# Tag Archives: North Brisbane and Ferny Hills Tutor

## “U” is for Understanding the Curriculum￼

There has been some talk of late about the school curriculum and the changes it is going through.  These changes, like any change, cause ripple effects of anxiety on students, teachers and parents.  But what are the learning expectations of our young students?

I have been looking at www.australiancurriculum.edu.au for some guidance just so I, as a tutor, am aware and aligned with expectations.  I would advise popping onto the website and having a look.  Meanwhile I will give a brief summary focusing on maths as this is the area parent seek the most guidance from tutors.

# Year One

By the end of Year One a school student is expected to know the numbers to one hundred; skip count by 2, 5 and 10; and be able to locate numbers on a number line.  Simple addition is accomplished by counting on, re-arranging or performing partitioning.  Fractions are introduced as they learn to recognise “1/2″ and be able to tell the time to the half hour.

I mentioned only a small area of the curriculum as these are the areas I see most when a student is presented for tuition.  At this stage of learning any short coming in these areas may be made up by parents sitting down with their little one and turn learning into some form of game.  There are several aids available from various websites and suggestions on the Australian Curriculum site.

## Year 2

If you are a parent with a young student in Australia, then chances are you have your mind in a muddle as to education expectations.

In Year 1 students have mastered the numbers up to 100 and skip counting by 2, 5 and 10.  This year sees them progress even further on the number line as they move towards recognising and placing order to the numbers to 1,000, and investigate the number sequences of 2, 3, 5 and 10.  It is this year they explore the connection between subtraction and addition.

By the end of this year they will master reading a clock (analogue and digital) to the quarter hour using the words “to” and “past” appropriately.   They will be able to name the months of the year in the correct order as well as the seasons of the year.  They will be able to use a calendar to find the date and know the number of days to the month.

This is only a small amount that is on the curriculum and only relates to maths as this is the area, as a tutor, I see the most problems.  How can you help your child with their studies?  Do you remember this:“Thirty days has September, April, June and November,all the rest have thirty-one days clear,except February alone which has twenty-eight daysand twenty-nine each leap year.

## Year 3

“These are the best years of your life.”, self-assuring words spruiked by many a parent and teacher to seven-year-old students who don’t need reassurance after remembering their potty-training years.  They have just cruised through the first two years of primary school, they know all the numbers, the alphabet and can write their name; what else is there to learn?

Year 3 is where many young students realise their world will never be the same again.  It is during this year they discover numbers do not stop at 1,000 but continue all the way to 10,000 and they must know their order, place value, and be able to recognise if they are odd or even!   Not only that but there are numbers smaller than one that no-one told them about as they are introduced to the fractions 1/2, 1/4, 1/3, and 1/5.

When learning the multiplication table by heart for 2, 3, 5 and 10 no-one warned them about having to manage multiplying a two-digit number by a single digit number, without a smart phone.  In fact, they are expected to develop strategies to perform addition and subtraction in their head (mental maths).  Counting on, regrouping and partitioning are all strategies employed to perform mental maths.

It is during this year our students are introduced to metric measurement.  I hear very few complaints from students in our tuition centre about learning measurements.  I simply remind them that learning 1,000 metres equals one kilometre is much easier than remembering there are 1,760 yards to a mile, 22 yards to a chain, or 16 ounces to a pound.

Yes, there is a lot to learn in Year 3 (and this is only maths) and yes, these may be the best years of their life because Year 5 is ahead of them, but we won’t tell them about that yet.

By Peter Kenyon – Online Maths Primary Maths Tutor

## “S” is for Stressed Students

The ABC of Building a Better Student –

## Daily Diary Does the Deed

The year is going to progress whether we become involved with it or not.  Those students who don’t take control of time will have time controlling them.  It is these students, particularly Secondary School students, that display symptoms of stress as the year progresses.

Students who learn how to use a diary and planner at the beginning of the year are more likely to feel relaxed as the year progresses.  Keeping a written diary or planner appears to be almost a lost science.  Everything today seems to be electronic with touch pads for keying entries and apps that help to link all the diaries together and co-ordinate your appointments.  This is all very impressive but is it helping your student?

At the beginning of the term or semester your student is given their assignments and due dates.  They are also aware of sports training and events they should be attending; forthcoming birthdays and family events; and school activities.  Showing your son or daughter how to use a diary is a valuable life skill to pass on to them.  Sitting down once a week and running through that week’s entries helps to co-ordinate lifestyles.

Remember: We are all given twenty-four hours a day, how you use them is up to you.

By Peter Kenyon: Online Tutor

## “R” is for Readiness for School

“A stitch in time saves nine.”  How do you know if your pre-schooler is ready for their big jump into primary school?

Does your child understand these words – “above”; “below”; “on”; “in”; “before”; “after”; “beside”; “first”; “second”; “last’: “stop”; “go”; “left”; “right”; “top”; “bottom”; “middle”?

