Category Archives: 2.1 Curriculum

My Thoughts and Opinions on Interdisciplinary Learning

I think interdisciplinary learning can be an effective tool in schools and can provide fantastic learning opportunities for children. For our ‘Developing Effective Teaching and Learning’ module, we have been asked to read 3 pieces of literature and discuss how that correlates to what our understanding of Interdisciplinary learning (IDL) is.

Through this reading, my positive attitude towards the approach was enhanced and I also gathered new knowledge regarding the topic that I previously wasn’t aware of. For example, I never realised the history behind IDL and cross curricular learning and the extent to which it has developed, and this surprised me as I was of the impression it was quite a new approach to learning.

I also did not realise that it has been through a tough journey to be significant in our curriculum. One of the major reports, the ‘Plowden Report’, talked about the disadvantages of separating subjects rigidly, however at the time many schools remained very teacher led, staying away from active learning and IDL. Even when told that they did not have to use rigid subject boundaries, they still opted to do it. This was due to the attention given to league tables.

I was surprised at how much politics impacted the attitudes towards IDL and depending on whoever was in charge at the time, correlated to how much it was used in schools. Attitudes towards IDL have changed dramatically in recent times and it has become more prevalent nowadays especially through Curriculum for Excellence. This reading has increased my understanding of how interdisciplinary learning can be an important learning experience during primary school and can really allow them to make connections between subject boundaries. The examples of literature I have read have strengthened my belief that this type of learning can be more engaging and stimulating for children and really lead to greater child autonomy and control over their learning. There is a key importance for teachers to make the IDL learning relevant to children. This involves teachers improving their knowledge of the children in their classroom, including their interests and hobbies for example. Implementing this into lessons can of course increase engagement and motivation and create a willingness to learn.

My own understanding of the key areas of good interdisciplinary learning have been improved and I have a deeper understanding of what teachers must do to enhance the experience children receive. The teachers must be confident and competent on the subjects they are teaching and IDL requires significant planning beforehand to provide good positive learning. The learning intentions must be clear and discussed with the children. This could even involve getting children participating in the process of creating the learning intentions. It is vital that there is a reason for IDL and it is not just done because the teacher feels they have to.  In order for the learning to be meaningful, there must be new learning and knowledge involved and to do this, it must be enjoyable, but provide a challenge for pupils, which links directly to the Curriculum for Excellence concept of ‘Challenge and Enjoyment’. As with every subject area, there must be progression being shown clearly throughout learning. One of the biggest areas of importance when it comes to IDL is that it must provide opportunities for children to apply their knowledge and learning from subject areas in relevant real life situations. This truly shows how much learning has been done.

A key piece of information I was able to take from the reading by Barnes was that the teacher shouldn’t be just a facilitator and if there is an opportunity to use the children’s questions and answers and turn them into positive learning opportunities to develop their understanding, this should be grabbed by both hands. This is something I hope to transfer to my teaching in the future.

There are of course crucial issues which I have noticed while reading, and these have included the lack of time. Teachers struggle to give children a balanced experience of all the subject areas and adding IDL to the equation can put more stress and pressure on teachers, especially due to the planning which is required. I have discovered, through reading, that this is an issue that has been around for a while as a balanced curriculum was usually not given to children because of time restraints and the prominence of testing in schools and inspections which were given priority. A way to help reduce planning stress and also benefit children’s learning would be getting them fully involved in the process of planning and allowing them to think about their next steps. There is the chance that some children may also learn better in ways that would not work well alongside an IDL approach, so knowing your class and how they learn is of vital importance to teachers when thinking of implementing an IDL approach into your classroom.

My understanding of Cross Curricular Learning and IDL has definitely improved as I did not know that there were various different types of Cross Curricular learning, not just IDL. There are many different approaches to Cross Curricular Learning and they have different aims and strategies that can provide diverse experiences and have differing impacts on children’s learning. Each approach has varying effectiveness, but that may depend the situation, such as the type of pupils, teacher’s attitude and teaching methods etc.

