KIRF stands for Key Instant Recall Facts. This was an activity that the school from my final placement had incorporated into their curriculum. It was a way of assessing what the children were able to do. The children were all given a rocket on a planet with the name on. There was three planets that the children had to try and move through within that half term. The children were given the resources to practise them at home and then were tested on a Monday morning as their maths lesson. The children were given 1 minute to answer 10/12 quick questions for example half of 6 or double 5. Other examples included numbering the days of the week and months of the year in the correct order they come in. These are all things that children should be able to do by the end of year 1.
The short test was then marked and assessed by the class teacher and a note was made of how the children had done. This was put into a table that displayed all of the child’s previous scores. This allowed the teacher to see the progress made if further steps need to be put in place for some children.
This is an example of a time travel band that was used during my final practice on a trip to Hope Central. This was a great organisation that works with schools and groups to teach children about all the different stories of the church throughout the year. This resource was used to travel back in time to the Easter story.
Each child had a band and were able to use them throughout the workshop. Each band had a circle which was used as the time travel button. It was all pressed at the same time and then we travelled to a different part of the story. All of the children loved the role play of pressing the button and travelling to a different part. It created a love for learning for the children and allows them to see it in a different way than just a story book.
Each part of the building was set up as a different section of the story. E.g. the last supper, fishing, the cave etc. This taught the children the story and demonstrated a high level of subject knowledge for all the children. The children were also able to answer questions using their prior knowledge of aspects taught in RE lessons before the trip.
The children were also given outfits to wear so they felt like they were really in the role play at the time of the story. All of the children wore the outfits and even the teachers were given something to wear. This encouraged the children to get involved because they could see their teachers were too.
This is an example of a working display that was used in a literacy lesson during my final practice. Throughout the week we had been writing letters based around the book ‘Spider Sandwiches’. The children had to write a letter pretending they were a spider on the wall in Max’s house (monster in the book). To make it interesting for the children i set up some example post boxes on the wall and once the children had written them up neatly they were able to go and post them in which ever letter box they wanted. This created a level of fun and love for literacy for the children as they could see the end product. The children loved posting the letters into the letter boxes and all achieved as high level of work.
This is a good example of how working walls can be used during lesson time not just to assist the children in their learning but to also demonstrate their progression and outcome for the lesson.
Target: Develop the use of working walls within lesson time.
This is an example of a topic display from my final placement. It shows examples of children’s work so they can show their work off to other people and when members of the community come in they are able to see the work the children have been doing. It also includes pictures of the children being in involved in different activities such as bread tasting. This is again to show both the school community and outside the school community what the children have been up to in their topic lessons. The children are able to look back at this display and know exactly what they have completed so far. They can also feel a sense of pride for their work and pictures spotting themselves in them.
It is a working wall that will continue to be added to or changed depending on the children’s activity and work. It will tell a story of their topic lessons for the half term showing where they began and where they are now. It will show progression and development of their work.
Target: Ensure working walls display both children’s work and pictures.
During professional practice 2 I have use a range of behaviour management strategies to ensure consistent good behaviour is maintained. The class is very active and like to talk and so it was essential I used the right strategy right from the beginning.
House points – If the children are well behaved and listen to instructions etc then they can be awarded house points. These encourage all the children to behave as wanted as they want to get the most. The children put their house points on the chart and then a year 6 will come around on a Friday and add up the whole schools before updating each house’s total number of points.
Countdown – This is a good way to get the children to move quickly and stop talking. As soon as the children hear you begin to count down they immediately begin to tidy up or move faster to complete the activity. This is usually for getting a whiteboard or for sitting down on the carpet. It is a good way to also get the children’s attention whether this be inside or outside it works in both environments. All of the children within the school are familiar with this meaning it is consistently used throughout the whole school.
Although not necessarily behaviour management strategies the below do impact on the children’s behaviour as they want to achieve a praise postcard or be nominated for good work assembly and so it is a good way to motivate good behaviour in and out of the classroom.
Good work assembly – The teacher selects one child per week to be put into good work assembly. This can be for anything for example good work in a subject, improved attitude to learning, Most improved child etc. All the children want to be put into good work assembly and so it encourages the children to listen and not to mess about during lessons.