Pre-school education should help young learners with their spatial skills and prepare them for primary school, however there are times when these skills are not acquired.  This is no reflection upon the child, though not having an understanding can place the young learner at a disadvantage when they first attend primary school.

Can you imagine the difficulty a young learner will have following the simplest directions if they do not understand the words from the list above?  We are seeing more instances where the parents of children in Years 1 and 2 are seeking help because their little ones are not keeping up at school.

How can a student fall into difficulty at such an early stage of their education?

Let the early years be play.  Young children learn through play, being read to, and through song.  Have any of these three things changed in the last two decades?  Do children play with other children or with their parents like they used to?  Are they being read to by an adult?  Do the songs they listen to teach them about the spatial world around them?

The things we do with our children before they attend school are just as important as the education they receive before they become adults.  If you can get the foundations right the structure is strong.

By Peter Kenyon: Online Tutor

## “M” s for Memory

“I just don’t get this!” is a cry for help from a student of any age.  Here is the first thing about the learning process – if you don’t get it you won’t remember it and you won’t learn it.  A student must understand a concept, in their own words, to be able to learn it.

So, the first step to learning something effectively is to understand it and if you don’t understand it then ask your teacher or instructor to explain it another way.  You will not be the only person not understanding and it is your teacher’s job to see that you do understand.

Once you think you understand it then write it out in your own words, this will help to put it into short term memory.  This is where most students stop and then wonder why they can’t remember material.  Short term is good for a few minutes, hours or days, after that it is gone.  You must take the next step to move it into long term memory.

Recitation (saying something repeatedly) has been proved to be the most effective way of placing information into long term memory.  And by long term I am talking about a lifetime. Reading something quietly repeatedly to yourself or writing it down several times is not as effective as reading the material, in your own words, repeatedly ALOUD.

By Peter Kenyon: Tutor

## “K” is for Kinaesthetic Learner

Not everyone learns the same way, and that creates problems in classrooms and at home.

As a generalisation, there are three types of learners: auditory, kinaesthetic, and visual.  These are the main channels of learning.  It’s a generalisation because, a person is more likely to be a combination of two (or more) rather than simply one, as in being purely an auditory learner.  How do you identify a kinaesthetic learner?

Kinaesthetic learners just want to touch and feel everything. As adults, their mates give them plenty of personal space because they just want to playfully thump them all the time.  Their house is a mess because they just want to collect and pull everything apart, just to see how it works.  Putting it together again may be another matter.  Does this sound like someone you married?

It is easy to identify an adult kinaesthetic learner, but how do you identify it in your child?

Well for starters, their teacher will be strongly suggesting you attend Parent Teacher Nights, so they can discuss how disruptive this young pupil is in the classroom.  They fidget, leave their seat to touch things, move things and find it difficult to sit and learn.  They may not even be aware of their movements as they are easily distracted by the movement of others and want to investigate.

This student needs a hands-on approach to learning so sitting in class and listening, reading from a book, or even taking notes from the whiteboard is not the best way for them to learn.

They will respond better when learning is through participation, such as in chemistry experiments, or building a model. These students do well in sports, drama and live for school lunch breaks.  By the age of seven, they have been categorised as being an under-achiever, or worse still, hyperactive.  But fear not.

Being a kinaesthetic learner is not a problem, as approximately fifteen percent of the population are kinaesthetic learners.  The problem is our education system is geared towards auditory and visual learners, and kinaesthetic learners are the speed bump in our systems road to education.  What can you do?

For starters, accept them for who they are, healthy active children.  Give them down time after an active session and reward them for the tasks they perform.  These guys may be reward driven.  Kinaesthetic learners do best with images so paint them a picture of what you want from them and give them regular breaks while studying.

Your student is likely to become an actor, dancer, physiotherapist, massage therapist, surgeon, mechanic, carpenter, P.E. teacher, athlete, farmer, etc.

The point is, be patient, give them space and let them grow.

By Peter Kenyon: XtraMile Tuition Strategies Tutor

## “E” is for Enough Sleep

“Early to bed and early to rise makes a man healthy, wealthy and wise.” – Benjamin Franklin

And on the other side of the coin insufficient sleep will make children:

• Hyperactive.
• Lacking in confidence.
• Irritable.
• Inattentive; and
• Fall behind in class

If this sounds like your youngster then it is so easy to fix.

Much study has been devoted to knowing how much sleep is needed, or not needed, to remain healthy and productive.  The conclusion being “…. there is a lot of individual differences in what children and adolescents need to sleep to be at their best.” (Australian Centre for Sleep Education).

As a general guide, primary school students require between ten and twelve hours of sleep per day, while secondary (higher) school students get by with eight to ten hours each night.  Research has indicated children of any age will arise at about the same time each day so the difference in hours of slumber occurs at the time of going to bed.

