Category Archives: 3.3 Pupil Assessment

Science Lesson – Year 4 – Week 6

Image taken from Google – The boys really like the Twinkl resources

Monday’s lesson was my second science lesson within the school and I am really confident that it went well and know that the boys enjoyed it. Unfortunately there was no real opportunity for the teacher to observe me but did give me some informal feedback that was really positive. I think something that I can take away from this lesson is that I need to work on my assessment skills throughout lessons and that although there are many ways of assessing children it is best to ensure that you are taking it on board as you are teaching, not after you have taught. Furthermore, the boys have been working with twinkl and I continued this in my lesson by workiing with twinkl resources and teaching them what twinkl feel they should know with the added tweak to make it my own lesson. I really like the twinkl resources and think that when I am a teacher this is a website I would like to use more often.

Individual Lesson Plan Format (Primary)


Class/Group: Year 4GS                    Lesson: Science                                Date: 8.5.17


  Previous Experience

In previous lesson, children have sorted animals into a variety of groups in lesson 1 using different keys.

  Working towards outcomes of a National Curriculum

Pupils should be taught to explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

  Literacy/Numeracy/ICT/HWB (where appropriate): ICT – to work on Ipads for extension, Literacy – for reading work off board and on worksheets, Numeracy – working with classifications keys and tables.  
  Learning Intentions Success Criteria  
  To be able to generate questions about animals.

To be able to use questions to sort animals in a key.

To see similarities and differences between vertebrates.

I can generate questions about animals.

I can use questions to sort animals in a key.

I can see similarities and differences between vertebrates.

  Resources Photo cards, worksheets, science books, smartboard, pencils, rubbers, glue sticks,  
  Timing Assessment methods
10 mins





5 mins


5 mins


10 mins



4 mins

20 mins





10 mins



64 mins


Setting the context/Beginning the lesson (Introduction)

Read the information on the Power Point Presentation to introduce children to the concept of classification and ask questions about it.

Teaching the learning intentions (Development)

Introduce the classifications of vertebrate and invertebrate, asking children to give examples of each. Explain that vertebrates can be further split into five groups: amphibians, birds, fish, mammals and reptiles.


Explain the broad characteristics of each, asking children to note their similarities and differences. Explain that we will be focussing on vertebrates only today


Hand out Vertebrates Photo Sorting cards one per pair. In pairs, sort the cards into animal groups.

Tidy away cards.

Hand out worksheets, glue into science books, answer, ‘yes or no’ questions to sort the vertebrates into animal groups. When children finish they can do the key questions classification sheet.


Ending the lesson (Plenary)

Play “20 questions” game from maths but instead of guess a number its guess the vertebrates.

Question and Answer






Peer Assessment





Teacher Marking

Success Criteria Results Next steps for the children
I could see that the boys were able to successfully generate questions about animals after marking their classification keys.

From observation and the boys shouting out answers to questions I can see than the boys can all use questions to sort animals in a classification key.

After going over as a class the photo sorting activity game I am confident that the boys can see similarities and differences between vertebrates as each pair got them correct.

Child 5, 8 and 9 did get at least 1 question wrong in the classification keys and would benefit going over this through revision before the Year 4 exams.

It think as a class as a whole the next steps for the boys would be to create their own classification keys from the beginning by going outside and doing some outdoor learning by exploring the outdoor wildlife.

Going well (what worked and why?)

I am pleased at how well this lesson went considering how unfamiliar I am with this topic. It worked well to use twinkle resources as the boys are familiar with these and the resources are bright, colourful and engaging.

The boys were really engaged throughout the lesson, answering questions when asked and volunteering to read off the board.

The boys all, except 3 successfully reached their success criteria and I would feel confident in them moving on to the next stage which I think is great as I feel that I taught them what they needed to know.

Areas for development (what didn’t work and why?)

The boys were quite chatty throughout the lesson and I did have to stop the lesson to tell the boys they were being too noisy and to quieten down. I think this was mainly due to the lesson being at the very end of the day, however this is no excuse and the boys should be listening from the beginning.

I don’t think the boys really needed to do the first classification key as a practice as it was slightly easy for their level and they already knew what to do. On the other hand, 3-4 boys did find this rather tricky let alone the sheets after but for the bulk of the class in was unnecessary.

Next Steps for Me

In future, I will try to assess the children as I am teaching a lesson, as some children already have a good idea about what I intend to teach them and there is no sense in wasting valuable class time teaching them what they already know.

I will continue to use engaging activities in my lessons as the boys are far more engaged in the lesson.


