(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 multiplication and division strategies to get to the correct answer.

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.

MNU 1-03a

CT wrote a multiplication sum on board, eg. 8×9. Pupils then had to write out their working for the sum in as many ways that they could think of. Answers were then shared in a class discussion and the answers which could have been used where 8×9/9×8, an array of 8/9, repeated addition or sentences (8 groups of 9/9groups of 8).

The 4 groups were then given a maths game each. I took one of the groups which require more support than the others. The game which my group played was ‘multiplication bingo’, where each child had a sheet containing 6 boxes and in each box was one division sum. I would call out a random number from a set of cards given to me and if the answer I called was the answer for one of the sums on a pupil’s card, they would put a counter on that square. This would carry on just the same as regular bingo, until the 6 boxes were full (BINGO!).

L

Most children in the group enjoyed this maths game and had little struggle with finding the sum to match the answer. L, however, constantly kept asking for the answer as she clamed she did not know if she had the correct one or not nut when prompted and given the one on one attention she could find the correct one (needs pushed to be more independent).

Pupils were learning to:

Describe a character made up on their own, using similes and wow words.

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

LIT 2-28a

Individual task: written work.

Began class with visualisation cards. CT gave each pupil a piece of paper on which they would draw a character that she was describing to them. Then spoke about characteristics and what it means (whole class question and answer). Also, spoke about similes and called 2/3 pupils up to front of class and asked them for a simile or encouraged them to share one, eg. ‘Child A’s top is as red as fire.’

‘CT is as brave as a lion.’ Etc.

Went through learning intentions(L.I.) and what they were, each pupil was given own slip of L.I. to glue into jotter at top of current work. Each pupil had also to set themselves a personal target (PT) to work towards, which in this case was to incorporate between one and five similes into work.

Mind map was put on the board for ideas of characteristics which a goody would have.

The work was done on a double sheet spread. One half had to have wow words, a picture of their goody and learning intentions at the top. Around 3/4 minutes were given for the wow words and the picture each. The other page was for the main body of work, the description of their character.

Some children began to write stories about things their character did instead of describing the character. This could be rectified in the future by making sure the class know what is expected by asking questions about task before they begin.

Also, a few children kept forgetting to refer back to wow words and add in similes to their work, however, those that did managed very well.

(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?

9.15

9.30

Then CT gave the class a verbal plan of what the day would entail.

See Numeracy & Maths log.

Recap of punctuation.

CT does ‘Kung-fu Punctuation’ with class to aid memory, using kung-fu style actions and utterances.

O/A/L

O

The class engaged really well with the ‘Kung-fu Punctuation’ as it is a different way of learning. I also think the actions may make it easier to remember punctuation as they are marking out the shapes at the same time.

(Big writing)

1.30

2.15

2.30

2.15

RE lesson:

-Spoke about All Saints and All Souls day, as they had been two previous days.

-Profiles of St. Margaret Mary which children had read to them and then had to complete a worksheet with questions about her life, eg. ‘Where was St. Margaret Mary born?’ etc.

Began new topic: Scottish music.

CT plans to relate topic to maths as children will have to calculate price of music tour round Scotland to find out if they have enough money to do so.

CT read a letter to the class about a group of people who had won something and asked class to discuss what they thought the people had won in groups.

Class were then told it was a music festival they had won.

Listened out for instruments in pieces of music and had to identify what instruments could be heard.

Class split into ‘band’ groups.

O

A

O

O

O

Most children engaged well during RE lesson. One child did not believe in religion and did not engage as well as the rest of the children. A few other children also kept asking questions to which the answers were on the profile sheet.  They, therefore, needed encouragement to think for themselves.

Children seemed very excited at the thought of this new topic and had many ideas when asked what the letter may have been about.

Some of the children are very into music and there were some great answers when it came to talking about bands and listening to the music for instruments.

Most seemed very excited to be working with new class mates compared to the everyday groups.