In general, my understanding correlates to the reading I have undertaken, but I now feel as if I have more of a grasp and deeper understanding of what IDL can bring to children’s learning but also know what is important to think about to ensure children receive the best possible learning experience. I would love to implement some IDL in future placements and my career as a teacher as I believe it can really create motivating and stimulating experiences for children to take control of their learning. If used and planned correctly, it can be a powerful tool for learning.

Topic Work – My Opinions and Experiences!

We had our first lecture to introduce the ‘developing effective teaching and learning’ module on Monday 17th September. We were discussing topic work and how it can often be the most memorable sort of work that we did at primary school and how it can be a vital tool for interdisciplinary learning.

Our task was to write a blog post discussing one memorable experience of topic work from primary school. My experience was when we did our World War 2 topic and it still sticks with me even to this day. We looked at events that happened during the war and the way people lived, which led to looking at how that compared to our everyday lives. The way the teacher engaged us using creative tasks and very practical hands on activities always made the lessons fun and interesting. I also think because of the way it was taught made the whole class more motivated and eager to learn more about the war. The teacher used different methods whilst doing this topic with us, we would watch different videos on the war and how people lived, and we would talk and answer questions that included working in pairs and small groups to engage us in discussion.

Doing topic work in general always made me feel excited and I always had a smile on my face whenever we were told that we were going to do it. What I didn’t realise at the time as a pupil, but I do now as a trainee teacher is that it is a perfect opportunity to combine many different subjects in a way which stimulates children’s interests. I think for me it was great as there were no different level groups which is the norm in maths and literacy for instance. It was everyone together having fun and taking part in wonderful learning experiences.

For example, one particular experience that really makes it memorable for me was when we used all of our knowledge and learning to put on a show for the rest of the school and local community which of course involved us combining our topic work with drama. It was all about the war time and my part in the show was to perform the World War 2 song ‘Run Rabbit Run’ by Flanagan and Allen with my friend David. It was such a fun, engaging learning experience for me, as I was able to do something I really enjoyed, whilst learning at the same time. During this show, we invited the local care home also to come along as we thought it would be a great idea to allow them to get all nostalgic about the olden days and their youth. They all loved it and it was a wonderful opportunity to bring together the wider community and open our classroom up and show what we had learned at the same time.

 It was also great fun to dress up in clothes from that era, which we did on several occasions, not just for the show.

I also particularly enjoyed the opportunities it gave me to sit and interact with family as I had to talk to my gran and grandad about their experiences and I found this fascinating to learn about how they lived and what they experienced during that time. I was even lucky enough to borrow my grandad’s ration book to take to school. My grandparents also enjoyed reminiscing and sharing their memories.

Another fantastic topic at school was Falkland Palace and Scottish History, more predominantly, Mary Queen of Scots. This is another experience that I remember very well and again, the practical element of this project made it memorable and for me was a powerful learning experience. The context behind the project was looking at Scottish history and how that impacted our lives as well as looking back at past events and stepping into the shoes of some famous characters of Scottish history including Mary Queen of Scots and John Knox. Some aspects that I remember vividly include having to use our researching skills to discover more information regarding events that occurred, as well as using our literacy skills to try our hand at different writing tasks. These included writing newspaper reports on the murder of Mary Queen of Scots private secretary David Rizzio and writing diary entries and letters as if we were Mary writing home from France to her family. Reflecting on this experience now, I can see how this is an excellent way to practice and improve writing and literacy skills in a stimulating way where the children don’t actually feel as if they are doing ‘proper’ work. As the topic they are writing about is interesting, children will be more motivated to complete the task and to a high standard. We also took part in creative art activities such as making and designing booklets and filling it with information about Scottish history, events, weapons etc.


One of the best opportunities we had during this topic was to visit Falkland Palace for the day. Our journey began with a tour of Falkland learning about the past and were then taken to Falkland Palace where we learned all about Scottish history and the story of Mary Queen of Scots. We also got to dress up like characters from the past which was always great fun. I was Lord Darnley. We really felt like we were experiencing first-hand how the people lived and the use of actors to portray the characters that day really helped spark my imagination. In my opinion, class trips such as this are essential as they can allow children to get out of the classroom environment and really experience something first hand. It could also perhaps result in children who may not flourish in the classroom environment to do so.

