Bridges of Learning

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Part of the Project

Bridges of Learning

Training Session 3 - Size

Training Details-

Number of teachers: 6 present
Venue: Chapel St Primary School
Time: 14H00 - 17h00
Date: 20 May 2026

Overall rating of the training session -

Forms response chart. Question title: Your overall rating of the training session.. Number of responses: 4 responses.

An impressive 100% of participants rated the overall training session as either 'good' or 'excellent,' reflecting the strong impact and value of the session.

Main takeaways -

Key Principles Strengthened: Teachers developed a solid understanding of the three size principles – match, compare, and measure – and explored practical ways to use them in the classroom.
Interactive Learning Experiences: The hands-on format of the sessions, including demonstrations with familiar objects, was well received and helped make the concepts clear, engaging, and easy to remember.
Expanding Size Vocabulary: Teachers explored strategies for developing learners’ language around size concepts (such as tall vs. long, biggest-medium-smallest, and thick-thin) through the use of colour, shape, and real-world examples.
Strong Mediation Strategies: The training emphasised the use of purposeful questioning, interaction, and bridging techniques to help learners link prior knowledge with new concepts.
Creative and Organised Teaching Approaches: Teachers were encouraged to present size concepts in playful yet structured ways that promote learner involvement, creativity, and a clear progression of learning.

Summary of Feedback from the participants about the session -

The feedback from teachers was overwhelmingly positive, with many describing the Size training sessions as practical, engaging, and motivating. Teachers reported feeling more confident and inspired, particularly through the hands-on demonstrations and interactive presentation style, which made the concepts meaningful, relatable, and easy to remember.

Support Visits -

Across a wide range of classrooms, learners showed a developing grasp of the SIZE concepts through activities such as matching, comparing, sequencing, drawing, and seriation. Many classes demonstrated strong use of conceptual vocabulary, and learner work samples and classroom interactions reflected an ability to apply and transfer their understanding. It was particularly encouraging to see learners making comparisons more independently and engaging thoughtfully with concept-based tasks. Throughout the visits, there was clear evidence of effective implementation, dedicated teaching, and active learner involvement.