Assessment Records


These were a great way that i found useful when recording children’s progressions and outcomes of lessons. The table included every child’s name with three other columns, understood, not understood and next steps.With the names i was able to identify those specific children who need more assistance (highlighted in green).

The understood column was for me to identify which children had gained an understanding from the lesson and to what level they had, so for example skill, mastery or depth. This also allowed me to state specific strengths etc of those children.

The not understood column was for me to identify those children who needed more input to gain a fuller understanding on the topic. It allowed me to identify what areas they struggles with, making a note of these and also if they struggled from the beginning.

Following on from this was the next steps column, which allowed me as the teacher to note down what would happen next, so would an intervention be needed, or just a simple reminder for the child in the next lesson. I could also then state if the child now understood it from the next steps being taken.

This assessment strategy relates to specific standards which include:

  • being able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  •  being accountable for pupils’ attainment, progress and outcomes
  • to know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

Target: Continue to develop this way of recording assessment in future practices to form a solid and effective strategy that works for both me as the teacher and the class. 


Grammar lesson Observation -sentence structure


This is an observation from a grammar lesson where the children were learning about compound sentences and how to form them. The children really enjoyed the hook which was conjunction tennis which immediately got them involved in the lesson. There was an appropriate level of differentiation within the lesson that was suited to all different groups of children. Key strengths include  being able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions and also knowing when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Areas for improvement:

  • Modelling to the children
  • A way to get all children’s attention quickly
  • Pre-assessment of what the class already know


Safeguarding involves many aspects including:

  • Behaviour management
  • Staff conduct
  • School security and physical environment
  • Photography, videos and images
  • Visits

Behaviour Management

This can involve aspects such as how are you feeling in the morning, using the blob tree, e-safety: so being safe online, conducting yourself accordingly online and confessions/thoughts/feeling bees.

Staff Conduct 

This covers promising to not keep secrets, whistle blowing, recognising policies, managing risks, exercising authority, ensuring doors are kept open in one-to-one situations and also ensuring professional language is used throughout.

School security and physical environment 

Aspects include making sure there are gates around the school, as a teacher not sharing your school on facebook or any other social media, making sure that staff and volunteers are wearing appropriate ID badges and ensuring that there is always a parent or guardian there to pick up after school.

Photography, videos and images 

Sending letters home to parents to ask for permission for the publication online such as on their schools website, respecting family values and blurring faces out of children.


Making sure that children are in partners or groups when outside of the classroom, ensure that the school only takes the children places where they would be safe, making sure that there is an appropriate ratio of staff to children on school trips and also that a in depth risk assessment has been carried out before leaving school.

These are all very important aspects of safeguarding children within and outside of school and all of these and more should be considered everyday.

Target: Ensure I am familiar with safeguarding and how to ensure i deal with this within and outside of school. 

Dramatic conventions


Reflection of dramatic conventions PowerPoint 

I chose to look at the different dramatic conventions for the book ‘A Little Bit of Winter’, which is a two-character book aimed at KS1. Highlighted in peer feedback was the good choice of book, as there are lots of areas for the children to develop in, the different dramatic strategies can be applied easily and comprehension can be developed through these. There is a lot of different activities that can be carried out within a Literacy lesson linked to drama. ‘A Little Bit of Winter’ presents opportunity for a range of these activities, therefore I chose to focus on 5 of them: hot seating, flashbacks/flash forwards, freeze frames, paired improvisation and role play. I chose to focus on these as they were best suited to the book I chose, allowing me to relate it directly to the text. I believe from these conventions I was able to think about specific examples of activities for each one, delivering it at the correct level of a KS1 child. From looking at my peer evaluation they agreed, as they noted that the use of activities well related to KS1, being pitched at the correct level and also that the specific example from the book were thorough and linked in to the book well. They also highlighted the good level and amount of wider reading and how it supported and backed up my points made throughout the presentation, linked to how the activity would help develop a child’s comprehension skills. There were many sources out there to read which were specific to each dramatic convention, explaining it fully and stating possible benefits for not only comprehension but also language, writing and speaking skills in literacy.

This task was very useful as it enabled me to think about different activities that I could actually use within school when on placement and throughout my career and it allowed me to think specifically about KS1, an area I have not had a lot of experience in yet. Although this task was only based on one book, from watching my peer’s presentations and my own thoughts I can see how drama can be used with any book, either KS1 or KS2, as it is a flexible learning approach that can be adapted.

Target: Use at least one of these dramatic conventions within a literacy lesson to enhance the children’s comprehension and other literacy skills. 

