Placement was an inspiring experience and enhanced my understanding of how a classroom environment works daily. Before starting placement, I was really excited and looking forward to new experiences as I love being in the school setting. Having seen the school’s website before starting my placement, gave me an idea of what the school ethic would be like. The website was very informative and interesting. I thoroughly enjoyed working with the children and the staff in the school.
I was based in a Primary 2 class with my peer for the two weeks of placement, this was beneficial as I got to know the teacher and the children really well. I have had previous experience in a Primary 1 class and found it very interesting seeing the next stage up.
I quickly got into the daily routine of the class. The class teacher was in school around 8.15am every morning to prepare for the day ahead. Every Monday morning the teachers had a meeting with the headteacher for 15 minutes before the school day started at 9am.
Throughout the placement I observed many numeracy lessons. The teacher used a variety of songs that children sung along to, this helped portray the lesson content. The teacher constructed the end of the numeracy lesson with activity based learning, there were directed tasks that children could carry out through play to consolidate learning. The directed tasks included; using fake money and adding it together to make up a certain sum of money; shoe laces that numbers could be threaded on to make a calculation or number pattern (odd/even); numeracy jigsaw; and laptops with ‘sumdog’ and ‘education city’. The children all participated in the directed tasks and were engrossed throughout the activities.
In Primary 2, I perceived numerous, assorted literacy lessons throughout the two weeks. At the start of every week children would get a new list of spelling words. The first week was ‘ff’ words and the second week was ‘ll’ words. As a class the children sound out the word phonetically and then say it 3 times fully – this assists the children’s understanding of how the word forms. The children copy 3 of the spelling words directed by the teacher in their homework jotter and writes them again at home – this is done Monday to Wednesday. The children have a spelling test every Friday and peer assess each other after the test is complete. Children were introduced to a dictionary for the first time, this was a very interesting lesson to observe and the children understood how the dictionary worked, they demonstrated this through tasks directed by the teacher.
The Primary 2 pupils had PE once a week. It was a fantastic opportunity to observe how another teacher dealt with the same class. The children loved being active and releasing energy.
The subject of French is covered orally in Primary 1 to Primary 3. Primary 2 have covered days of the week, and numbers 1 to 10. They have just started to learn the months of the year. The subject French was presented by using songs. The teacher regularly used ‘très bien’ and other French phrases throughout the French lesson and other lessons therefore carrying French across the curriculum.
Overall, the teacher of Primary 2 was very helpful and assisted myself and my partner in anything possible. I feel I supported the learning taking place in class to my best ability and demonstrated effective communication skills. My experience in the staffroom was lovely and interactive, the staff are all very welcoming and interested to hear about our course at UWS. I feel I adapted to the school and smooth running of it and became very comfortable with my surroundings after the first day. I have extremely enjoyed my placement at the school, and will take all my experiences and observations into my future practice. The primary school, staff and my partner have all been very reassuring and supportive. Having more experience in a Primary School has made me realise that I truly want to pursue a career as as Primary Teacher.
