This is an example from my final placement of a phonics weekly plan. This was an effective method of planning as it explained each part of the lesson step by step, where the resources were provided for each stage. The teacher could clearly see the aims and objectives for the whole week and see whether they would need to revisit some aspects later on in the week. I would use this method of planning again as it proved effective for a weekly plan, with a clear structure that is easy to follow.
Target: Ensure planning is effective and easy to follow.
During a major mathematics session, we looked into the role of the subject leader and class teacher. One area looked into in more depth was a scheme of work for the year. This is an example of a scheme of work for a year 5 class throughout the whole year. It identifies the topics that will be covered and most importantly these are referred back to throughout the year to ensure that the children cover them more than once. Included in ours is the different areas of the national curriculum and the statutory requirements for each. Alongside we have included a tally of the number of times each area is covered in the year. We also added in a pre-assessment for the tasks which is indicated by the number in brackets, letting the teacher know which topic is coming next.
Target: continue to gain a deeper understanding of schemes of work.
fronted adverbails powerpoint
This is a creative way to teach fronted adverbials to a year 4 class.
First it it important to hook the children in. In this case this can be done through setting the scene of a shipwreck. Show the children a picture of the shipwreck on the island and then play some sound clips e.g. sea waves, storm, island sounds etc to they can create a real-life picture in their head of what it would be like. Tell them to imagine they are a pirate and have just landed on the island. What can they see? hear? touch? what are they doing? is there anyone there with you? how are you feeling? Remind them to think about these while listening tot he sound clips.
Teach or go over prior learning. Focusing on specific fronted adverbials e.g. time and place. Show the children some examples of these adverbials and see if they can come up with any more themselves. Check they know what it is. Why is it called a fronted adverbial? what does it tell us?
Demonstrate to the children some examples of a sentences including a fronted adverbial. Link this to the pirate activity by giving the children each a piece of treasure (gold coin). Explain to them that to escape and be rescued from the island they must send a gold coin home. It must include a sentences about what it is like including a fronted adverbial. Each child can write their own on the coin before posting it into the treasure box.
To differentiate this task the LAPS can be given a selection of sentences broken up into two parts. They can match the fronted adverbial to the rest of the sentence before writing this on their gold coin. The MAPS can be given a list of fronted adverbials to support them however they have to continue the sentences themselves. The HAPS can also be given a list of fronted adverbials to support them but they can also think of their own. To extend the HAPS challenge them to expand their sentences with a conjunction e.g. and, but, so etc.
Behaviour management – try to link this to the theme of pirate too. Explain to the children at the beginning of the lesson that we will have a chant and every time you hear me say my part you must respond with yours and them stop, look and listen. The teacher will shout ‘PIRATES!’ and then the children will respond with ‘AHOY!’ and be ready to listen to instructions.
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.
These are two resources which were used in a staff meeting all about the SPAG tests. Within the meeting all teachers worked in pairs to complete the KS2 SPAG test for 2015 seeing just how hard they are. Some of the teachers even struggled on some to get the answer correct, presenting the idea, how do we expect our children to be able to?
A teacher who had been to a SPAG meeting presented all staff members with a booklet which presents different ideas in which we can teach SPAG within lessons, highlighting that it needs to be made fun too. This was going to be used within the school to ensure that the teaching was high quality and all teachers had appropriate activities they could adapt to their classes needs. This gave them all a basis in which to work from.
Target: ensure i have the subject knowledge to be able to teach SPAG to any year group.
The children worked in mixed ability groups to learn about the different continents where deadly animals came from as their topic was ‘The Deadly 60’. There was a different activity on each table and it worked in a carousel around the classroom. One table was working with me, another with the TA and another with the teacher and one was an independent activity. As the children moved around the activities they picked up new information. At the beginning of the lesson they had to write down on a mind map created for them everything they already knew about the continents and not to worry if they didn’t know anything because they would by the end of the lesson. At the end of the lesson they went back to these and added in everything new that they had learnt from thew activities. A fun lesson where all children were engaged!
- Voice – try to vary volume, tone of my voice and consider the speed of voice in different situations.
- ‘loss of learning time’ – low level disruption throughout the lesson. Avoid this to ensure all children are on task at all times.
This is observation feedback from a maths lesson about time. This was the first lesson that i has adopted my teaching using the agile teaching approach (used by the school). This meant i was able to differentiate more effectively so for example the higher ability starting straight on the main activity as they didn’t require the input from the starter. Specific standards it links to are TS3, TS4 and TS5. This is because it was highlighted by the class teacher that I was able to demonstrate my good subject knowledge, use the lesson time effectively and adapt my teaching to suit children by thinking on the spot to make sure all children were engaged.
Areas for improvement:
- Progress with the agile teaching model
- Ensure appropriate resources are available
- Try to relate learning with real life experiences to put learning into context
There is a lot of discussion around Fundamental British Values and whether they should just be called fundamental values as a universal term to describe all cultures etc. This is because many of the values are very similar if not the same in all cultures. People are arguing that maybe because you are not ‘white’ or born in Britain then you can not follow the ‘British’ Values.There is also debate over the terminology used to describe these Fundamental British Values, suggesting they can be leading and have different meaning to different people.
Fundamental British Values are described as
- The Rule of Law
- Individual Liberty
- Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
Fundamental British Values can be taught within school in various ways such as:
- British Values day in school
- Themes around the curriculum
- cross curricular activities
Target: Use a varied wide approach when teaching Fundamental British Values to ensure all children are included.
This is an example of a maths parent booklet that could be sent home to help involve parents in their child’s mathematics education. It is a great way to encourage parents to want to be involved in their child’s education as it gives them all the resources they would need.
There are many different aspects that can be included in the parent booklet, some ideas that are in this one are a vision for the year, the national curriculum links, advice on mathematical concepts including calculation (addition, subtraction. multiplication, division and place value), problem solving, fractions, real life maths and how to develop your own confidence in maths. I can be a very effective way for parents to increase their mathematical subject too so they are able to assist their child in homework etc.
Target: Use this parent booklet as a basis to making further ones for all subjects to enhance parental involvement in their child’s education.