What time should a child go to bed to be at their peak the next day?  To make this exercise easier and because Australian schools commence at 9:00 a.m. let’s assume our children get up at seven to start their day during the week.  This would require a primary school student to be in bed by 7:00 p.m. and no later than 9:00 the night before, and our secondary student in bed by 9:00 pm no later than 11:00.

The younger the child the more sleep required.  Students from grades one to three require closer to twelve hours of sleep each weeknight while those from grade four to six/seven may drop to needing ten hours of sleep.

Problems occur with teenagers as their bodies are not ready for sleep when the clock says it is time for bed and they stay up whiling away the hours until slumber overtakes them.  Unfortunately, the activities they do while waiting to sleep may not be conducive to bringing sleep on and they miss out on their required sleep quota.  They then go into sleep debt which they try to reclaim on weekends by sleeping in.  This problem may be compounded by staying up later during weekend nights to interact with friends and sleeping even more of the morning away to further knock the body clock around and make sleeping during the week more difficult.  As a parent, you must take control of this situation.

Children deprived of sleep, like adults, are hard to rouse and will feel sleepy during the early part of the day.  Unlike adults, primary school students will become more active during the day, though still be less able to concentrate.

Because they have become more wired, they will be less likely to fall asleep easily, thus becoming more sleep deprived.  Parents may have trouble identifying a young child who is not getting enough sleep because they are active.

Some home factors compound sleep deprivation in children.  Families in general are not going to bed as early as they need.  For one reason or another, parents are staying up later and as role models may be setting poor examples of a healthy lifestyle.

We see how the concentration of a child who has insufficient sleep is affected in our tuition room.  A student who the previous week was performing wonderfully on our program suddenly has low scores and answers very few questions.  When asked what they did the previous night the answer always involved a late night of movie watching, game playing, internet surfing or social media.  We have also seen how a poor student changes so quickly when they stop being tired.

You can take steps to create good sleep habits by cleaning up the bedroom and time leading up to retiring.  Some good sleep hygiene habits are:

• No T.V., computer, mobile phone or exercise 1 hour before going to bed.
• No T.V., computer, mobile phone in the bedroom.
• No coke or caffeine drinks 2-3 hours before sleeping.
• Set bedtimes and wake times and keep them to form healthy habits.
• As a parent, be a good role model and lead by example.
###### Visit the Australian Centre for Education in Sleep website for a more comprehensive read.

By Peter Kenyon: Tutor

## “Unicorn Guy” by Emlyn (aged 12)

Now a ragged man in shabby clothes, Daryl, was unlike everyone else because he liked unicorns and loved to put posters of them in his room.  He was intrigued by the world of unicorns and he wanted to show the power of them, until he went bankrupt because he bought a concrete unicorn tiled with bright Fluro colours that was bigger than the Statue of Liberty.  Although he lost everything he owned, had nowhere to live, and only had the unicorn, Darrell was still overjoyed because he found his new home.  He climbed up the unicorn’s mane, swung into the mouth of the statue, and relaxed into the belly of the unicorn.  Now a man in shabby clothes lives in inside a unicorn.

Emlyn (aged 12)

## “Teddy” by Sunday (aged 10)

A long time ago in an old house, there was a brown teddy bear with a special secret.  Every morning, before breakfast, the fluffy little guy would put on his black cloak.  He would get in his toy car and drive right down the narrow street and visit his friend Bob, the polar bear teddy.  They would play in Bob’s huge garden until the sun fell.  Teddy would drive in his little red car back down from his secret friend’s house until he was back in the old house.

Sunday (aged 10)

## “The Chinese Warship” by Angus (aged 11)

One night a Chinese war ship was in the South China Sea when suddenly an Indian War ship appeared. The Chinese war ship had big guns on the front and back. The Chinese war ship fired first and the Indian war ship retaliated. The Indian war ship then turned around and left because it was supper time. That night the Indian crew ate chicken in Sumatra.

Angus (aged 11)

# Daily Diary Does the Deed

The year is going to progress whether we become involved with it or not.  It has been my experience with students, particularly at secondary school level, that those who do not take control of time will have time controlling them.  It is these students that display symptoms of stress as the year progresses.

Students who learn how to use a diary and planner at the beginning of the year are more likely to feel relaxed as the year progresses.  Keeping a written diary/planner appears to be almost a lost science.  Everything today seems to be electronic with touch pads for keying entries and apps that help to link all the diaries together and co-ordinate your appointments.  This is all very impressive but is it helping your student?

At the beginning of the term or semester your student is given their assignments and due dates.  They are also aware of sports training and events they should be attending; forthcoming birthdays and family events; and school activities.  Showing your son or daughter how to use a diary is a valuable life skill to pass on to them.  Sitting down once a week (my wife and I use Sundays) and running through that week’s entries helps to co-ordinate lifestyles.

Remember: We are all given twenty four hours a day, how you use them is up to you.