Teaching Standard 8 - University Of Worcester

Teaching Standard 8:
Fulfi I wider professional responsibilities.
For example:
positive
- Make a
contribution to the wider life and ethos of the
school.
- Develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist support.
- Deploy support staff effectively.
- Take responsibility for improving teaching through appropriate
professional development, responding to advice and feedback
from colleagues.
- Communicate effectively with parents with regard to pupils'
achievements and well-being.
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School Dis口 lav.
Focus:VVnlng Ⅵ囃hin fbundation Stage l(Nurseryp
Links to:Minibeast hunt,recording whatthe chldren saw
Teachers StandaFd Focus:81:Make a postt cont面 bution to the面 derirb and ethos of
the schoo:
Wclc ome
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This display sits in the Early Years and Key Stage One main hall, with focus being on writing
at the cunent time; it was applicable to use our Minibeasts Hunt focus activity as a base for
the children's writing. The display contains examples of the children's writing and drawings
from the ac{ivity. W'rth the cunent time of year it also seemed applicable to dress the display
in an autumn leaves theme.
Writing associated prompts that are used in the dassroom are also displayed on the board:
We are writers
We are readers
We are creators
Such phrases are used continuously within the setting and promote to children that
regardless of the activity they are taking part it, or indeed in their free flow choices there is
leaming taking place. Just after this photos of the minibeasts hunt were also added to the
display however for anonymity reasons my photograph was taken before this.
-
Upon reflection this display demonstrates the cunent themes of the Nursery class within the
it conftdently shows the leaming the children take part in and ultimately the
progression and development they are making for all staff, visitors and parents to see.
school,
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The Bonfire Night Display
-
see lesson plan & evaluation. This was the finaloutcome hung from the
ceiling in the nursery with the indMduat pieces of art work stuck to the back of this"
SEL
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TS 8"I
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Reflective Portfolio
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School Display.
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For out second school placement we were asked to create a school display within our
sefting. Afthough I had been involved in creating displays before in my first setting this
experience I was allowed to take full ownership of the display. ln discussion with my class
teacher I decided to redesign the maths challenge board within my classroom.
An aspect that I tried hard to incorporate within the display was the element of a working
wall. I wanted the children to interact with the display and see it as a way of demonstrating
there leaming within the classroom. The ideas behind the display stemmed from
professional @nversaiion with the prac{itioners looking at how the ctrildren within the
dassroom respond to maths leaming and how to crucially engage all children.
Through encouraging the children to 'post' their leaming I have been able to see how the
children have both understood and engaged with all elements of maths within the classroom.
The children have taken pride in shoMng off their leaming. Alongside posting their leaming
we have also slimulated conversations at the end of the day with all the children abod their
leaming allowing children time to talk about their experiences and post its. The board
incorporates the main areas of maths - with pockets full of questions and resources for the
children to use to encourage leaming experiences. The display also aims to show ofi
elements of leaming that has been used within sessions such as the addfion funciion
monster in order for children to continue their maths experiences.
The interactive element of the display aims to be a reflection of the current leaming within
the classroom with other aspects forming understanding and including facts about maths. I
am very happy with the finished resuh of my display and have been very happy with the
positive response from both the prac[itioners and the children. The display is an'area of the
classroom that can be continuously cfianged and refledive of cunent leiming.
￨
___
'GCE SEl trainee evaluation{2014‐ 15)
Q;vi\[Sl?'i1.,
iurvey completed
!
rlease print a copy of this page and file in your RP.
I-hank you for taking the time to complete this evaluation.
Ihe information that you have provided will be used to continue to develop School
ixperience practices for future trainees.
l'he Primary Partnership Team
□
/
Page
⑬ 糀魁
Please email this SE report as a word processed document
to
Foundation Stage School Experience Report for SEI
tnstitute of [ducation
Year group: Nursery
Trainee teacher:
Lead
School:
Tutor:
of 2
orimarvoartnerch i@worc.ac.uk
er
SE
1
llentor: Colin Bar
Class teacher: Colin Barr
Sharon Lannie
Total No of absent days for this practice: 1 (Graduation)
I
r 3yrBA
Teachers' Standards for your
report on
Teaching ab‖ ty including:ab‖ ty to inspire and motvate(TSl):prOmOte g∞ d progress crs2);demOnstrate g∞ d subject
knowledge cS3)plan We‖ ―
structured lessons crS4)and adaptteaching(TS5)
TSl:
as面 thin
herteaching,thought of:ovely,creative and engaging ac」
vities which
the children's curiosity and foster their love of leaming, leading them to discover and find
success and she now motivates and
out for themselves. This has
'grabs'
the children's attention, wttich is
inspires by being a teacher but in a way that entertains and
what early years us all about, well done!