Maths, Anxiety, Stress and Me

Maths, Anxiety and Stress. They all come hand in hand – or at least for me anyway. The ridiculous thing is though, I got an A in maths and as I keep getting told “if you got an A in maths then you should be confident!” Well read it and weep guys, I get stressed about the thought of having to do maths in public just as much as the other person.

I liked maths in primary school, learnt my times tables and passed tests with an adequate score, i’m not pythagoras or anything. My problems with maths developed when I was in high school and because I did badly in 1 test got pushed down into the lower classes where the teenagers my age weren’t interested in maths and most of them couldn’t care less about their

The teacher being enthusiastic and giving me extra homework gave me so much more confidence in my mathematical skills

education. The teacher I had though was really enthusiastic and gave me extra homework, seeing my potential. He was Irish and only in the high school for a year which was a sorry loss when he did leave because everyone got pretty good scores and missed him. I think the fact that I remember so many things about him as a person, the way he taught me and the enthusiasm he embedded in me about maths really stuck with me and made me think more about wanting to become a teacher – that kind of teacher. I don’t want the children in my future classes to feel badly about doing 1 test wrong and going down into lower groups. It destroyed my confidence at maths and it took me twice as long to get the A I would have been capable of getting a year earlier.


This picture shows that the teacher doesn’t understand, so neither will the pupil

I had never heard of “maths anxiety” until I went to my first maths tutorial, came back from that and read up on it. When looking it up on the internet I found the BBC article published last year “Do you have maths anxiety?” I then turned to Haylock’s first chapter in “Mathematics Explained for Primary Teachers” where I read that actually this opinion about being scared of maths and finding maths difficult to teach is really common. I think it is up to teachers to destroy the myths and the anxiety surrounding maths because if we can’t children are leaving our classes innumerate, and I think anyone can agree that is unacceptable from teachers in this day and age.

Not only do teachers however have to be enthusiastic about maths, but they need to understand it too. Currently, I hold my hands up and say I need some kind of refresher course on basic maths, it has been two years since I learnt it in school and currently I couldn’t tell you my prime numbers from my prisms, I just can’t remember it. That A means nothing when you have a class in front of you which you have to teach maths and you have maths anxiety. So you have to bring maths to life in your own classroom, not only for the childrens sake, but your own too. If you don’t find maths fun the likelihood is the children won’t either. Now my Irish maths teachers’ favourite game to play with us was countdown. Its perfect for older children because even if they don’t like the maths they

Countdown was my favourite maths game in school

love the theme tune (so do I though!) which makes it fun. Dominoes was a regular favourite in my nursery last year, whether it be numbers, spots or animals to match, it meant they were matching something which is maths. Clocks, the simple fact is, telling the time is maths. There’s numbers on the clock and without mathematical skills then there’s no way you can tell the time, so make sure your classroom has a clock in it. Counting rhymes or songs. From my experience the older children aren’t the only ones in school who love a good sing song and if you can’t find a decent song with numbers, find one they’ll enjoy and find the maths in it (my favourite was always the rattlin bog!)

These are all things I intend to do as a teacher. Enthusiasm is something I personally feel really strongly about as a student teacher. Reflecting on my own experiences with my teachers has shown me what kind of a teacher I want to become and made me start to think about the ways in which I will bring maths into my classrooms. If you have other maths ideas for the classroom please share them in the comments.

My experience with feedback

Feedback for me is a positive experience usually, however hasn’t always been. Once in High School I received feedback from a teacher who had nothing good to say about my work and even went to the extent of saying in no uncertain terms that it was “a dog’s dinner” and used very inappropriate language. This experience led me to leaving that subject which I had an interest for, thinking I wasn’t any good at it and I was better off putting my energy into something I was good at and had very little interest in. This was negative feedback and had a fundamental impact on my schooling because I changed subject late on in a course.

Is feedback positive or negative? Think before you write!

Having had this experience I have always been slightly sceptical to receive feedback on essays at school, college and now my blog posts on glow. When given a task in one of my lectures to write a post and await feedback I was worried, I won’t lie but giving feedback and seeing what other people were writing gave me confidence to look at my own post’s comments. I was delighted to find that they were all positive with only a few grammar adjustments. This has boosted my confidence in receiving feedback on my blog posts immensely and has made me think about giving others feedback more often.

The negative feedback I received in school will always stay with me as a memory, but will remind me when giving feedback to pupils myself as a teacher and as a student to always think about the positives in somebody’s work and to think before I write about how I can word my suggestions, so as not to hurt anybodys feelings.