Show that you understand how they are feeling by summarising what they have said and checking with them that you understood correctly

      perch_rightColBody

      Talk. Talk to us. We can’t help if we don’t know and children can sometimes behave very differently at home to the way they behave at school. There are many avenues to contact us; your child’s Form teacher is a very good place to start, but all staff have had pastoral training and are able to help.

      I have been lucky in my years of teaching to work with a number of experienced Educational Psychologists. From this body of professionals I have garnered a few sage pieces of advice and the one that springs to mind on this subject is that ‘all behaviour has a function’. Anxiety has a function too, it is telling us to ask for help.

      Fake it. If your child is anxious you will be too. In fact, if you’re like me, the very thought that they might encounter even mild discomfort will have your guts in knots, but you can’t help them with more anxiety. You need to seem like the oasis of calm containment they need for their emotions. A tall order, but another piece of advice springs to mind for this; ‘fake it till you make it’.

      There are some great resources available on line if you would like to learn more about anxiety. I list them here with some further reading suggestions.

      A total lack of interest in exams is a problem, it denotes a child who might not be taking their learning seriously. A preoccupation with exams is also problem, as it can cause children to forget the essential purpose of examinations; showing the child what they know, what they don’t know and giving them an understanding of what it feels like to be assessed in this way.

      Our children are unlikely ever to be asked the results of their Form 6 Autumn exams in a job interview. In this way they are wholly unimportant, but as a learning experience the exams teach the children vital skills they will need as they progress through their senior schools. The sooner these skills are learned, the more time each child has to hone them to perfection.

      NL

      4.11.18

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      Teaching Blog

      Anxiety before exams and how to help

      Parents can play a crucial role

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