5 academic skills for primary students

Carol Higho
Carol Higho
A young girl working at a desk, there are others working in the background

In an ever-changing jobs market, the skills we all need to use have developed beyond numeracy and literacy – and part of our jobs as teachers is to give students the skills they’ll need in their future careers.

Primary students preparing to go to secondary school (and then university) will need academic skills too. While there are lots of courses offering to teach these skills to older learners, we can give our younger learners a head start in the classroom.

A breakdown of academic skills

There are a number of important academic skills that can be carried into many different areas of students’ lives. These include:

  • time management
  • prioritization
  • cooperative learning and delegation
  • research
  • analysis.

Each skill will help students manage their workloads and work effectively and efficiently, whether working in an office, studying for a degree, or being self-employed.

Activities to develop an awareness of academic skills

Here are a few ideas for use with students of all ages, to develop students’ awareness and understanding of these skills.

Time management

For much of the school day, children are told where to be and what to do. However, knowing how to tell the time is not the same as managing time.

Some students underestimate how long an activity will take and then feel cheated or ‘behind’ when their work takes longer (especially fast finishers). Others overestimate the time needed, feel overwhelmed, and want to give up before getting started.

Helping each student understand what each activity involves will help them to plan and manage their time. It will also encourage them to recognize everyone has differing abilities and works at a different pace.

Give each student sticky notes representing 10 minute blocks of time (6 pieces if your classes are in 1 hour segments).

Explain an activity:

  • You will read a story, and they will need to listen for key information and make notes.
  • After that, they will work in groups to make a Venn diagram.

Next, have the students think about how much time each part of the lesson will take using sticky notes. If they think making the diagram will take 20 minutes, they should put two sticky notes on top of each other.

Have students share what they think the time allocation should be, taking into account how long your lesson is. Did any ‘run out of time’ or have time ‘left over’?

After the activity, ask students how accurate their predictions were and if there was any time wasting.

Let students practice using this type of task analysis throughout the week for different activities, so they begin to see which activities they work quickly through and which they find more time-consuming. This will help students plan and manage their time better.

Also, involve the parents by sharing what has been done in class. Get students to manage the time allocation:

  • from waking up to getting to school (getting washed and dressed, having breakfast, the journey to school),
  • from arriving home to going to bed (homework, evening meal, any cores, time for watching TV or playing games, getting ready for bed).

How does their time management change at weekends/in the holidays?

Prioritization

Prioritization is another big part of time management. Task analysis helps students recognize what they must do and how they must do it in order to get a good grade. It also helps them understand the things they will most enjoy about an activity.

To teach prioritization, it should become a regular part of the class. At the start of each week list (approximately five) class objectives to be achieved:

  • Ask each student to number these objectives - 1 being their top priority, 5 being their lowest. Make a note of which students prioritize the same tasks in the same order to help with grouping.
  • Next, ask them if any of the objectives will need planning or preparation (for example; growing cress for a science experiment) – and if so, should that be started earlier in the week?
  • At the end of each day, review how the students are doing in reaching the objectives and if they need to reprioritize.
  • As the week progresses, add additional items that are not priorities. For example, clean out your school locker/sharpen all the pencils, as well as other new real priorities: revise for the quiz on Friday. This will give students an understanding of how priorities can change.

Collaborative learning and delegation

Delegation and collaborative working are both essential academic and life skills. Thankfully they are already quite familiar topics for students. Students often delegate roles and characters in their everyday play – ‘You be Spiderman, I’ll chase you’, etc.

It’s helpful to encourage this behavior in the classroom too. It can help students (of all ages) to recognize what they can achieve through cooperation and delegation because of their different skills.

Explain that a group project (e.g. a group play) will require students to share information and to work together. Make it clear there are rules to follow:

  • Everyone must take part in the performance.
  • The play must be at least one minute long.
  • The group needs to write a script and create some props.
  • As a team, all are accountable/responsible to each other (as well as to you).
  • The activity will only be classed as a pass/success if everyone takes part.

There is a finite goal – the play will be performed at the end of next week to the Year 2 classes.

Suggest that the group meets and plans together (reading corner, at lunchtime, etc.). As they prepare, ask for updates on who is doing which tasks and why. Also encourage the group to determine whether something could be done differently/better by sharing the jobs.

Listen in to see how objections are handled (recognize some of this discussion may be in the students’ first language).

At the end of the project ask each student to list what they enjoyed the most and what they found most challenging. Ask them what skills they would like to develop for the next project.

Research and analysis

This can sound daunting for Primary students, but laying the foundations for academic research is easier than you might think.

Big questions are a gateway to developing research and analysis skills. Two examples are, 'Why are plants and animals important in our world?' Or 'What can you do to help people in need?'.

Providing students with a way to remember the important steps in any kind of research makes this type of activity less daunting.

'Hands On’ is a five point guide that can be demonstrated by drawing a hand with five fingers:

  • Hypothesis
  • Research
  • Gather data
  • Create a report
  • Present evidence
  • Research and analysis (written on the palm).

Following the five point guide students must:

  • give their thoughts and ideas on possible answers (create a hypothesis)
  • use books, the world around them and the internet to find information (research)
  • learn how to recognize what is fact and what is opinion (gather data)
  • review the data and summarize the main points (create a report)
  • use examples from their research to support their argument (present evidence).

Any research needs to be methodical; using the five points above helps students build a clear structure that can become more detailed and complex as they advance through school.

More blogs from ÃÛÌÒapp

  • A group of children sat in a park high fiving each other

    Back to school: 5 team building activities to help break down boundaries

    By Anna Roslaniec

    At the beginning of term adolescent learners are often shy, embarrassed and awkward. They are reluctant to speak English in front of their peers or show enthusiasm in class, often suffering from social pressure and lack of self-confidence. It can take weeks or months for students to get to know each other and form bonds. However, don’t despair if your teen learners are like this. There are plenty of team-building games and activities you can do to help students build relationships that will allow them to feel comfortable and relaxed in the classroom.