This whole experience of this topic made me feel like I was actually there during the time of Mary Queen of Scots and the practical, full on element of the project meant that it was never boring. It really stimulated and challenged me and constantly made me think, whilst providing me with so much learning and knowledge. Something that still stays with me today.

I believe that project work can provide children with fantastic opportunities to learn so much about a certain topic and the element of wonder and surprise during these experiences can be a very powerful learning tool. I particularly like the fact that it can meet the needs of all children and everyone can take part and have fun doing it. It is a very inclusive type of learning and this can only be good for children’s confidence and development. Of course, the effectiveness of this type of work can depend on the approach the school and teachers use, as well as the attitude the teacher has towards topic work. But on the whole, if links can be made across subject areas, creative teaching strategies are undertaken, and the children get to participate in a variety of engaging activities then in my opinion topic work can be one of the most memorable experiences you can have in primary school. I know it certainly was for me.

Food for thought….


Last week, our group had our first Food and Textiles input and it was quite an eye opener. I would be the first to admit, my culinary skills are not the best, with microwaving and making some small cakes about as far as it goes. Today has given me more confidence in myself about teaching this subject and this workshop and previous research has now given me simple recipes and lessons I can do with children in order to develop their skills.

It was interesting to learn how simply learning to make different foods can link so much into different areas of the curriculum. We experienced many examples of this during the input, such as:

  • How making the cakes that my partner and I made – chocolate melting can link to the science of changing form.


  • How traditional foods made in the class can be linked to traditional dance in another lesson.
  • How children can represent the food they make through dance and drama, e.g. popcorn.
  • Simply the health and nutrition aspect of food linking to the health and wellbeing aspects of dance, drama and PE.
  • Food linking to religious festivals such as Shrove Tuesday and pancakes.

It was an interesting input and one that will hopefully help me become successful at teaching the same to children. It is vital to the curriculum as it can encourage children to become healthy adults and can develop their understanding of how significant eating correctly is to their lives. The subject is so important as it links to several other areas of the curriculum such as expressive arts, mathematics, social studies and sciences.


My Experiences of Music.


Ever since I was in P5, I was always very musical. I started playing the clarinet in P5 when the opportunity arose to take up an instrument. This really excited me and was raring to go. I continued to play clarinet and take part in many school concerts and music festivals until 6th year when I was forced to hand my clarinet back to the school. My experiences of musical tuition have been very positive, I always got on with the instructors. Their methods for teaching all differed but were all very effective in helping me learn and develop my skills. In primary school music for me was usually taught by listening to different music and trying to learn to play different songs on the recorder. I feel, although learning music in school was positive, it still needs a bigger part in the curriculum in my opinion. In primary school, I also played several lead roles in musical concerts and musicals, such as Toad in ‘Wind in the Willows’, Joseph in ‘Joseph and his amazing techni-coloured dream coat’ and Oliver Twist in ‘Oliver’.

clarinet oliver-twist josephwindi

I achieved A’s in National 5 and Higher music. Studying music in high school was different in the way that it was more in depth and was not just playing instruments. It involved listening to different music and learning to recognise musical concepts as well as making our own music. Due to my musical background, I feel as though my music reading is of a good standard.

I have always been very passionate about music, be it playing instruments, singing or learning about music and also just in general, listening to music. Whenever I can, I will always be listening to music. It could be new modern dance or pop songs, or classic songs from years ago. I have always loved music, but the reason I like older music from the 80’s etc. could be due to the fact my dad was a DJ in Spain in the 80’s and still volunteers for a hospital radio station in Kirkcaldy. I grew up listening to older songs, because of my dad’s obsession for music and I am still undecided if that was a blessing or not. My music taste is varied and I will listen to any song, given of course that it is a good song.


I believe that the experiences and skills I gained throughout those years has lead to me being quite confident in my ability in teaching music in the primary school setting.