really understood our ethos in the Nursery of handing the initiativeflead and
development to the children, this in essence is a very easy thing to do, though underpinning it all are
taken
lots of different approaches/sfategies and routines that make this all
this all on board and using our systems, she has led sessions and other adults in moving the
childrens' leaming forwards. Well done!
beenlllbiggest
possible.(flras
TS2:(I
has jumped on board with all of our different assessment s)rstems in the Nursery and
understands the reasons behind them all, the next step I think
to take more
ownership with this systems and use them on a day to day basis, deciding how to move children's
leaming forwards with more consistency.
forlllis
activities,Il
TS3: ln all aspects of our daily routines and
has understood well the outcomes
needed and the activities that support the achievement of those outcomes. Understanding the early
years cuniculum is not hard, what makes it challenging is how to put that across to the children and
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moderating, with confi dence.
TS4-
has planned and implemented lessons that cover really well the whole lesson
and its component parts, often changing lessons beforehand showing reflection and going
with the children during the lesson, showing great flexibility and giving the children the lead
in the learning - this is what the leaming is all about.
干
諸赫
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製当ll出 :結電
駐脚Ⅷ譜淵譜瀾思棚鰐
andlhas
their learning forwards. Working in small groups supports this well
adapted this into her lessons, focussing on high impact conversations/activities and
discussion. Keep going!l
for your trainee.
on
as-sess and respond to pupils'work (TSO); behaviour management (fS7); professional responsibilities (TS8),
contribution to the life of the school, reliability, punctuality, organisation:
r
fS6:llllnas
dembnstrated good expectations of behaviour, using urell our whole school
has used this sbategy
behaviour policy, this has enthused children to 'want to please'
in
really well supporting her teaching and the childrens' leaming.
has understmd well the level of differentiation in the Nursery and pitches activities at just
level in terms of challenge and support.
understood vrell how to keep an environment safe, with regards to children and
safeguarding and the importrance of this in a school.
andll
-
TS7:lIl
has shown eagemess and willing to be invoJved in the Nursery Christmas play,
putting up displays, observed other year groups, as well as carrying out planning, teaching and
assessing thg, children in a summative and formative way, including supporting other members of
with moderation and sending off the data.
TS8:Ifras
-
been throughout her placement, punctual, arriving earlier than the expectation
demonstrating the ability to go above and beyond the norm. Organisation of adults and activities has
been a leaming curve, though I think
has done really well in wtrat is, a tricky aqpect of
school li6 that theory does not really prepare you for. Leading others comes with experience and
time and this will make or break how successful your sefting can
done really well
wilh this!
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be,Ehas
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Page 2 of 2
on ways in which the trainee's professlonal practice has lmpacted upon pupil progress:
!l
has engaged the children reatly well in her placement, the chlldren hane shown really energy and
folactivities and ideas. The bigge.st impaa ltrns
had is with ]Lr own
deYelopment and understanding of how to teach very young children, from being fomat to now teaching in a
fun and entertainlng way, though not lowering the erpec-tations of behaviour and leaming. pupils have rially
gone wtthJand
due to thls, they have aehieved well oEr the duration of the placlmeirt
enthusiasm
Please grade the followirE subjects:
TS2: Guide pupils to reflect on the progress they have made and their emerging needs
TS4: Promote a love of leaming and ctrildren's intellectr.ral curiosity.
T56: Knolv and undorstand how to assess the relevant subject ant cuniculum areas, induding statutory
assessment requirements.
TS7: High expectations for behaviour and establish a framalork for discipline with a range
of strategies using
The bainee has completed the Reflec-tive Portfolio for this stage of their faining.
The school experience on-line evaluation has been
B4(name)
{
mmpleted.
role: Assistant Head/Early Years
Colin Barr
iead
Overa:l grade(p!ease cirde)
E:Ernα ung′ OT3,Fal
PASS′
Assessment
Framework
The trainee has 4+ ernerging
Teachers' Standards.
