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Insert Photograph Here. Reflecting and Reviewing in order to Raise Boys’ Achievement. What makes the boys in your setting tick?. Our aims for today:- To consider attitudes towards boys and impact on achievement; To think about the ways boys play, learn and develop;
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Insert Photograph Here Reflecting and Reviewing in order to Raise Boys’ Achievement What makes the boys in your setting tick?
Our aims for today:- To consider attitudes towards boys and impact on achievement; To think about the ways boys play, learn and develop; To discuss what opportunities, challenges and dilemmas we face; To reflect on how we support boys’ wellbeing and achievement.
Boys’ Achievement • Foundation Stage Profile data suggests that boys are achieving less well than girls across all six areas of learning . • The early gender differences in achievement reflect a pattern that can continue into Key Stage 4 – at GCSE white British boys comprise nearly half of all low achievers, outnumbering girls by 20% • An OFSTED survey of 144 FS settings published in March 2007 suggested that practitioners could address this imbalance if they took more responsibility for creating the right conditions for boys’ learning... • National Strategy Document
Insert Photograph Here How do we achieve gender equality? We have given a lot of consideration to all children having the same opportunities and experiences. This does not always mean the same activities – since children can sometimes show gender specific preferences.
Insert Photograph Here Why might boys underachieve? ‘Boys are not less able than girls, so perhaps we need to look at our own attitudes, if we are to better understand why they are making less progress in the EYFS and beyond.’ Confident, Capable and Creative
‘Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers... Or are we simply expecting them to be compliant, passive recipients of new skills and knowledge? Are we utilising boys’ fascinations and learning preferences as starting points for our planning?’
Insert Photograph Here What part do we play? ‘The quality of our relationships with boys and the values we hold will impact on their ability to engage confidently in the learning process...’
If you have a boy in your family- you know that they are tough and yet tender creatures – who can easily go either way- to being a fantastic young man or having all kinds of problems ... Our society lost the way with boys for a while – but now we are finding it again - Key people need to love the child and make him central to those early years. In this way he develops the security for life and his brain acquires the skill of intimate communication and a love of learning and interaction. (We need to) give strong love and security and to switch a boy on to life as a warm and welcoming experience ... Steve Biddulph – Raising Boys
Think about how much time boys spend in the company of females. If they are accessing day care this may be the majority of each weekday..... Early Years is a female dominated area and although more males are coming in to the workforce, boys often have less opportunity to benefit from a range of male role models. Think about how play and interactions are often quite different with a male worker or visitor.... So where are they getting the messages about what it is to be a male?.... Consider and reflect on the following slides ...
What words or phrases come to mind when we think about boys and about girls..? Using the cards and pens on your table write down the words you think of ....... to describe boys .. ....... and to describe girls .. Can you join your groups of words - using any of the different fastenings you have…
Insert Photograph Here Insert Photograph Here Opportunities, Challenges and Dilemmas?
Insert Photograph Here Think of the boys in your setting or school..What are the boys good at? What do the boys like?What do the boys do? What gets them involved?What good ideas do you have?Talk together on your table and if you wish jot down on the paper as many things as you can think of
Giving context for developing and consolidating skills and for new learning Planning for exploration, challenge and discovery Opportunities through rich and varied provision Enabling Boys’ Learning Positive interactions from an enjoyment of boys’ learning Making time to look, listen and note Creating boy-friendly spaces
Insert Photograph Here In summary:-Engagement and Achievement in Learning and Development is realised through relationships provision expectation opportunity organisation
How then do we achieve best practice to support our boys? Observing to identify learning and needs Developing skills and competencies through the interests of the child and with his family Talking together as professionals to ensure the learning environment works for all Using professional knowledge to decide how best to support learning and move it on.... Ensuring assessment reflects the evidence apparent across the range of boys learning
An Audit for Raising Boys Achievement Our discussion has been about reviewing and reflecting to raise boys achievement. So now we may feel confident about many aspects of our provision and practice and inspired to return and take stock. The audit is for us to use in schools or settings to enable us to reflect on relationships, practice and provision and the assessment and documentation of learning.