However, despite this, I am also of the opinion that you don’t have to be musically talented or naturally musical to be an influential, successful music teacher, and I agree with Mills (2009, p6) who stated that ‘Their advantage is that they already have musical self-esteem‘. This is a vital element that teachers have that can help them be as successful as possible in the classroom.

I believe that music should have a more prominent purpose in the curriculum as it engages children in an activity that can broaden their horizons and give them vital skills for now and later in life. It allows children to enjoy learning and challenge them to critically think about and learn a variety of different music genres, some they may have never heard before.

Overall, I feel quietly confident about teaching music due to my positive experiences and musical backgrounds. There will obviously be struggles along the way and difficulties to overcome, but I believe that by gaining even more understanding and knowledge and further developing skills throughout my course, I have the best chance of being a successful teacher of primary school music.


Mills, J. (2009).  Music in the primary school.  England: Oxford University Press

Aw god, not maths…


Most individuals who are training to be primary teachers hear the words maths and  they instantly get an overwhelming feeling of fear and anxiety. There are often many reasons for this, for example:

  • They have had a negative experience of maths at school, mostly due to the teacher they had.
  • They never understood the subject and it didn’t make sense to them.
  • Simply because they didn’t think they were any good at it.

The truth is, these anxieties are not needed. This is because it is our job as educational professionals to encourage children and allow them to enjoy maths. One key stage in this process for children is that they understand exactly what they are doing and the skills involved.

During our first maths input, we discussed some of the myths people have about maths. Two that caught my eye were firstly, some children will tell you ‘ I don’t have a mathematical brain’ when in fact this is far from the truth. Although people will always be confused and wonder ‘when am I ever going to use this again in life’. The answer is all the time. Most things we do in our daily lives are surrounded my maths and problem solving. Some examples are setting our alarm and planning when we need to set it in order to be ready for school. This requires time telling, estimating, planning and problem solving skills. One more example would be simply paying for the bus to school, in this situation, you have to pick out the correct change or notes in order to pay the fare. This clearly uses skills with money.

The other myth that I am choosing to mention is that there is a right way to teach a maths problem. There is most definitely not. When listening to people in the input’s experiences of maths in school, one factor that made an experience positive was that the teacher was open to new ways of solving problems and the negative experiences were because teachers wanted children to do it the teachers way. Teachers will have a much better chance of being successful in helping children’s development skills and enjoyment in maths if they vary the ways in which they teach each topic and ways in which a problem can be solved.

I believe that it is important to allow children to be fully engaged in their learning 100% of the time and one essential way to achieve this is to use a variety of different teaching methods.

In our input, we learned that children can learn maths in three different ways:

  • “Doing Maths”
  • “Talking Maths”
  • “Seeing Maths”

This clearly shows that you can’t expect children to learn by simply filling out worksheets continuously. You have to get children engaged in order to further their skills, understanding and development. Children will respond to this, thus increasing their enjoyment of what they are learning.

Personally my experiences of maths were on the whole very positive. I achieved an “A” in national 5 maths and a “B” in higher maths after about 12 years of studying the subject. In primary school, maths was always very enjoyable, due to the enthusiasm of the teachers and the variety of different resources and methods of teaching which inspired and engaged the whole class. The difference for me, when going into secondary school, was that sometimes I struggled due to the different pace and teaching methods used by secondary teachers. If some children didn’t understand what was being taught, then the teacher would just usually move on. Fortunately for me this was never the case, due to the fact that I would ask if I was stuck as I felt comfortable talking to the teachers. They would always be there and willing to help however they could.


After reading ‘Mathematics Explained for Primary teachers’. 5th Edition by Derek Haylock with Ralph Manning. Published in London by SAGE publications 2014, p.3-33, I was able to broaden my understanding and knowledge of how children can learn strategies in order to carry out addition, subtraction, multiplication and division. Of course every child learns differently, however teachers have to realise that children can’t all learn things simply by memorising things taught to them. This all links back to how essential it is to vary teaching techniques and methods of learning. I read about many examples within this chapter of how children make additions and subtractions easier, for example ‘friendly numbers’; e.g. if a child is faced with the sum of 742 – 146 they may find this difficult to get their head around but by using numbers that have a friendlier relationship to each other, the sum can be made easier to understand. Looking at the above sum this would be done by adding four to the first number to make it 746 – 146 which is a much friendlier looking sum with an answer of 600. All the child would have to do now to find the answer to the original question is takeaway four to get 596.     

