Mathematics – Year 3 – Week 6

Image taken from Google – The money dominoes from the lesson

Unfortunately, this was my last ever lesson with Year 3N and it was devastating to say my goodbyes to them. I was genuinely nearly in tears when they all started clapping and shouting “3 cheers for Miss Whitham, Hip Hip Horray”. I could sob here and now writing this but I won’t I’ll just talk about the lesson. It did go really well and the activities were all my own ideas. I wanted to do a table rotation style lesson were the boys could practice different activities and do it in a really fun way. They did really well, especially with the games but unfortunately the money dominoes were not as successfull because they didn’t have enough time to complete the full game. However, each game gave me a full insight into how the boys were getting on in each area of the curriculum before their exams and topics that they may need to revisit, even in only 5 minutes an activity! So theis is absoloutely something that I would do again as a teacher, and a teaching method that I think the boys enjoyed because they expressed that they would like to do it again, which I was delighted with.

Class/Group: Year 3N                            Lesson: Mathematics                                        Date:10.05.17

 Success Criteria Results Next steps for the children From the first game at the first table, I now know that the boys can divide using real life examples From the second game where the children were learning to count coins to make a whole number, I observed that this was going well for most groups but they would have benefitted from more time. The scientific measurement game was successful, with correct answers on the sheet after me and the class teacher discussing width with the majority of the class. The Noggle game was really successful with the boys showing through their sums that they knew their different mathematical operations well enough to create their own sums. Children 1, 7 and 13 need to continue to work with the money dominoes because I was not convinced that they were able to count the coins well enough to play the game. I am confident for all children to move on to harder division questions except for Child 1 who would benefit from using Numicon further. EVALUATING MY PRACTICE Going well (what worked and why?) The lesson overall went really well with children listening well and there were no behavioural issues. This was most likely down to the amount of activities going on in this fast paced lesson, which allowed the children to be constantly busy, moving around the tables and active. Most children engaged well with the activities which I think is possibly down to them playing games and not quite realising they’re learning. Areas for development (what didn’t work and why?)   I would in future only do a lesson like this if I had more time. Some of the boys just didn’t have enough time to finish their activities and this was a shame as they could have benefitted with the practice before their exams. Next Steps for Me In future I will be more aware of what the children have already learned in maths lessons and the way they describe certain methods in mathematics. I will also try to plan more time into the activities and choose and hour and 10 minutes lesson as opposed to a 35 minute lesson.

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

Science Lesson – Year 3 – Week 4

Image taken from Google – I was delighted when all the children were able to explain to me what all of these parts were in the plenary! Something went right in this lesson!

Today’s lesson was with Year 3 and I did a science experiment of sorts, with them all and some teaching about different parts of the plants and the functions of the roots. I was pleased that the lesson went well and that the children engaged with the activities and this seemed to show when I recieved some extremely positive and helpful feedback from the class teacher. The plenary worksed well, with all of the children being able to tell me the parts of the plant, so overall I feel this was an extremely successful lesson. The class teacher was on hand to help at all times and with a few areas was able to expand on what I didn’t know. I am looking forward to teaching this Year again in Maths.

Individual Lesson Plan Format (Primary)

Class/Group: Year 3N                      Lesson: Science                               Date: 28.04.16

Mathematics Lesson – Year 4 – Week 4

Image taken from google – I decided to use Mount Everest to tell a story to the boys to work out it height to make the lesson more active and get them engaged.

Today’s lesson for me was a maths lesson with Year 4. Overall, I am really pleased with how the lesson went and how much the children took away from this lesson. The children are learning about subtraction from decomposition and I chose to teach this in a way of telling a story and then doing a worksheet. I was concerned about the children not being active do also added in a short activity including the children answering the questions and getting into a line at the end. I have marked their written work which will be included in my placement folder for confidentiality purposes as well as a very positive evaluation sheet from the class teacher about my lesson.