Inadequate and outstanding teacher


There are many qualities and characteristics that make up either an inadequate teacher or an outstanding one. It is important that I know these different characteristics so i am able to fulfill these for the one i wish to be.

Some qualities for an inadequate teacher include lack of consistency, poor use of TA, poor assessment methods, lack of subject knowledge all round, negative attitude, not addressing misconceptions, unenthusiastic, not engaging etc.

Some qualities for an outstanding teacher include good subject knowledge of all subjects, confident, creative, flexible, consistency, productive use of assessment etc. Other ones also include integrating learning outside the classroom and IT into their teaching strategies.

Target: Work towards being an outstanding teacher including most of the qualities and characteristics identified above. 

Recognising maths mastery


This is an example of how teachers can recognise whether a child has met the mastery level in maths or if they are still working towards it. The children must work through the stages to be able to achieve each bit before moving on. This is because otherwise there might be gaps in their knowledge and understanding.

This is a good way for teachers to assess their children as it gives them specific ideas and details as to see whether the child has met that level of mastery or not. It also shows them what they need to do next to be able to move the child on and develop their mastery ability. It also allows the teacher to know what prior knowledge they should have and if i child is struggling they know what steps they may have to go back to in order to secure earlier knowledge before progressing further.

This is becoming a widely use approach in all schools now as it part of the new curriculum for mathematics.

I was able to work with approach on placement 1b as the school I was at had already integrated this approach to maths into their curriculum. I really enjoyed using it and it was great as it meant that all the children were focusing on the same objective just at different depths and mastery levels. I meant that all the children could move on at the same time and that there was no children going higher level work, instead they just went into more depth on the topic.

Target: Continue to develop the use of mastery mathematics within school. 

Measurement in Maths


This shows how measurement is covered through KS1 and KS2 and the different areas that it includes. it looks at different example of activities that can be used within the classroom to teach measurement, including a specific example of a top trumps activity that can be done with KS2 involving conversions and different measures. There is a list of useful websites that teachers can access to help them if they are unsure with any of the topic areas.

This can be shown to either teachers or parents if they are unsure about measurement and what it covers or if they are unsure how to go about teaching some of the aspects.

Target: Use some of the example activities to teach measure in and outside the classroom. 

Singaporean Bar Model workshop

In year 2 we worked in groups to create a workshop for a group of year 3 children to teach them about the Singaporean bar model. We came up with a lesson plan and a list of resources we would need for a the workshop and worked out in our group who would teach which bit to the children.

These are some pictures of the workshop and some of the activities that we did with the children. We first introduced the bar model to the children as they had never heard of it before. We then used modelling to work through an example with the children, then doing it again but asking the children for input like what should we do next? This got the children thinking about what they had just been shown. We gave the children cubes to work with to help them through the process as it was their first time going through the method. We also wrote down the equation down on a whiteboard so that the children could always see it and refer back to it when they needed to.

All the children worked well together on the bar model considering they had never seen it before. They were able to work effectively through all the questions helping each other and asking questions when they were slightly unsure. It was a great activity which i also enjoyed as well as the children. I was able to learn how to deal with a range of abilities for the objective making the appropriate differentiation where necessary.We were also able to manage the behaviour of all the children as it was only a small group of about 6. They all listened and worked with us as if we were real teachers.

Target: Use the Singaporean bar model within schools if they use that method within their maths lessons. 

Venus Fly Traps


This is an example of a fun activity that can be done with the children. It was part of a topic lesson from professional practice 1b where the children were learning about ‘the deadly 60’.

All the children really enjoyed this activity as although they had to do some writing, they were able to use the iPads to research the information to put in the centre of the Venus fly trap. They then wrote the information in the middle before colouring it in the colour of the Venus fly trap they learnt about in the prior session. They then cut out around the edge to make the spikes and folded it in half so they could trap things in it.

Some of the children who finished the activity quickly used their knowledge of what Venus fly traps catch and added things to their such as flies.

Target: Use fun activities that the children can enjoy and apply their prior knowledge to. 

Technology and virtual resources in Maths

This is an mind map of the how technology and virtual resources are useful or not so in mathematics. It highlights different ITP’s such as interactive rulers and iPads etc. 

Although technology in maths allows teachers and children to access a wide range of resources and materials it does not always lead to an increased understanding of mathematical concepts. Research includes Bruner, Drews and Ofsted. 

Target: Use a range of technology and virtual resources to ensure progression and varied learning techniques.