Everything I am talking about links back to the type of teacher I would like to become and what one of the most important roles is going to be for me as an educational professional. I would like to be the teacher who is going to inspire and engage pupils and to encourage them to enjoy and understand maths as a subject. I believe that it is of vital importance for teachers to realise that every child will learn differently and that some children will need more support. Whilst teaching maths, it is vital to ensure everyone understands what they are learning before moving on and that if someone is struggling then you help them in anyway possible. Being a supportive teacher will really make a big difference and will allow you to consider everyone’s needs in the class.

Overall, we have to show them that maths can be fun and creative and hopefully through placements, people training to be teachers will be able to get over their anxieties and get rid of any negative experiences they had at school, by making their very own positive experiences for children.



SMART Targets for Science.

As part of our Science input, we were asked to consider the future and our SMART targets for our development:


  1. I have to be willing to commit to constantly improve my subject knowledge of science. I plan to do this by researching all the main documents for science and through relevant subject reading.
  2. I want to be constantly collecting resources and experiments that can be used in my classroom.
  3. By the end of 1st year, I want to have gained a broad knowledge of the science subject.
  4. As I have only ever done biology in school, I will have to study the areas of chemistry and physics to fully understand how to teach science as a whole to my class in primary school.
  5. I will be looking out for current scientific issues and how science is portrayed in the media.

These targets will be worked on continuously. I can start to collect reading, not only from the reading list, but from a wider range of sources. I can be researching in my spare time and be looking for scientific issues on the news or in newspapers.

This will help me when trying to create engaging lessons on lots of different topics and will broaden my knowledge of the subject.


Structuring a Primary Drama Lesson….

After our recent Drama input, we were asked to watch a video which details a structured approach to a drama lesson and how to set a lesson up.

During this video – the structure was

Contract setting out allows children to be aware of how they are expected to behave in the class. Warm up will be used to get the mind and body ready . It will differentiate between play and a learning experience.  Although it is fun, it allows people to build skills such as concentration and communication and to get everything warmed up and ready to go. Pictures can be used as a stimuli to establish focus and develop ideas on a certain situation. A visualisation will begin to get the children thinking creatively about the topic and story and talking about what they think, hear and see while closing their eyes and imagining the situation.  Soundscape would again be thinking about things they would hear in the situation and would allow children to create the sounds with the floor, their voice and  different actions such as clapping and stamping. Images can be formed to create a mood, scene and atmosphere.  This can be done individually, as a small group or in a whole class, by putting actions, sound and movements together to completely create a story of the situation the children have learned about. Still images are very effective. In groups, the children can create a beginning, middle and end. This depicts key elements of the story. During this, thought tracking can be used to find out what characters may be thinking or saying during this still image and can really get children thinking. It is always good to perform a little section of what the children have been working on, this allows them to further develop their creative skills and confidence of performing in front of an audience. Evaluation is one of the key elements always in school. Both the children and teacher must evaluate to find out what they want to learn and improve on next time. The teacher can allow the children to discuss and just ask questions every so often to encourage more discussion.

Working in this way, in a structured manner will allow children to constantly be developing their creative and collaborative skills throughout a process, from warm up to performance.

The Drama class in the video was set out to go through a process. This included everything essential to a child’s development, from warming up, building a knowledge of a story, improving creative skills, then starting to build the story using actions and their own thoughts and feelings, before finally performing and then evaluating what they had been learning. It allows children to critically think and create a atmosphere in the classroom and can bring children a lot of enjoyment if done correctly by the teacher.


