(Describe the detail of learning developed via the lesson.)

(Note organisations used throughout e.g. individual learning, paired discussion.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

To what extent did pupils engage with the learning experience?

To what extent was the learning achieved?

What would be appropriate next steps?

How effective was your contribution to the lesson? How do you know?

Pupils were learning to:

Discover various strategies to create questions on measure and be able to get the correct answer.

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

MNU 2-11a

Eg Q: “What could I use to measure a pencil?”

Then CT got class into 4 groups, that they had also been in previously: multiple choice group, famous people group, place group and measuring group.

Each group had to create questions related to measure.

I worked with the multiple choice group, where they had to create around 5 or 6 questions. An example of a question which the group created was: ‘What would I use to measure my pencil? A. a trundle wheel. B. a measuring jug. C. a ruler. Or D. a metre stick.

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Also, the class were able to remember the groups which they had been in previously.

When it came to actually creating the questions and the multiple choice answers with the group I was working with. I found that the majority of the group lacked imagination, in a sense that they continually used the same four answers and repeated them over and over. Not that this is wrong, however, I would have thought it would have made it harder for others to answer and adds a bit of variety. Also, the majority of the group only managed to complete one or two questions at most. Only Child A managed to complete around 7 or 8 answers and to a very good standard.

Pupils were learning to:

Describe a creature from their imagination. Describing its appearance and how it moves, incorporating wow words.

I can convey information, describe events, explain processes or combine ideas in different ways.

LIT 2-28a

Lesson on describing appearance and movement of a creature, as last lesson of a series of writing pieces on character. Lesson was a writing/ art lesson. Finished product to be put out in corridor display, called “Through the Keyhole”.

Began class with CT asking class ‘what is a keyhole?’ and what it does. Then, went on to describe the ways which a creature can move using powerful verbs (boomed, trudged, stomped etc). CT also gave class words which they had to change into a more powerful verb, eg. The word ‘walked’, was changed to ‘stomped’.

The class were then divided into 3 groups: synonym group (to create word bank of wow words.), passage group (worksheet on powerful verbs.) and a mixture worksheet.

Class then moved onto their plan which consisted of drawing their creature inside a keyhole outline, taking into consideration how it moves etc (given 10/15 minutes for this). This plan picture will sit on top of their writing pieces for out in the corridor when completed and will be able to be flipped interchangeably.

Class then watched a Youtube video on powerful verbs.

I worked with two children specifically, Child B and Child S, as instructed by CT.

CT tells class that stories must begin straight away and that their eye is already looking through the keyhole to prevent waffling.

Pupils had to glue in and complete success criteria sheet into jotter. CT explains exactly where and why (as artwork will eventually be taken down from wall and have to be glued into jotter).

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Many pupils had some excellent ideas.

Class enjoyed the worksheet activities also. They engaged well with these and helped one another within their groups. I   think this gave them a better understanding as to what verbs were.

The children which I had been asked to work with often require additional support. Child B got on with work well when he was encouraged and did have some very good ideas. Child S struggled to understand aim of task and kept referring back to the aim of the previous lesson, last week. Child S kept describing instead of actually using verbs, even when corrected. I am unsure if this was due to a lack of understanding or due to her hearing as she has a cochlear implant which requires the teacher to wear a mic. Understanding? Hearing?

(Detail lessons throughout the day.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

To what extent did pupils engage with the learning experience?

To what extent was the learning achieved?

What would be appropriate next steps?

How effective was your contribution to the lesson? How do you know?

9.10

9.35

CT spoke to class about Christmas enterprise and what their class would be doing. (Selling hot chocolate reindeers.)

Then gave class an overview of what work they would be doing for the day.

See Numeracy and Maths log.

See Literacy and English log.

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1.25

2.30

ICT. (NCC) Lesson on coding in ICT suite.

First part of lesson was on seatbelt and booster seat safety. Each child was measured to see who did and did not need a booster seat. Then the teacher who had taken the class for this lesson gave the class a talk about seatbelts, boosters and car seats and why they are so important.

Teacher then let children go onto two different coding websites that the school uses called code studio and hour of code. These help develop children’s coding skills whilst the different themes and styles keep them interested as they come in the forms of video games etc, that most of the class probably play at home.

For the last ten minutes of the lesson, the class were allowed to play on the game site: friv4schools.com.

Then for the last half an hour of the day, the class returned to their regular classroom and completed their creature plan pictures from writing. Whilst they did this the CT marked some of the children’s work whilst I went round checking spelling and reading the stories.

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I think ICT lesson was beneficial for the children as many of them did not know that they had to use a booster seat. Also, the difference in setting excited them and got them engaged with the lesson.

Also, allowing the children to work independently in partners was a good idea, as many of the pairs tried to help each other. With one pupil being the ‘driver’ and the other the ‘navigator’, taking turns each time. This improved their skills in terms of coding as they could help one another but also encourages teamwork.