Category Archives: 2.1 Curriculum

#keepdancing

We recently had a workshop on dance and it was something which I thoroughly enjoyed. Between the ages of eight and 15 I took part in a couple of different dance groups. I started off as a highland dancer which was something I loved taking part in and is something I would really like to start doing again at some point. I then danced at a local dance school with a ‘street dance’ kind of style. However, I did not enjoy this as much and stopped dancing.

I then started musi dance-dreaming cal theatre which is still a huge love of mine. I feel as though I’m a much stronger singer than I am a dancer so I think this is why is preferred this kind of performance and expressive art.

So, when I saw that we had a workshop on dance I had mixed emotions. I just mainly did not know what to expect from it. However, I loved every second of it. We mainly explored different aspects of contemporary dance which was slightly out of my comfort zone and this was something which I really liked. We were shown different techniques of dance and shown the importance of using levels of height.

After this workshop I realised how much I actually enjoyed expressing myself through dance and it is something I cannot wait to teach when I’m on placement and when I have my own dance class. I want the children to understand that if they’re not feeling so confident that it is okay and I want them to enjoy themselves.

For placement I have been given a primary 6/7 class and with my knowledge of the CfE Experiences and Outcomes for Dance as a subject I feel that I could make an enjoyable lesson for the pupils to take part in.

CfE Outcomes : “Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance” EXA 0-09a / EXA 1-09a / EXA 2-09a and ” I can explore and choose movements to create and present dance, developing my skills and techniques” EXA 2-08a

Learning Intentions: By the end of the lesson I will have worked with my group to create a short dance sequence to express our ideas and thoughts on a specific topic using different movements and levels.

Success Criteria: To create a short routine, with or without music, using different forms of travel, rhythm and levels and highlighting the theme of the lesson.

Assessment: To assess if the pupils have achieved the success criteria I will ask each group to perform their routine and make use of peer evaluation.

How I will achieve this: I will include activities within the lesson that involve the exploration of different forms of travel across the room and activities which allow the pupils to understand the use of different levels and how important this is in the presentation of their routine. Finally, I will include an activity that makes the children use different parts of their body to make a beating noise (e.g. stamping their feet and clapping their hands at a certain speed and a certain beat)

Therefore, I want my dance lessons to be an enjoyable experience for all my pupils. I want them to feel they have the confidence to express themselves through this art and to keep dancing.

Second ICT Workshop

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Today we had our second ICT workshop where we learnt about searching safely on the internet and ensuring that the websites that our pupils will be using are safe and, more importantly, accurate.

Sharon put links in the PowerPoint to websites that are filled with ‘made up’ facts, but the websites are surprisingly believable.

One of which is a website about an ‘endangered’ animal called “The Pacific Northwest Tree Octopus.” The website can be found here: http://www.zapatopi.net/treeoctopus/help.html The website has a lot of different tabs, one of which is about how to help make people aware of this ‘endangered species’ where it tells you to add their logo to your social media sites and join and donate to the organisation. This is quite a scary concept as there are people who could be conned into such a silly idea.

The point in showing us this website is to make us aware that not everything posted on the internet is true and it is possible that many people could fall for these ideas- in particular young children.

We were then told that we should teach children about internet safety before we ask them to carry out searching tasks on the internet. One good one is “Zip it. Block it. Flag it.” This will make children in the classroom aware of which websites they should be using and which ones they should choose to avoid for their own safety.

Therefore, I feel internet safety is something which should be taught in the classroom because it is something which is continuing to concern more and more children and it is something which we should be making more people aware of.

The ‘M’ Word

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Yes, the M word… Maths. Maths is a subject which I have never had huge confidence in so knowing that on Wednesday I had to sit in a workshop all about my most dreaded subject was something that I was really not looking forward to. I was actually very nervous. I had this image in my head of being sat in groups and working out maths problems in a scary kind of silence. But, that was not the case at all.

Throughout my time at primary school I hugely lacked in confidence when it came to maths. I stress always remember being that child who was sat beside a pupil, who I always thought, was smarter than me and felt I needed to look at their answers just so I didn’t get in trouble for not completing the work or having too many wrong answers. Of course this was not the case. The teacher I had would always give me the support I needed- it was just a fear of being embarrassed that I always seemed to have.

Moving on to secondary school- maths was still the subject I dreaded. And this time, it was worse in my mind because ‘high school maths is much worse and harder than primary school maths.’ Even just the little thing of having to buy a scientific calculator rather than just a normal one seemed daunting enough. However, in first year I was put into the middle set which was almost a confidence boost. Although I wasn’t in the top group, I wasn’t in the bottom one either.

I had a teacher called Miss McCutcheon and she managed to entirely change my view on maths. She made me, and my whole class, understand that maths is not something that you should be scared of and always made lessons enjoyable. She was a teacher who believed in every single one of her pupils and knew that they would succeed. In third and fourth year I was put into the middle set again aiming for an Intermediate 2 in maths. I feel this is when my maths anxiety returned because I knew I was going to be offically assessed on my mathematical knowledge. I had a different teacher whose teaching style was different from Miss McCutcheon’s, but she took a maths revision class after school on a Thursday. This was great as I could still rely on her for support and that positive push I needed. When teaching maths, I want to be as motivational and encouraging as she was for me throughout my whole time at high school. In fourth year I obtained a C in maths. The fact I’d passed was an absolute miracle in my eyes, but I knew I needed at least a B to get into university. So, I did Intermediate 2 maths again in 5th year, but this time I managed to get an A.

So, although I have an A at Int 2 maths, the thought of this maths workshop was something which scared me a lot. I had no idea what we would be doing. But, we sat in groups and the workshop was taken by Tara Harper whose enthusiasm for maths shines through. She has made me understand, again, that maths should not be something to be nervous about or scared of. We started the workshop with making a scale with 0 to 10 and putting a dot on the point of the line on how confident we are with maths. I rated myself at a 2. Throughout the workshop we spoke about maths in the primary school. From different types of maths to myths about maths. Originally I was scared to think that I would be teaching a subject I have such little confidence in, but it has made me realise that when one of my pupils are struggling with something in maths I will be able to give them the support they need because I know exactly what it is like to be scared and nervous. And when they have that ‘lightbulb’ moment of understanding or getting the right answer I will know that I have done my job correctly and I will feel extremely proud of my pupil.

By the end of the lesson I felt so much more confident with maths and, thanks to Tara, I am now really looking forward to next workshop on Wednesday.