In terms of the Drama Experiences and outcomes, which can be found -> file:///C:/Users/redga/OneDrive/Documents/Documents%20for%20Course/all-experiences-and-outcomes.pdf

I believe that the following outcomes were met:

  • Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 0-13a / EXA 1-13a / EXA 2-13a
  • I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 0-15a / EXA 1-15a / EXA 2-15a / EXA 3-15a
  • I have developed confidence and skills in creating and presenting drama which explores real and imaginary situations, using improvisation and script. EXA 1-14a

The first outcome was met by allowing children to get a stimuli which in this case was a photograph, and think about what this could mean and what the situation could be. They were then allowed to further develop these ideas into actions and images.  The second outcome was met due to the fact that nearer the end of the class, the children were given the opportunity to discuss and evaluate what they had learned. They also discussed what they thought they had done well and what they would like to develop and learn more about in the next session. This allowed the children to think critically about themselves and build on that.  Finally, the third outcome was met, as the children, due to the structure of the lesson, were able to be constantly developing their skills or being creative and were able to improve confidence by performing what they had been working on and learning in front of their class.

audience drama

I believe this method of structuring a drama lesson was very effective and allowed children’s development to be constant and their creativity to flow. It builds on children’s own ideas and allows them to create work through their own thoughts and feelings towards a situation. It meets quite a few different outcomes of CFE for drama and I feel is an effective method which can really give positive benefits to children and their development.

I would certainly find this a valuable tool to use when embarking on my career in teaching.










This week, we had our first hands on tutorial on ICT and how it fits into the curriculum. It was very exciting to get our first taste of how to teach something in the classroom.

It was a very thought out and enthusiastic tutorial that kept us all interested. It allowed us to be creative and use many different types of animations, starting off simple and getting progressively more challenging. We started off with flip art paper, by drawing and making snowmen and people come to life by the simple flip of a paper. After these were completed we moved on to the computers and recreated our own version of frozen on a program called PIVOT. It allows us to use stickmen and other characters to make stories by taking frames of the movements of the characters one at a time. These tasks were shown to us as they can be used when we are on placement or indeed when we have our own class when we are teachers which I thought was very useful.

The lecturer showed us how to teach our children in schools, going through the task and explaining what to do. We would obviously have to give children more time to think and look over their work, but we only had an hour.  She explained what she was doing and why, which I feel really helped our learning and development and embedded the importance of using this when we teach our children.

One personal favourite moment was when one student touched the mouse when the lecturer was explaining something to the class, she would implement a behavioural technique such as everyone had to switch their monitors off. This is a well-known, common technique used widely in schools to keep children’s attention.

Finally, we used plasticine model characters and cameras to make an animation short film in pairs and groups. We made it professional by adding titles and credits. Our story was about a lonely fish who was searching for love, and couldn’t find it until one day he met the love of his life. I know, I know, we are expecting the Oscar nominations any day now. In all seriousness though, this was a very creative class which I believe would no doubt help children develop new skills and have a lot of fun doing it. ICT, and this activity links to other areas of the curriculum. Most predominantly to literacy and languages, involved in creating a story.

This tutorial allowed us to work independently and as a group, which are both beneficial to children. Working independently ensures children develop the skills that will no doubt help them in later life and allows them to be self-initiative and really lets their imagination bloom. On the other hand, working as a group, allowed team work skills to be developed and everyone’s different skills would prove to be very effective and allow more ideas to be thought of.

When reflecting on the tutorial, it was clear to see we weren’t placed in a very good area as we were unable to put a background up so we can see computers in the back of our film and background noise could be heard. Potentially, smaller groups could have been more beneficial when this lesson is taking place.

ICT and animation can be used very effectively in the classroom and will help children show their creative side as well as keeping them enthused and excited about learning. By looking through the experiences and outcomes of technologies in the curriculum, it was clear to see that animation can easily be a big part in this. With new technologies coming into play, it is vitally important to keep up to date and to continue to enhance children’s learning.

Dance in Primary Schools…

Today, we had our first dance input in our Primary Education course…

Now, this is something I had never been interested in or had tried before. I must say though, it was a lot of fun, possibly due to the enthusiasm of the teacher. Obviously due to my huge lack of experience of dance, I was apprehensive about teaching it to my future classes as a teacher.