OT3
The trainee has met all the Teacfiers' Standards or
may still have 1-3 ernerging Teachers' Standards.
Overall graddlFilease circle)
,
PG SEl
Assessment
Fa‖
Framew● rk
For the idefltmed
Teachers' Standads
th€ trainee's
attainment is lret to
be a pass since it
contains 4+
emerging Teacheis'
Standards.
Not on Target
驀
ｍ
E: Eme.ging, OT3: P6s, OT2: Good, OTI: Outstanding
(NOη
For lhe adentified
Teachers' Standards
the trainee's attainment
has th€ potsntial to
pass but cunenuy
indud€s betvyeen 1- 3
emarging Teachers'
Standards (E).
4 plus Teachers'
Standards grades
at (OT3) Pass with
soane features of
(OT2) Good.
No (E) EmergirE
Teachers'
Standards.
G∞ d
Outstanding
(OT2)
(OTl)
4 plus Teachers'
Standards grades
at (OT2) Good with
some featur€s of
(OTr ) Outstanding.
No Teachers'
Standards graded
at (OT3) Pass
Signed:
Pleas€ emall thls SE report as a word procsssed document to prlmaBpartnershlp@orc,ac.uk
4 plus Terchers'
Standards grades
at (oTl )
OutstandirE
overall.
No Teachers'
Standards gradsd
at (OT3) Pass.
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Mathematics CPD― Evaiuation 2015
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Course:
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Date:
workplace:
SATiSFACr:ON RAT:NCS
How sotisfied were you with the following ospects? Pleose rote your sotisfoction
Pre-Course
Sο tiJed
follows:
3=Satijed 4=1/erySα
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３
４
３
２
４
３
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１
You were clear about the aims & objectives.
１
That the information advertising the course/opportunity was appropriate.
１
1.
2.
3.
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The venue was suitable.
Please comment if you scored less than 3
Course Delivery and content
1=rvat s醸 1可ied 2=Qυ た Satifed 3=Sotiげied 4=1/ery Sα
4. The presentation methods were clear and easily understood.
5. The pace was appropriate.
6. The content was relevant to your needs.
7. Topics were covered in sufficient detail in time allocated.
trs/1ed
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2
3
4
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Please comment if you scored less than 3
lmpact
1=rvOt satな ″
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This session will better equip you
to perform yourjob.
Please comment if you scored less than 3
1234
４
10.
４３
You are satisfied that you would be able to implement the learning from the
session.
４
３３
２
to implement what you have learned.
２２
You were given a clear idea of how
１
8.
9.
■ １
7. The outcomes of this session were fully met.
「
ADDIT:ONALiNFORMAT10N
7.
Whot was the most
role os a result
this will hove on
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other comments?
Thank you for completing this evaluation
and shape future provision.
form. Your responses will help improve the services we provide
Please hand this form to your course tutor at the end of today,s session.
CPD Mathematics― SLE― CC&HH 2015
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maths orO/1216
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Cambndge
Totality
The aim of the game:
Slide the shared counter. across several adjacent
numbers. adding them
up as you go to make a 'running'totar. Be the prayer
to
slide so that the chosen target il reached e*uctty.'wat
in;
above the target loses you [he game.
,;k;ih;fr;;r
;;;;;i ;;
How to play:
1' Player 1 chooses a target to reach. This is the totar both prayers
try to
make.
2. Player 2 places their counter on the game board over
one of the
numbers and says that number.
3' Player 1 moves the same counter in any direction arong
a rine segment
to a neighbouring number and announces'the totar of theiwo
nr,.tt.r.
4. Player 2 moves the same counter to cover a neighbouring
number,
adds. on that number, and announces tne ,running,
total of the
numbers.
three
5' Players take it in turns to sride the counter to cover
a neighbouring
number and to add that number to the ,running,
total.
6. Players must move when it is their turn.
7. No 'jumping' is allowed.
Additional Chatlenge:
There is a video crip on youtube (accessibre via
Nrich) which shows the Same being prayed. show
the video with no sound and see if the chirdren
can work out whars happening and the rures
of the
game. This is an additional challenge levelfor
advanced learners_
Video: http://nrich.maths.orel1216
TS 8.し
Weekly review record
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lesson observation feedback, ref,ec'tion forms etc. to provide evidence for this.)
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Reflective Entn-Week 1.
