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.
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.
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.
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.