I must admit, after today, I am far more confident in myself as I now realise you don’t need the experience in dance to teach children. One of the biggest aspects that will motivate children to learn and develop their skills is the enthusiasm of the teacher. If they see you having fun with the lesson, the children will be more inclined to. I believe the inputs we are learning in University will firmly put us in good stead to be successful when teaching dance in primary schools and that my lack of experience in this expressive art will not hinder my progress.



I haven’t always been the biggest believer in dance as a curricular subject but I do see the benefits it can bring to the children such as:

  •   Can really bring out their creativity!
  •    Helps children develop new skills!
  •   Enables them to work collaboratively and individually!
  •  Improves children’s health (social, physical and mental)


I do agree we should incorporate more dance into schools as after reading the ‘Get Scotland Dancing’ review from 2014, it was clear that other activities were participated in a lot more than dance. Some reasons for the lack of participation in dance are age, gender and simply because people ‘like’ dance and some people don’t.

Another factor to consider is that it was found that young people who are encouraged to take part in certain activities at a young age are more likely to participate in later life and indeed adulthood.

I believe that there may be some challenges incorporating dance into the curriculum. For example, my lack of experience, the pupils may just not be interested, the obvious gender issue and ‘I can’t touch boys/girl’s hands, ew!’ situation. Let’s look at them individually.

I believe I can overcome my fear of teaching dance by reading up on the teaching of dance and have fun, be creative and show my personality in lessons which will hopefully inspire children to get involved even, if like me, they had no interest in dance.

Going back to the gender issue, it has been found that boys are less likely to be interested in dance than girls and at the primary age, certain children may not want to participate as they believe ‘dancing is for girls’ and ‘dancing is stupid’ but I believe dance is for everyone and after today’s interesting start to the day, dancing at 9… I can  honestly say it’s a fun experience.

Lastly, the ‘ew boys/girls’ issue, I believe that the only real solution to this is to take part in lessons and try and build everyone’s confidence about dancing with everyone, no matter who they are.


I have gone ahead and set myself some professional development goals which are:

·        To overcome my fear of teaching dance in schools.

·        Improve my knowledge of dance by reading up on the curricular area.

·        To be creative, fun and show my personality in lessons.

·        To overcome my embarrassment of dancing in front of people.

I feel if I achieve these goals , I will be well on my way to being a successful teacher of dance when I am a primary school teacher.

The 2014 Review –

My first real insight to the teachings of Social Subjects…


I am a 1st year Education student at University and I am on my way to becoming a Primary Teacher. I have begun to look at the different areas of the curriculum and what kind of role they have and the links that can be made between each area. Today we had our first insight into social subjects (history geography and modern studies). I found that you must be able to stimulate the children and keep their attention and sometimes this has to be done more creatively by, for example, staying away from activities on paper and assessing them in different ways. It can be as simple as showing them photos from recent news topics to spark their brain into action. This will allow them to be able to ask questions and start to explore their world. You will be surprised by how interested they become and the questions they will be dying to know the answer to. Our role as a teacher is to make the connections for them.

Social subjects have a vast impact on our lives. For example, history has a role of giving us signs of what’s going to happen and it is our job to make changes to our lives based on these signs.  As teachers, we should be willing to commit to continually building our own knowledge of the world.  In history for example this can be by researching the city you are teaching in if you are unfamiliar with its history or by never switching off to your role as a teacher. You must always be willing to find resources  that will help your students develop.

To be truly able to get children engaged and involved with what you are teaching, you should have stances on issues in society and in your role be their to help children form their own opinions and help them express them.

But one vastly important thing that must be done by all teachers is to always ask why when children give answers to fully let them critically think about what they’re learning and to help them develop.

Finally, the teacher must live up to the 4 main roles that they should follow:

·        Active participant

·        Active learner

·        Modeller

·        Planner

I believe that today’s lecture truly helped and developed my understanding of this curricular area and the role it plays within the curriculum.