(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?

9.00

9.15

9.45

Register/ Outline of a plan for the day

See Literacy and English log

Topic Work: Roman Gods/ Goddesses

Observing

Assisting

Learning

The teacher fired through a quick but engaging PowerPoint that had pictures and plenty of information on Roman Gods. The pupils found this very interesting. The teacher ended the PowerPoint by asking the class questions on the information that they had just discussed. Nearly all the class could answer the questions correctly. Perhaps the next steps would be for the children to write a short paragraph about a God of their choice.

10.45

11.15

See Literacy and English Blog

PE:

Assisting

Observing/ Learning

At this time the class were scheduled for PE but they had specialists in to discuss healthy eating and appropriate sugar intake. The children engaged very well with this lesson as they could volunteer to assist the specialist in measuring out sugar and holding up examples. This lesson was related to their everyday life as it discussed what they ate a day in regards to sugar. (name of programme) They managed to get nearly all recap questions right on what foods are healthy and which aren’t and were very engaged all the way through the lesson. They participated well.

1.15

1.45

Assembly

Gardening

Observing/Learning

The class were supposed to be gardening with a specialist that comes in every so often but because of the weather thy were tasting food that they had previously grew in their school garden. They tasted kale and sunflower seeds and had to describe, how it looked, how it tasted, and whether they liked it or not. The specialist recapped why it is important to grow your own food e.g. better for the environment, cheap and healthy. Pupils were excited during this lesson as it was different from what they usually do.

(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

See literacy/Numeracy log

See literacy Numeracy log

11.30

PE

Observing

The children have other professionals during PE just now for a project called Jump Start. This project teaches the children all about healthy choices. The class could recall information from last week very well and they payed attention when learning about today’s topic which was fats. The two specialists showed the children what foods contained a lot of fats and explained we do needs some fats but only good fats some of the time.

2.10

Song practise

Observing

All the upper primary school classes got together to practise their song for the Christmas show which is Oliver. The class all engaged very well in this and seemed to enjoy it and the behaved very well during this session.

(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

9.30

Daily Spelling

Science Show

Observing/Assisting

Observing

The class copied their daily spelling words off the board and into the jotters three times and then they had to make sentences using these words. The class needed some encouragement in order to focus with the task in hand but overall they found it quite simple.

The whole school today had a special treat. This involved people from the science centre in Glasgow coming down and presenting a show to the children that gave them information about how their body works and why it is important to exercise. The children were very engaged throughout this as they found it interesting to learn about things like your heart, blood and arteries. They also got the opportunity to answer questions and volunteer which they enjoyed.

11.05

11.30

Art lesson

P.E.

Observing/Assisting

Observing

I went through to observe an art lesson in P5 when they were making an art piece for memorial day tomorrow. This involved them using paint to paint a sunset background by shading and then using black paper to make a hill and paint poppies on and then sitting a cross at the top of the hill using black paper also. The children seemed to engage really well with this and the class teacher took them through what they had to do step by step so that they didn’t get stuck at al. The work they produced was very good.

This week in jump start the children were learning about fats again and talking about how much fat and unsaturated fat we were aloud in a day and how much fats some foods contained. As always, the children found this interesting and answered questions/ took part really well.

2.00

Gardening

Observing/Assisting

The children now had gardening but because they didn’t have their wellies we couldn’t actually do any gardening so instead they played a game where they had to match up gardening tools with a description of what they do. They done this by working in groups. They also played another active game which involved naming gardening tools which they really enjoyed. Most children recalled a lot of information from the previous weeks and were able to remember and understand the new information they were given about unfamiliar garden tools. I just answered their questions when they were stuck.

Description of lesson or activity

(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

See Numeracy Log

10.50

11.15

See Numeracy Log

P.E.

Observing

Today was the final day of jump start for the next six months. Laura recapped on all the information that the children had been learning over the eight-week period about making healthy choices. She talked about what kind of foods we should be eating e.g. protein, carbohydrates etc. They talked about different foods that were healthy choices e.g. fruit and veg. They also talked about what foods contain for example how much fat are in certain foods or how much sugar. Laura did this by simply just asking the children to answer questions and by having a discussion with them. She also spoke about getting their families to eat more healthily and exercise regularly. After the discussion, the children then played a couple of games that got their heart rate up and burned off calories.

