COMMONLY ASKED QUESTIONS

WHY DO YOU MENTION THAT YOU PRODUCE 'ACCESSIBLE RESOURCES'? AREN'T ALL WORKSHEETS ABLE TO BE USED BY MOST KIDS?

Some children like structured, clearly defined activities. but some kids don't. TopicTeach's topic packs can simply be displayed on a wall for your child to access the resource when they feel like it, but equally, the activities included mean that it can be used in many ways right through as part of a structured curriculum.

WHAT ABOUT DYSLEXIC OR DYSGRAPHIC STUDENTS?

The resources are created with a clear simple font (Abadi) in a standard font size. We aim to keep the background clear, and to have an unfussy house design. Different fonts, and colours and sizes can make resources harder to view for many children. We've also tried to ensure that spaces for writing answers etc are kept nice and big, to remove the stress of trying to fit too many words into a small space.

Additionally, the ability to write and spell can be separated from displaying knowledge, which is why you will see sections where the answers can be cut out and stuck in, or connected by lines. This is because, for some students, the gateway skills of writing and spelling block the path for them to display their learning. By separating them out and allowing children to show that their knowledge is sound even when they can't write the sentence often reduces stress around learning and reduces resistance to learning.

HOW CAN WE GET THE MOST FROM A TOPIC PACK?

One of the things that I have found useful with my children is to fall in with their interests, because we follow a child led approach. This means that we follow up interests and support discussions when their intrinsic motivations and curiosity lead us in a direction. 


If you find that a specific piece in a topic pack is especially interesting to your child, then follow up that spark! Let it lead you down a different path to something interesting! Learning should be fun, after all!

MY KIDS DON'T WANT TO COMPLETE THE EXERCISE THE WAY THAT IT SHOULD BE DONE

Process over product is the key phrase here. Sometimes, I actually have to grab a colouring in sheet or whatever for myself to stop me from interfering in their learning process. This does two things - it removes the pressure that I put on them, no matter how well meaning it is. Secondly, it allows me to show them my way of doing it but on my work, not theirs. That way, they still retain ownership of their work and ideas. It also shows that I'm open to life long learning and integrating seeking knowledge throughout my life.