This week it was my first week in my setting, although I have been here before it was
new experience for me to be there as a trainee teacher. Through the tasks that I
have been doing it has allowed me to find my own perspective on the earty approach
within the setting, and hou I can take elements forward for my own prac{ice enquiry
tasks.
Through observing lessons and teaching practice the process enabled me to focus
on elements of my own praclice that I could see. Also looking at potential areas and
shategies I can adopt, and adapt to take fonrard. lt uras important for me to do this
as the classroom teacher has the best interests for the children, and has already
trailed techniques with the children. ln terms of firture lesson phnning and activities it
afforded me the opportunity to allow for differentiation and how such strategies may
look in practice (tS 5).
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Also this week allowed me the time to get familiar with the timetable of the days in
nursery and how a typical week looks within the setting. lvty setting has a more
formal approach Monday - Wednesday with group work, interventions, adult focused
activities and free flow play all being included within the daily routine. Thursday's
forest school day, with interventions happening first thing in the moming, and then
free flow play and small group work happening throughout the forest school session.
Friday is also mainly free flor play with small group or individual interventions being
canied out, the day is known as 'not toast day' as snack is anything but toast!
Through experiencing this timetable this week I have been able to negotiate when
my PET tasks can take place and how I may approach the'5 teaching sessions'from
week 4 ornilards CfS 4).
Another task form these ureeks to be completed were the retrmpedive lesson plans.
Thb activity allowed me the opportunity to practice planning for ftrture weeks,
negotiating with the class teacher what elements and children to consider within the
plans. Also I was able to explore how to adapt activities and add creative elements to
group tasks, helping to form my own foundation for planning and delivering lessons
crs 4.2).
For next week I shall continue to observe practice focusing more cleely on the roles
of support staff and behaviour managementwithin the classroorn. lwill ilso be gMng
reflections on planning my PET bsks and my classroom responsibilities.
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Ref,ective Entry- Week 2.
This week my responsibilities and role within the classroom increased. I became a
co teacher within the classroom, taking on responsibilities such as leading a starter
or plenary alongside intervention groups for numer.rcy, literacy and phonics (IS 8).
lncreasing such responsibilities has increased my confidence within the classroom
and with other members of staff within the setting. I now feel a lot more combrtable
to take charge at appropriate times with the children.
Through being in involved in prac{ice I have also been able to complete my Science
PET task successfully. Sunounding the area of working scientifically I found it
challenging to grasp how to expand this towards early years provision. However as
discussed with my tutor before I attended the sefting, I made my focus the
vocabulary around the subject an integrating this into a creative activity (TS .2). My
activity looked at how we could build homes for 'amazing animals' within the settings
forest school, the natural setting lended itself to being a part of the focus activity.
Providing and following a detailed and well thought out plan (IS 4) the activity
encompassed all of its set out targets with in depth observations taken and a written
element for evidence purposes OS 6).
This week's other tasks were an opportunity for me to annotate and look in depth at
settings planning. An interesting point that I discussed with the class teacher was his
own approach to mid-term, and long term planning. Mid-term planning takes a child
led approach, with 'topic webs' being competed after every half term, from their
practitioners discuss the most popular subjects and one is chosen. ln terms of long
term planning the praclitioner discusses that he sees the 30-50 and 40€0 months
Development Matters grids effective at ensuring provision is continuous and
relevanl.
The discussions and ac'tivities from this week have ensured that I now have a better
understanding of the settings approach to planning and provision (l-S 4). Over hatf
term I aim to plan further sessions for Week 3 of my placement.
o
Maths: plan, deliver, and evaluate an intervention activity on the subject
counting.
(IS 3.5)
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Reflective Entry
- Week 3.
This week my responsibilities and role within the classroom increased once more.
Along with still being a co teacher within the classroom, taking on responsibilities
such as leading a starter or plenary alongside intervention groups, I also led whole
class lessons planned by both the class teacher and myself (tS 8). Reflecting on
such responsibilities has led me to cement my confidence within the classroom and
increase my presence within the classroom. I now feel a lot more comfortable to take
charge at appropriate times with the children, and assert behavioural strategies
effectively to ensure the high standards within the classroom GS 7.2).
