Category Archives: 2.3 Pedagogical Theories & Practice

Goals for 1PP1b

These may come from the areas for development noted above. Your goals and references to the SPR should be drawn from your reflection on your development needs. You should discuss your identified goals with your tutor prior to the start of your block placement.

You are advised to draw at least three goals from the three different sections of SPR.
Goals (Please provide SPR code e.g. 3.2.2.) Provide SPR extended goal. E.g. “Develop positive relationships and positive behaviour strategies.” Justification: Explain why you have chosen this goal and how you will achieve it.

plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work.

Planning is not an easy task to be achieved in a short time. I will discuss with my mentor about my observation of children learning abilities and understanding and how I can meet all learner needs in my planning. Planning differentiated lessons will also build my confidence during placement.



communicate appropriately with all learners, and promote competence and confidence in literacy;


Communication is my weakness in the classroom, and I found myself repeating when delivering the lesson. I will be reading more literature and communicating regularly within the class in a clear and slow pace so there is a good understanding of my teaching.


apply the school’s positive behaviour policy, including strategies for understanding and preventing bullying;


I am impressed by the behaviour strategies and have seen using them effectively by CT. I will apply these strategies during 1PP1b and there will be positive relationships in the classroom.

Knowledge about Language

What is language? It is a very important aspect to learn how to develop an   engaging environment for me as a multilingual speaker. Speaking and listening an additional language in a different country was a tricky process for me in early days. I personally feel, that English is a language which could be complicated in spoken and written  tasks. Language is a thought process of learning new words, pronouncing,  and communicating in dialogue and interacting with each other in day to day life. Language is a way of expressing your identity and survive in the world of work and everyday life. I will be developing my skills in more depth about teaching English as an additional language for some children and barriers they face in my educational journey.

Today, I am also going to explore what to look for if a child has been successfully met an outcome as a teacher. Firstly, I will be looking at the experiences and outcomes in Curriculum for Excellence.

Listening and Talking Experiences and outcomes
I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.
I regularly select subject, purpose, format and resources to create texts of my choice. LIT 1-01a / LIT 2-01a
I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a
I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a (Accessed 22/01/19)

The child should be reading and listening to different texts at second level according to experiences and outcomes as stated in CFE. As a teacher I would plan more lessons with open ended questions where the child can write or talk more that I could not ask directly. Organize a talk show or plan a lesson for sharing a text with peers which he/she enjoyed and feel happy to share his/her feelings and reading to others. Assessment is a continuous process and as a teacher I will be focus on ongoing success of children developing their skills and using in daily life experiences. This action will give the child the sense of being confident and successful learner. I will be also looking at the bench marks for achievement of a level. Bench marks are for clarity for what a learner needs to know and support for teachers and practitioners.

Listening and speaking :  Selects spoken texts regularly for enjoyment or to find information for a specific purpose. Explains preferences.
Reading :   Selects texts regularly for enjoyment or to find information for a specific purpose. • Explains preferences for texts, authors or sources with supporting detail.
Writing : Creates texts regularly for a range of purposes and audiences selecting appropriate genre, form, structure and style.   (Accessed 22/01/19)
As a teacher, I will continue to work on ongoing progress and support child to achieve more by challenging in further curricular activities..