Category Archives: 2.1 Curriculum

Health and Wellbeing Lessons

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Ø  Lesson 1

o   Food and health: Nutrition: By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

o   Food and health: Nutrition: By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan.  HWB 2-30a

 

Ø  Lesson 2

o   Food and health: Safe and hygienic practices: I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a / HWB 1-33a

o   Food and health: Safe and hygienic practices: Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.  HWB 2-33a

 

Ø  Lesson 3

o   Food and health: Food and consumer: Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion.  HWB 2-34a

 

Ø  Lesson 1

o   Begin by getting into groups of 4. In front of you, you should have an a4 sheet of paper. Draw a line down the centre, label one side ‘healthy’ and the other ‘non-healthy’. You should have a pack of pictures in front of you with foods and drink printed onto them. Spread these across the table, and as a group, decide which food and drink should be placed in the ‘healthy’ section and ‘non-healthy’ section. At end of lesson explain that some foods are healthier than others, however, it is important to have a balanced diet. Introduce class to the ‘eat well guide’ (healthy eating plate).

Ø  Lesson 2

o   Explain to the children that we will be learning about safety and hygiene in the kitchen. To do this we will go along to the cafeteria to speak to the kitchen staff about how they keep safe and hygienic in the kitchen. Speak about why they wash their hands, wear an apron, tie their hair back/wear nets, clean surfaces, wear oven mitts when handling hot dishes in the kitchen. Spend 15-20 minutes speaking to the cafeteria staff and then return to class to explore what we learned.

  • P1 – P3 – We will get into pairs and find ourselves a table. Practice the hygiene and safety tips the dinner staff gave you by using the items I have brought in. In front of you, you have an apron, dishcloth and washcloth. Between: putting your apron on, washing your hands and wiping any surfaces, put into order which should come first. Create a sequence of what you would do in the kitchen when baking a cake to ensure safety and hygiene, in order. I will walk around the class and when I reach your group I want you to explain what you have chosen and why.
  • P4 – P7 – Will get into pairs and create a step-by-step plan to explain the procedures you would take to ensure hygiene and safety in the kitchen when preparing food (remembering what the kitchen staff said).

Ø  Lesson 3

o   Begin lesson by explaining to class the learning intentions and success criteria of what we are away to learn. Discuss/write down if there are any foods you are aware of that come from a different country. Using the leaflets on your table, with your partner, highlight the countries name and the traditional foods that originate from that country. Collect leaflets in a pile and put them at the front of the class. Now use the worksheets I have put on your table and using a pencil and ruler, join the foods listed to the country that it originated from. Discuss your answers with your group. Now put your worksheets away and collect a whiteboard, pen and rubber. I will name a country and I want you to write down a food that originates from the country that I say. Make sure you keep all of your worksheets together as next lesson we will be working in groups to create a poster.

 

Ø  Literacy will be used in all of these lessons.

The Importance of Dance

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Last week, I took part in a dance workshop for my module ‘Teaching Across the Curriculum’. It gave me insight into how important dance is, how it can be used across different areas of the curriculum and how simple dance tasks can allow children to be imaginative.

Expressive Arts is part of the Curriculum for Excellence. Dance is important as it allows children to express themselves and be creative. Within our dance workshop we were instructed to find different ways to travel across the room, for example, side stepping and hopping. I will use this task when teaching as it would allow the children to have fun, as well as challenging themselves to think outside of the box and create original moves.

Dancing is not everyone’s strong point and some pupils may find it difficult or be embarrassed to perform in front of the class. Within our dance workshop, we were instructed to create our own travel movements, and then to find a partner and share with each other what we had created followed by finding another group of partners to show them what we had learned. In the end, we all had to collate our dance moves to create a short routine which each group presented to the rest of the class. This allowed for individual work, partnership work, groupwork and classwork. I will remember this when I am teaching a class, as allowing the pupils to work with their peers relieves any worry of embarrassment and ensures they have fun while learning.

Dance is used in primary school to promote physical fitness, however, can also be used to aid learning in other curricular areas such as mathematics. We were informed that dance allows opportunities for active cross-curricular learning. This means relating learning to more than one area of the curriculum, for example, the ability to count is required to be able to follow the beat of a dance. I will use this experience in my class lessons in the future and aim to use cross-curricular learning opportunities to allow the children to expand their learning experiences.

From the dance workshop, I have learned that the teaching of dance is important in primary schools as it allows the children to be creative, promotes fitness, increases social skills and can be used to expand their learning across different subjects.

Experiences and Outcomes for Language

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I spent some time examining the Second Level Experiences and Outcomes for Language. Teachers have the responsibility of enforcing correct language and literacy across all areas of the Curriculum. Within this topic, there are three areas that need to be covered and passed through assessment and examination, these are: listening and talking, reading, and writing.

I recall from own personal experience, that the teacher would ask the class note any facts that the learned from the documentaries she would play for us. After the documentary ended, we would share our facts and collate them in groups, and then share these collated facts with the rest of the class. This allowed for individual thought, groupwork and classwork. It invites the opportunity to communicate by listening and talking to peers.

The most memorable reading experience for me at primary school was when the class was split into groups, each group was given a different book to read, discuss, analyse and summarise. My group was given ‘Greyfriars Bobby’ by Eleanor Atkinson. I remember not taking an interest in this book as I found the Scottish dialect too difficult to understand and I did not push myself to read it. I understand now that the teacher was trying to challenge the group, however, this text was too advanced for our age group. I will learn from this and ensure that pupils I work with are challenged but not so much that they lose interest and therefore learning time.

I was given many writing opportunities at school. Regularly we were instructed to write short stories, redraft them and share them with our peers. This was one of my favourite lessons as it allowed for creativeness as well as testing our writing abilities and literacy skills. I will allow time for this when I teach as I believe it is the best way to allow children to express themselves and build on their skills, as well as allowing the teacher to assess their abilities.

Listening and talking, reading, and writing skills are essential for development and success in a child’s future learning experiences. Therefore, it is crucial that I, as an educator, enforce correct literacy across all lessons within the classroom.