(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:

Create an image using symmetry.

I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.

MTH 1-19a

(Whole class question and answer.)

The CT then drew half an image and a line of symmetry on the board and asked pupils to go up and complete the other half of the image.

Individual learning for the rest of the lesson.

Remained in usual class seating, four groups of 6/8.

Each pupil given one piece of A3 paper which they had to fold in half for axis of symmetry.

Then given paint to outline half of a pumpkin (image on board), seen as it is the week leading up to Halloween.

Then had to ‘print and squish’ to create other half of image.

In advance of the lesson, the CT asked me to work with the group that requires extension.

I had to constantly remind this group of the task at hand, as they had not listened to instructions properly, due to the excitement of being trusted to use different materials.

The few pupils who struggled eventually got the task completed with a lot of encouragement and guidance.

I think if I had not worked with the group that the CT had asked me to then they would not have been able to complete the task alone on time.

Pupils were learning to:

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail.

LIT 2-16a

CT then asked questions about the book.

Then back to usual class seating, 4 groups pf 6/8.

Each group was given a task, either:

-Predicting: To predict what happens in book, especially with regards to the characters.

-Creating: Group create comprehension questions with CT for the class’ next task.

-Expression: In pairs, read through chapter which was just read, changing voices to match each character.

-Summarise: Summarise five main points from chapter.

Also, in advance of this lesson, the CT asked me to work with two groups which require extension. (Summarise and expression groups.)

These groups were the same ones which I had worked with in the morning in the numeracy/maths lesson. Again, they required some encouragement to stay on task, however, they did know what they were doing when questioned.

B and L’s group needed much encouragement with this task. This group also struggled with spelling especially, in this task. Even though the profile sheets with the answers was in front of them, L and B kept asking what the answers were but knew them when prompted.

(Detail lessons throughout the day.)

Student teacher role

(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?

9.00

9.15

9.30

Class given starter question to do on whiteboards during register: ‘My answer is 73p. What is my question?’

Class had to create own question up to get correct answer.

Number bonds to 10, 20, 50, 100, 1000.

Then run through of six times table (number square if required).

Class asked to define the word symmetry, writing answer on whiteboard.

Pupils were then chosen to go up to board and finish the half image already drawn.

Then onto either ‘paint and squish’ activity. (See N+M log.)

Plenary task. ‘Wheel of fortune.’

Eight questions. One chosen at random by wheel. Eg. ‘Today, I have learnt…’

‘I am now able to…’ etc.

A

O

O

O

A

O

I personally think this is a good idea as there is less fidgeting and noise as there is work to be done.

The quick recap of number bonds is effective and is beneficial for the whole class, especially for those where number bonds is not a strong point.

By beginning symmetry lesson with a definition of the word, I would have thought that this would have made the task at hand easier.

Children chosen to complete image on the board coped well.

However, when it came to the ‘paint and squish’ activity, it became clear those who did not have a full understanding of what symmetry is.

(Novel: Billionaire Boy.)

2.15

Halloween songs, sweets and games in class.

O/A

O/A