Above is an example of a tracking grid that I created to monitor the progress of children through each lesson.
I update the tracking grid during and at the end of each lesson. I use both formative (observations, questioning, discussions) and summative (children’s work, assessments) assessment to fill in the grid.
This has allowed me to see the progression that children have made, as well as set targets and guide pupils to stretch and challenge them.
TARGET: Continue to develop knowledge of statutory assessment requirements.
During my Phase 1b placement I produced and delivered the topic lessons that were based on The Great Fire of London. Although there were not many lessons available to spend on the topic, I believed that it was right to give the children the opportunity to explore, discover and ask many questions.
In the first lesson, I introduced children to 1600’s London by showing a picture of current day London and a drawing of 1600’s London. Children were then given the opportunity to explore the pictures, discussing the similarities and differences they could see. Children fed their ideas in to a class discussion which prompted further questions to be asked and allowed children to think critically and develop their own understanding and perspectives.
In the next lessons that followed children engaged with creating a timeline of The Great Fire of London, focusing on key events and times. They developed their understanding of how we know about events that have happened in the past and used a variety of historical terms.
I was also able to spare time for the children to create their own Great Fire of London landscape. Children painted the background and buildings and added coloured squares of paper for the windows and doors of the buildings. Although the format was given to the children, the children’s creations were all different and presented their own ideas and understanding of the Great Fire of London. Children were able to develop their skills and techniques, creating effective and colourful pieces of work for the class display.
If I was to do this topic again, I would allow for the children to partake in more independent investigative work.
TARGET: Use activities that will allow children to investigate further about the topic.
Mental health affects all aspects of a child’s development including their cognitive abilities, their social skills as well as their emotional well-being. It is therefore important that we support children ‘to be resilient and mentally healthy’ (Department for Education, 2014: 6).
One factor that can cause a deterioration and poor mental health in a child is the impact of family relationship problems. The picture above shows the research I have undertaken about the issue.
It is important as teachers that we are aware of the signs of distress that the children show and how we can use strategies to support them through this. We should always try to encourage positive mental well-being throughout every aspect within school.
TARGET: To continue with research around children’s mental health and ensure that when in the classroom, I create a safe and stimulating environment for children.
DEPARTMENT FOR EDUCATION, 2014. Mental health and behaviour in schools. Departmental advice for school staff.
As a reward for their good behaviour and progress in their work, Class 2 at Morland Area C of E Primary School were taken for a day out tothe Westmorland County Show.
This may not have been a particularly appropriate reward for some children, however with the school being in a rural setting and many of the children from farming families, this was an ideal treat for the children – and an educational one too!
Th children visited the education tent, looked at the stalls and watched a very entertaining display by The Sheep Show (http://www.thesheepshow.co.uk/) learning about the process of wool. They also had the opportunity to get close to the animals learning about British Agriculture and the process of how the food that the children eat, reaches their plate; something that is not widely taught in schools.
For me, I benefitted from this experience as I was able to learn about the process of organising a school visit. The class teacher involved me throughout the whole process, increasing my confidence and encouraging meto arrange class visits in the future. The key aim throughout the organisation, and the visit itself, was keeping the children and adults safe throughout their experience.
Everyone (including myself) had a highly enjoyable day even with such atrocious weather and being covered in mud from head to toe!
TARGET: Arrange a class visit.