(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?

9.20

9.40

See Literacy Log for daily spelling

Art

Observing/ Assisting

The class were dreaming a Christmas card that was for the Patna primary Christmas card competition. The teacher explained to the children that they could draw anything they wanted on the card as long as it was to do with Christmas. First the children completed this using pencil and then they went over it in black pen. The children engaged very well with this task and they got on with it without chatting. A few children asked myself and the CT for help with how to draw some things so we showed them and then they copied it. Overall the children enjoyed this activity.

10.50

ICT

Observing/ Assisting

We went to the ICT suite for the whole time between break and lunch. Here, the class were asked to make a PowerPoint about their day at school yesterday as the teacher had been on a course. Their PowerPoint had to include words, animations, different styles of texts and pictures. Each child worked individually on this and described their day in their own way. A lot of the children asked for help with things like spelling or how to import pictures, so myself and the CT were kept very busy with helping students. Overall, most of the children worked well on this class and got on with what they were supposed to be doing and finished it within the time given. Some children got quite distracted but just needed some extra encouragement.

After this the children got to play mental maths games for about 15/20 minutes. The children loved playing times tables and number bond games on the computer and were continually trying to improve their previous score.

1.45

2.00

Daily Mile

Christmas Activity/Art

Observing

Observing/Assisting

The children completed their daily mile by doing four laps around the playground by either running, walking or skipping. Everyone completed this and enjoyed it as it was a break from being in the classroom.

The CT gave out a template of a stocking to the children to design by drawing on patterns and then adding glitter/painting them later. This was to hang up on a fireplace that the teacher had drawn for the classes Christmas display. All the children were very excited and enjoyed this activity a lot. Most of the class managed to come up with an idea of some sort of pattern to put on their stocking. However the CT put some examples on the board just in case. I sat with one boy in particular that struggled to concentrate on his own and we came up with a pattern together.

(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?

9.20

School Show Rehearsal

Observing

The children engaged very well in their rehearsal for the Christmas show. They sang and acted very well and hardly ever got told off for miss behaving or not doing what they were told. Because of this I could tell that they enjoyed this and wanted to impress the teachers.

11.35

See literacy and numeracy log

ICT

Assisting

The teacher started by telling the class what they had to do. They had to make price tags for the Christmas fair that night and then we had to pick the best one. The class enjoyed working on the computers and making their own original price tags. I had to assist children with things such as copy and pasting pictures in.

(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:

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

Extension: Doubling numbers – The children completed a mathematics work sheet when they finished their work which involved continuously doubling number such as 3 and five. The teacher also used a doubling activity when she had a spare 15 minutes before lunch. She wrote a number up on her numeracy wall (on a white board as she does a different number each week). The children then had to write on a sticky note what they thought was the answer and stick it up. After everyone had a try the teacher took down the ones that were correct and showed the class exactly how to do it.

Observing/ Assisting – Once they got to the higher numbers they got stuck so I showed them that they need to use portioning to find the answer.

The children struggled at first with higher numbers but once they recapped on portioning they coped very well with the activity and everyone was very focused to get it done and get the correct answers.

Pupils were learning to:

=A proper English/ literacy lesson wasn’t given today as the class was too busy with other things but they did complete their daily reading and spelling activities.

 I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words. LIT 1-21a

 I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear. LIT 1-13a

Spelling – The class were to copy down their spelling words (different for each ability group). They were to copy these three times and then write sentences which included them.

Reading – The class were split into their reading groups and asked to read aloud.

Assisting, I made my way around all the groups and made sure they were copying out their spelling words correctly and if they were struggling to come up with sentences I helped them by talking to them about the word thy had to use e.g. what it meant to try and trigger them to think of a sentence that involved that word

Assisting, I took to readings group. One was of a high reading ability and one was of the lower reading ability. I made both groups take it in turns to read a page each aloud and I assisted them when they were stuck at sounding out a word. After we had completed the reading I asked them a few questions on what we had just read and went over the most common words that they had been stuck on

Pupils engaged well with this lesson as they all managed to write down their words and make up sentences that involved these words. The next steps may be to practise reading these words in the text. I know I was effective during this lesson as everyone managed complete the task correctly.