Through being in involved in practice I have also been able to complete my Maths
PET task successfully. The task required me to identify a group of children who
found counting a challenge and needed extra provision to achieve identified
outcomes fiS 3.5). This was an easier aspect for me as the setting already has
effective intervention groups continuously providing support to those identified
children. Therefore by looking at previous activities I decided that a 'number bingo'
activity maybe an appropriate way to ensure the activity was effective and providing
a leaming experience for the children (TS 5.1). Providing and following a detailed
and well thought out plan (IS 4) the activity encompassed all of its set out targets
with in depth observations taken and a written element for evidence purposes (l-S 6).
This week's other tasks were an opportunity for me to annotate and look in depth at
settings planning. Through being observed this week for the first time it was a
positive way for both of us to reflect on practice. ln between my initial and final
observation (in total I was observed 3 times) there were significant changes made to
whole settings approach to numeracy. ln collaboration with my class teacher (TS
8.2) we have made new additions to the lessons and have made time changes. This
reflective stance was very useful for me to take on board and made me feel at ease
that it was not just me being observed but the lesson as a whole.
The discussions and activities from this week have ensured that I now have a better
understanding of the settings approach to planning and provision (TS 4).
5 Whole class lessons to be taught: whole class lessons, starter/ plenary and
an intervention OR focus activity within the class.
Grammar lesson: looking at prepositional language.
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Reflective Entrv
-
Week 4.
This week my responsibilities and role within the classroom increased significantly.
Along with still I become a whole class teacher within the classroom increasingly
during the week, taking on responsibilities such as leading both a starter and plenary
alongside intervention groups. These whole class lessons were planned by both the
class teacher and me (TS 8.4) ensuring that a collaborative approach could be
achieved. Reflecting on such experience has led me to value the wider team within
the classroom, and see that it is vital that every member of staff has roles and
responsibilities within every session (TS 8.3).
This week the main focus was our parent consultations on Tuesday and Wednesday,
which gave me a valuable insight in to how systems work effectively to ensure the
parents contributions are taken seriously. I played a part within the appointments
myself wither aiding the main class teacher with the individual consultations or
talking with other parents present about out daily routines and achievements itithin
the nursery classroom. lt was a valuable experience for me to introduce myself and
take a practitioner stance on the c,onsultations, parents and carers were very positive
about my presence within the classroom and were more than happy to discuss their
child's progress within the school OS 8.5).
Another element of this week's timetable was the need for us to complete literacy
and numeracy assessment for the children in order to submit Autumn 1 progression
levels. Therefore my planned numeracy sessions were adapted to work as
intervention activities, in order to gage the child's levels of development OS 6.2).
The sessions worked well when adapted and proved very useful in highlighting the
children progression level on the development matter profiles. We found that some
children had made progression by one or even two sub sublevels, yet some had yet
to show sufficient skills and knowledge within numeracy and literacy to show such
progression. Therefore within my own sessions this week, I aim to take on board the
observations and assessments made this week in order to plan and deliver certain
activities within the numeracy session fIS6.3).
The discussions and activities from this week have ensured that I now have a better
understanding of the settings approach to assessment and parent provision fiS 6.1,
8.5).
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.
5 Whole class lessons to be taught: whole class lessons, starter/ plenary and
an intervention OR focus activity within the class.
Geography PET task: Sound walk what sounds can we hear in our local
environment?
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Reflective Entrv - Week
5.
This week has seen my presence and responsibility within the classroom increase
yet again. I am now the leader of the sessions for the majority of lesson time and find
this incredibly rewarding. These whole class lessons have once more been planned
by both the class teacher and me (TS 8.4) ensuring that a collaborative approach
could be achieved. I have continued to reflect on these experiences and continues to
ensure that I value the wider team within the classroom, and see that it is vital that
every member of staff has roles and responsibilities within every session (TS 8.3).
This week I completed my Geography PET task, affording me the opportunity to
focus upon delivering an enquiry based learning approach (TS 2.4), this was a
valuable experience for me as a practitioner. The session incorporated many
elements, and included a sound walk. ln small groups the children were taken
outside, and we listened for different sounds in the environment. The children were
encouraged to record anything they heard through writing and drawing, allowing for
the children to produce the results of the activity themselves (TS 2.5). By carrying
out this activity lwas able to build upon my own skills in practice and also
concentrate on a specific way of delivering learning.