Individual Lesson Plan Format (Primary)

Class/Group: Year 4                         Lesson: Mathematics                       Date: 27.04.17

Humanities Lesson Year 3

Todays lesson was my first proper lesson here at Moulsford so I was a little nervous to say the least! The boys are lovely and I am getting to know them really well as I am with this class often and the class teacher is really supportive. My lesson was on rivers, the planning is first and then official evaluation of the lesson below. The class teacher did observe me which did not worry me and they also gave me some really positive feedback. This will be included in my placement folder.

Individual Lesson Plan Format (Primary)

Previous Experience

Children will have identified major capital cities in Britain, rivers and landmarks and completed a worksheet on flags and saints.

Working towards outcomes of a National Curriculum

Name and locate counties and cities of the United Kingdom, geographical regions and

their identifying human and physical characteristics, key topographical features

(including hills, mountains, coasts and rivers), and land-use patterns; and understand

how some of these aspects have changed over time.

Literacy/Numeracy/ICT/HWB (where appropriate):

Literacy – writing on and reading the worksheets, ICT – Looking Oxon and Berks on google earth

Success Criteria
To know where Oxon and Berks are in Britain

To know where the river Thames is in Britain

I know where Oxon and Berks are in Britain

I am able to write out my address

I know where the river Thames is in Britain

Resources
Pencils, Pens/pencils, Computer, Smartboard, Worksheets, Internet, maps, humanities books, glue, projector, online timer
Assessment Methods

6 mins

15 mins

3 mins

4 mins

2 mins

6 mins

4 mins

Total

50 mins

Setting the context/ Beginning the lesson (Introduction)

Open lesson by discussing with the children about where they live, what their home county is called and zooming in to Oxon and Berks on google maps

Teaching the learning intentions (Development)

After opener, hand out the worksheets and humanities books to the children to complete and then glue into their books. Put a timer on the board. I and teacher will help any children who do not know their addresses.

Hand out the Thames worksheets. As a class, look at the map of the major rivers of England and discuss which the children have visited or heard of.

Have the children each read out a fact about the river Thames.

Children to glue sheets into their humanities books.

Children to complete Thames missing word worksheet and any other uncompleted work from their other worksheet.

Ending the lesson (Plenary)

In the children’s jotters write down 3 stars and a wish underneath worksheets – 3 things the children understood and 1 thing they need to improve from today’s lesson

Observation and Teacher Marking

Teacher Marking

Teacher Marking

Pupil Participation

Image from google images – the boys all wear badges similar to these

I was lucky enough to be invited to attend a pupil council meeting and see how Moulsford run their meetings. A boy from each class showed up including the pre-prep classes, the head boys, the headmaster and the deputy head (pastoral). All the boys were wearing pins to show their status as a pupil council member and patiently, quietly waited for the headmaster to call them into his office to begin the meeting – which impressed me a lot. A chair (one of the boys) had already been appointed and throughout the meeting ran through each of the items on the list which ranged from cups in the canteen to sporting opportunities to a skate park on the grounds. Each point was discussed and supported by the headmaster and the deputy head (pastoral) no matter how big or small the matter or how silly it was either. A lot of the time it was suggested that if the matter in hand was a possibility it would need to be run by the bursar before any final decisions were made on the matter, but no idea was ever shot down. Nothing point was rushed through and every suggestion was treated as a democracy with the headmaster suggesting the pupil council take a vote on the matter if there was a lot of debate.

It became clear to me throughout the meeting that the pupil council is taken very seriously in the school by the way the children’s opinions and suggestions were carefully taken into consideration and the way the boys acted during the meeting. However, the more research I did, the more I realised this is not something which is special for Moulsford. The Department of Education in England is supportive for all schools to have structures similar to pupil councils in place which can allow pupils to discuss the issues that affect them and hear their opinions. Moreover, Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) states clearly that children and young people should have a say in decisions that affect their lives and by having a pupil council, Moulsford are clearly doing this. The experience of sitting in on a pupil council meeting has definitely showed me the importance of listening to your pupils in a school and is something which I feel all schools should have.