Each week on my placement I will be writing some short weekly reflections about what I have been up to and what I have learned whilst linking it up to the GTCS (2012) Standards for Registration. My week started out rather nervously on Monday with my first day and I honestly don’t think I have ever felt so welcomed anywhere as I have done at Moulsford this week. I met the headmaster and all 3 of the deputies where one of them kindly showed me around the school so I wouldn’t be too lost. After this it was my safeguarding induction with the deputy for pastoral care for the school. I went on to spent some time with the pre-prep aged children and then with the Year 3’s for maths, but lunch was the biggest surprise of the day where it was family service, my first ever experience of this before. I am much more used to the classic go up to the counter where the dinner ladies serve up the meal rather than the teachers serving the meal at the table and then eating with the children. It is certainly a big difference to anything I have seen before in a government run school and as it is one of my goals to see the difference between the private and government run I was pleasantly surprised to find that there are
differences which are quite easy to spot when you are looking for them so completing this goal should not be an issue for me. My day ended with the Year 3’s doing English and coming home to write up Learning from Life – First Day Nerves.
Tuesday was a fantastic day of meeting more of the boys and staff throughout the school and seeing more lessons in action. In the afternoon I set off to my first ever forest school session which I wrote about in The Moulsford Forest School Experience. My main observations from the day were how much play and imagination through nature was key to forest school and a vital part to Moulsford’s ethos as a whole school, with many expeditions and activities for the older children. Jeffery and Craft (cited in Hayes. D, 2010, p. 110) state that these types of opportunities in schools should be seen as an attribute rather than a teaching technique. Moreover, I definitely feel from my observations, that in this particular private school, play and imagination through nature is a key quality that some government run schools are less able to uphold. Additionally, I am definitely seeing the values, culture and role of private education at Moulsford which I am showing through writing about my experiences in regular blog posts which is important for the social justice part to the Standards for Registration (GTCS, 2012, p. 5).
Wednesday was filled with lessons with many of the older students from Years 4, 5, 6 and 7 many of whom I was yet to meet. In art I was helping the teacher who is also the second master of the school and found that as in government run schools the deputy teachers also have classes of their own to teach. In the french lesson with the Year 5’s I found that a lot of emphasis was put on interactive learning of 5-7 words and revising their meaning for the rest of the lesson by putting them into sentences, playing games and learning the sign language for those words. This similar practice as I have seen in language education in government run schools Scotland and both practices have been extremely interactive. Following this lesson I went on to read Successful Teaching Placement in Scotland: Primary and Early Years (Medwell, J and Simpson, F. 2008, chapter 4) to see the value of interactive language lessons in a classroom and found that teaching in an interactive way can not only address children’s learning through different sensory channels but this also means that you as the teacher are able to make assessments of more children. Modern languages at Moulsford are compulsory as they are in Scotland with Scotland having specific experiences and outcomes (Scottish Government, no date) for children for listening, talking, reading and writing but with schools being able to choose which modern language they teach from first level. Similarly, modern language tuition in England under the National Curriculum (Department for Education, 2017) is taught from key stage two and states that “teaching may be of any modern or ancient foreign language”.
Additionally, Wednesday evening was a treat for me as I was invited to attend the lion king which was a production put on by the year 7’s. This was AMAZING and treated just as a professional west end production would be with singing, acting, sets and lighting. As one of my goals is to learn about schools as a whole from the kitchen to the classroom I was surprised to find that members of the school from all areas had played a part in the production from the set design and costume, making to the music to the advertisement and selling of the tickets. Teaching staff, office staff, learning support staff and boarding staff all had a part to play and the children that I spoke to at the end of the night said that even with all the work and how tired they felt they had overall enjoyed playing their parts the Lion King and were very thankful to the staff from all areas of the school for what they had done to help them put on the performance. There were 4 shows in total with children taking turn about on each night for the main roles which you rarely see in government run schools. From experience it is usually a fight for the main parts with one performance, but here at Moulsford everybody gets a fair chance at the role they want no matter their background or grades which is able to be done through the amount of performances.
On Thursday I was working with the year 7s all morning who were naturally rather tired from their performances in the Lion King each night. The teacher had taken this into account and explained to me that their English lesson would be slightly more relaxed than normal but I still observed some excellent teaching practice. Moreover, the children were looking at pictures and explaining what the scene looked like to fit what type of film it may come from (e.g. horror, comedy, fantasy). The teacher used a lot of question and answer for his assessment methods and was extremely positive with the children’s answer using phrases such as “I see this too”, “I agree” and “how does it make you feel”. Pollard, et al (2008, chapter 6) explains that keeping positive praise a constant stable in the classroom and also keeping corrective language positive, is a sure way of keeping challenging behaviour to a minimum. Throughout the school so far I have seen no instances of challenging behaviour, not even just the simplest shouting out in class. Although, the school, like government run schools, has a behaviour policy I am yet to see it needing to be put in action and wonder if the amount of positive praise used by teachers has something to do with the low levels of challenging behaviour in private schools such as Moulsford? I continued my Thursday with a Latin lesson which I reflected on in Cognita De Vita and then ended my day with another visit to forest school with a different age group.
My last day of the working week was Friday and I spent a lot of time in English lessons with Years 3-8. The one exception to this rule was a Learning For Life lesson, something which each class in the school does a the same time where children do different activities from gardening to having visitors in to discuss future job opportunities. This is not a lesson that we have in Scotland and I believe in something that is specific to English education as when doing some more research into it found that RSA Academy (2017) also have this as part of their curriculum. Ending this week on this note was definitely a great way to end the week by learning something new and taking part in some fun gardening activities. I am looking forward to next week where I will be continuing to see the differences and similarities between government run and private education, working with a different curriculum and learning about schools from all aspects from the kitchen to the classroom.
Department for Education (2017) National Curriuclum. [Online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study (Accessed on 18th March 2017).
GTCS (2012) The Standards for Registration. [Online]. Available at: http://www.gtcs.org.uk/web/FILES/about-gtcs/standards-for-registration-draft-august-2012.pdf (Accessed on 17th March 2017).
Hayes. D (2010) Learning and Teaching in Primary Schools. Exeter: Learning Matters.
Medwell, J and Simpson, F (2008) Successful Teaching Placement in Scotland: Primary and Early Years. Exeter: Learning Matters. Chapter 4.
Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. & Warwick, P. (2008) Reflective Teaching. (3rd ed.) London: Continuum International Publishing Group.
RSA Academy (2017) Learning for Life. [Online]. Available at: http://www.arrowvaleacademy.co.uk/Departments/Learning_4_Life.aspx (Accessed 20th March 2017).
Scottish Government. (no date). Curriculum for Excellence: Introduction. Edinburgh: Scottish Government [online]. Available at: https://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf (Accessed on 14th March 2017)