  • Two school girls getting onto. a schoolbus

    4 steps to make sure the transition back to school goes well

    By Donatella Fitzgerald MBE

    As we start thinking about returning to school, the big question for teachers and parents is: How can we help our children get off to a smooth start?ÌýÌýÌý

    After the long break, students might be keen to see their friends again. But it's not always easy to get back into the class routine. It's especially difficult when students are moving into a newÌýclass orÌýare facing important exams.Ìý

    So what can you do to support children in transitioning back to school at the beginning of the academic year?Ìý

    Here are 4 steps to help them get off to a great start.ÌýÌý

    1. Be organized and create routines

    Organizing is what you do before you do something, so that when you do it, it's not all mixed up.Ìý – A. A. MilneÌý

    Have a "family meeting" to brainstorm the routines for the school year,Ìýe.g., tidying room, getting school clothes/uniform/bag ready the evening before, homework routines, familyÌýmeal times and exercise. Ensure each member of the family has input into the routine too. Create a chart with the routines so everyone can see what has been agreed upon and how they are being adhered to.

    2. Start bedtime routines early

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

    Agreeing on firm bedtimes during the school week is very important for everyone in the family.ÌýÌý

    If children and teenagers do not get enough sleep, it can negatively impact their healthÌýand academic achievement. It's important that they are aware of this too.ÌýÌý

    In an ideal world, we should ensure that adults and children are not exposed to any form of screen time for at least 30 minutes to one hour before bedtime. This will help everyone sleep better.ÌýÌý

    Start the back-to-school sleep transition gradually. To help your child adjust, move bedtime up by 30 to 60 minutes at a time over the course of a few days or a week before the start of school so the transition from a later bedtime to an earlier one is progressive.Ìý

    3. Talk about homework and teach organizational skillsÌý

    When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. – ConfuciusÌý

    Organization needs to be taught and practiced. As children get older, homework usually increases. Take an active interest in your child's homework.ÌýÌý

    Parents can be supportive by demonstrating organizational skills and helping children with time management. Assist them with creating a plan for their homework and encourage your child (whatever age) to have a study plan of some sort and to set goals for their homework which are SMART:Ìý

    • Specific – Describe in detail what activities they are going to do.Ìý
    • Measurable – How will they know when they are progressing/finished?ÌýÌý
    • Achievable – Do they have the skills and resources to get to their goal?ÌýÌý
    • Relevant – How does this goal connect to short and long-term targets?Ìý
    • Time-bound – Set a concrete deadline.

    Teach them how to approach homework with a "strategy". How much homework do they have? How long will it take to do it? Prioritize urgent homework and do more difficult things when they are less tired.ÌýÌý

    Make sure there's adequate space in your house and set up a homework-friendly area that is wellÌýlit, andÌýhas a table with enough room to put their pens and books. Of course, this is preferably somewhere quiet.ÌýÌý

    Also, it's important that parents are motivators and monitors and that they try to make themselves available for advice. Always praise children for their work and efforts. If you spot any problems, try and address them. Keep distractions to a minimum at home while they are doing their homework.

    4. Make mealtimes quality family time: listen and share one good thing about each dayÌý

    Kids who grow up having family dinners, when they're on their own, tend to eat more healthily.Ìý – Anne Fishel Ìý

    A meal around the table can bring to the entire family and be an important opportunity for daily interaction. Sitting down to eat as a family provides the opportunity to have an influence over both short and long-term familyÌýhealth, andÌýcan help children establish resilience and the ability to cope with the demands of life as we know it now and in the future. It can also be an opportunity to introduce mindful eating too – being more aware of what and how we are eating.

    Additionally, this time together allows for members to talk and share things about their day and also offers an opportunity to establish a strong and powerful bonding experience. How can we make sure family mealtimes are quality time? Ìý

    • Be attentive and offer undivided attention during this time.ÌýÌý
    • Turn all modern technology off during the meal so everyone is focused on each other.ÌýÌý
    • Talk to each other about topics such as: What lessons do you have today (at breakfast)? What did you enjoy about today? What did you have for lunch (while sharing the evening meal). Tell me one thing you learned today. What made you laugh today? What made you happy today?ÌýÌý
    • Listen mindfully to your child's thoughts and worries (if any).Ìý
    • Encourage each member to talk about one good thing that has happened to them that day. This lets them know you are there for them.ÌýÌý
    • Assign mealtime jobs to involve everyone, e.g.: setting and clearing the table and putting away the dishes.

    However, sometimes it's not possible to share meal times during the week so plan at least one on the weekend if possible.Ìý

    The benefits of any small moment of time can have long-lasting positive influences on your child's mental and physical health. Children model adultÌýbehaviorÌýand if they see you eating and engaging positively with them and others, they will carry this into their own lives.Ìý

    With a bit of preparation, the leadup and transition back to school can be smooth and enjoyable not only for children but also for the rest of the family.

  • friends chatting around a laptop

    Realistic practice scenarios to boost your English skills

    By ÃÛÌÒapp Languages

    It's essential to engage in real-life conversations to truly become proficient in a language. By immersing yourself in realistic situations, you can really boost your English skills. Of course, it can be difficult to find people to speak to if you aren’t in an area with many English speakers. By practicing different possible scenarios, when the time or situation arises, you know you’ll be ready to take on the challenge.

    You might be preparing to work or study abroad, trying to connect with a new friend or improving your workplace communication. Let’s explore some realistic practice scenarios that can help you feel more confident and fluent when speaking English in your everyday life.