Praise postcard – The teacher selects a few children per week to receive a praise postcard that is sent home. This is so parents/guardians can be notified of the amazing work the children are doing in school. Alike good work assembly it encourages the children to listen and want to do well as they all want to get a postcard sent home. It helps to increase attitudes towards work and behaviour within and outside of the classroom.
Below are some ways that they manage the negative behaviour. These are seen as sanctions and consequences.
Time out – If a child behaves in a way that is not acceptable they are put in a lunch time, time out. This is a place and time for them to reflect on their behaviour and think what they should have done. One teacher sits with the children to do this and encourages them in the thought process. This is a way of punishing negative behaviour.
Minutes – If the children do not behave in the desired way they will be kept in at play time for a small number of minutes so they can reflect on their behaviour and think how they will behave next time. The children do not want to miss their play time and so this is a good way to encourage good behaviour at all times.
Target: Find out which behaviour management strategy works best for the class and I and further develop this in all areas of the curriculum.
This is example of a science display from professional practice 2. It shows off the children’s work through pictures and their work from the investigation. The science investigation was based on making a kite out of material and seeing what happened when they flew it.
The children worked in their science groups to produce a kite each. They all varied slightly from small tails to big heads etc. The children then had to observe how their kite flew by testing it outside on a windy day and then write what they saw on a speech bubble.
Around the display is discovery questions which link to science and include different super heroes to encourage the children to achieve in science. The children can decide which super hero they have been during the lesson.
These are examples of maths displays I have produced during professional practice 2. The children use this as a working wall during lessons and to just look at during the day. Alike the literacy board it changes each week/month depending on the different focuses for the time. Several weeks worth of work are displayed on this board so the children can look back and remember what they did a few weeks ago. This display also includes lots of children’s work for the different areas of study. It includes pictures of the children carrying out tasks, work they have produced and different vocabulary and pictures to aid their learning.
Target: Use examples of children’s work and pictures of them working to make the working wall ‘worker friendly’.
Displays from professional practice 2. There are examples of literacy displays I have made. They both show examples of children’s work which is an essential part of a working wall. They include posters for the children to look at if they need help with particular grammar aspects including adding ‘s’ or ‘es’, which family the different letters belong to and the kingfisher words that the children find difficult to spell.
Working walls are great for the children to use during the lesson and so it is vital that the teacher updates them regularly with information or work based on the focus for the week/month etc. It is an eye catching display as it is colourful and contains lots of information and pictures that the children want to look at.
Target: Continue to develop the use of working walls within the classroom.
During a staff meeting on profession practice 2 the idea of redrafing flaps was discussed. I believe this to be a great way for the children to edit their work. It is also a great way to show progress in children’s work as underneath the flap is the original work and on the redrafting flap is the new edited version. This allows for easy assessment as the teacher can see exactly what has been edited or improved. This would be particularly useful within Literacy lessons and would work for all year groups. Although KS1 wouldn’t have as much work to edit they teacher and pupils would still be able to see the improvements made.
Target: Try to incorporate the use of redrafting flaps into my teaching across all subject areas.
During professional practice 2 Year 1 had a visit from an author during book week. The author was Anneliese Emmans Dean who wrote the book Buzzing! Discover the poetry in garden minibeasts. The children first had an assembly in which the author described her book and read out the different poems she had written. She got the children involved by getting them to join in the poems and also by singing and doing actions.
Once the children had listened to the assembly they took part in a workshop. The focus of the week was also linked to minibeasts as it was science week as well as book week. Anneliese had a green bag containing lots of different coloured ribbons inside. She rang a bell and every time the children heard it they had to stand quietly and Anneliese would walk around and choose someone to pick from the bag. The children had to sing’ Its time for a rhyme’. Once the child had picked out the ribbon she put it to her ear to listen tot he minibeast. She then told the children what it was and began to say the poem she had written about that i minibeast. The children created actions and noises to go with each minibeast. The ribbons included a warm up rhyme and a cool down rhyme.
All the children really enjoyed the workshop being active and involved throughout. They were able to recall at the end what minibeasts they had looked at and the sounds and actions they did.