The children enjoyed reading aloud and they tried hard to sound out words that they were stuck at on their own. By the end, after I went over the slightly harder words nearly everybody knew what they were. They could also have a conversation with me about what they had just read.

(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:

I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position.

Whole class revision on grid references

Examples done together as a class

Individual textbook work

Extension Work: Revision game “where is the treasure?”

I observed the class revision part of the lesson and the examples done together as a class and then I assisted the children when they needed help with the tasks that they were asked to do. I also helped the teacher by marking the children’s work as they went along. I also asked the pupils to explain their revision game to me as I had never played it before.

The children were very good at recalling revision on grid references. The teacher asked them to shout out facts about grid references and she would write it up on the IWB as an aid. Also, when they done the example as a class a lot of pupils in the class raised their hand to give an answer and all the answers were correct.

Pupils were learning to:

 Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. GAI 1-31a

Spelling: the pupils copied down their spelling words and practised them three times and then they had to come up with sentences using these words

Fireworks Poem: The children had already started writing their poems yesterday but today they were finishing it off and redrafting.

I made my way around all the pupils and ensured that they weren’t struggling to think of sentences but if they were I helped them.

A lot of children were struggling with some parts of the poem as it was as follows:

F

I

R

E

W

O

R

K

S

So a lot of the children struggled to link these letters to words that described/linked to fireworks.

The pupils could complete this activity quickly and effectively without needing a lot of help from myself

The children understood that this was an important piece of work so they were trying hard to think of ways to describe fireworks but sometimes had to be reassured and pushed.

(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:

Pupils were learning to:

See previous weeks

Reading

Assisting

The CT asked me to take a reading group. This involved me hearing the children read, asking them question on their book and helping them with words that they were stuck with or didn’t understand. The children enjoyed reading for me and seemed to engage well with the questions I asked them and got them all correct.

Learning

(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:

Round numbers to the nearest 10

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 1-02

·         IWB Used at the beginning to demonstrate learning

·         Differentiation used when teacher working with individual groups as she asked them about different numbers e.g. 44 or 104.

·         Interactive games used- cards were put on the floor e.g. the number 40-50. The teacher would say a number and the children had to go to that number.

·         White board task –  the teacher woul say a number and the children would have to write down the number that they thought was the nearest ten (used number line as aid).

·         Domino type game that children had to read out a statement and what they had (one after another).

·         Extension task: 5 different workshops that linked well to the previous knowledge gained.

·         Challenge – a rounding question was  was put up on the  whiteboard on the wall and the children had to write on a post it note what they thought the answer was. They had to work alone for this and didn’t find out if it was correct until the end.

Some pupils struggled more than others therefore I worked closely with those who needed a bit more extra time to understand or a bit extra help or practise.

To help them I repeated what the teacher had said to try and get them to understand or out it into my own words to see if they would grasp it. After working one to one they manged to improve their knowledge of rounding numbers to nearest 10 but still needed continually practise with this.

The teacher done a strategy after the introduction to the rounding where the children had to show with their fingers how they felt about rounding. And then at the end she asked them to do it again so that she could see if they had improved. She also stuck a piece of paper at the front of the class which said “how do we feel about rounding” and the kids had to write on a post it a face, fingers or word to describe how they now felt about rounding after the lesson.

I think the children should continue to do activities like these not just for rounding but for all maths lessons as they really enjoyed them, especially the kids that struggled most should be continually practising.

I feel I made a good contribution to this lesson as I helped to improve the children’s understanding of round to the nearest ten especially when it came to round numbers such as 124.

Pupils were learning to:

(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?

No maths was completed today apart from the ICT maths games

Pupils were learning to:

Spelling

Observing/Assisting

The class copied their daily spelling words off the board and into the jotters three times and then they had to make sentences using these words. The class needed some encouragement in order to focus with the task in hand but overall they found it quite simple.

(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?

·         I sat with them for ten minutes and practised their ten times tables.

·         Th pupils sat around me on the carpet and I ask individual questions on their 10 times tables. Ten we practised the stations up and down the way.

Pupils were learning to:

Daily spelling

Assisting

The class copied their daily spelling words off the board and into the jotters three times and then they had to make sentences using these words. The class needed some encouragement in order to  focus with the task in hand but overall they found it quite simple.