Also this week lwas visited by my SE tutor for the first time. Overall it was a very
positive experience allowing me to reflect on my own practice and weeks on
placement (TS 8.4). An area identified for my improvement on practice involves
continuously ensuring that I am demonstrating positive and motivating practice (TS
and 7). lcan relate to why this area needs to be developed, I have felt quite self
conscious in practice, and now I have realised that in order to become an
outstanding teacher in any setting you have to be involved with the children and be
on their level to ensure engagement and motivation. lam therefore taking forward
ideas for my own practice, and observing other members of staff next week to see
how approaches are seen differently in practice (TS 1 .3)
'1
The discussions and activities from this week have ensured that I now have a better
understanding of my own practice, and how to approach and encourage motivation
and positive attitudes (TS 1 .3, 7.3).
.
.
5 Whole class lessons to be taught: whole class lessons, starter/ plenary and
an intervention OR focus activity within the class.
Computing PET task: Smartboard- can the children successfully complete a
game on the SmB? Can they show a peer how to play the game? Can they
come up with rules for our SmB?
Lessonobseryationo
' .
5th
Npvember
2074 AM
{5
s,t1
Numeraan whole class.
Children were playing and you asked for Two Hands' good use of systems already in place.
one child when you asked to tidy up said they were busy, it was nice that you suggested they could go back
to what they were doing later on. {ould you have suggested that we are goint to do somethint exciting
now? You chased up Rylee and Zak - good expectation.
ITITRODUCTION: Whole class. 10 mins... NEEDS TO BE MORE PACEY/MORE INDEPENDENT
.
You waited on the carpet for all the children to come and sit down, several were... is that time wasted?
o
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.
.
Could you be counting down using a number fan?
KMc and CS were still not on the carpet when everyone else was
-
expectation
-
in a nice way? How?
They were noisy on the carpet, could you have used the smiley steps as a reward/prompt for others?
You say that we are going
to be 'number recognisers' nice disposition.... How by doing what?
ln the whole introduction on the carpet, did the children do any independent thinking
-
if you showed them
each time the number they had to find?
o
You said we will do 'one more'
-
nice use of language, ready for a challenge,..again the challenge was the
same as the other three goes with showing the children the number...could you have done a knee
to knee
game or split into groups and let an adult lead each group...then the children to lead?
MAIN ACTIVITIES: No explanation ofwhat each group was using (NOT DOING - THEY NEED AN ADULTTO DO THAT lN
THE GROUPS)
YOUR
.
o
.
.
ACTVIW BALLOONS:
Joe was watching and you asked him to go and play... was he not learning?
All children had differing needs that you catered for within the game, would changing the game have helped
some? Number recoBnisers, lots of games?
They all got an understanding of what they had to do and learnt/practised new skills.
could you have used the number fans to support the children durint the game ln pairs?
It was 4/5 mins before you asked everybody back after you had finished, use that time to chase children
anywhere and everywhere with a number lang/understanding slant... and other adults in the room tool
It doesn't have to be perfect to get back together for a plenary... PACE?
PLENARY:
Nice idea to give children the choice of a game to play... could you do that with
all 4 adults???
Did you explain any activities the children did or ask the adults to do so????
Balloon game altogether- nice use ofchildren who knew the numbers to come
up and pop the matching
balloons.. could the rest have used no.fans?
They were all engaged with you and the game.
All ta's were sat at the back, no engagement and they were back late onto the carpetl
.
MORE PACE/ENERGY/TELL THE ADULTS WHAT TO DO-NICELYI!
Teacher standards covered:
'
.
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liii: Demonstrate consistently the positive attitudes, yalues and behaviour which are expected of pupils.
3iii: Have a secure knowledge ofthe relevant subjects and curriculum areas, foster and
maintain pupils
interest in the subject and address misunderstandings.
7i: Have clear rules and routines for behaviour in classrooms and take responsibility
for promoting good and
courteous behaviour both in classrooms and around the school, in accordance
with the schools behaviour
policy..
.
. .
S8,
children were playing and you asked for Two Hands' good use of systems already in place.
Good consistencl and good expectation.
INTRODUCTION: Whole class. 10 mins... NEEDSTO BE MORE PACEY/MORE INDEPENDENT
.
You waited on the carpet for all the children to come and sit down, several were... is that time wasted?
Could you be counting down using a number fan?
o
.
.
They were noisy on the carpet, could you have used the smiley steps as a reward/prompt for others?
You say that we are Boing to be 'number recognisers' nice disposition.... How by doing what?
ln the whole introduction on the carpe! did the children do any independent thinking
-
if you showed them
each time the number they had to flnd?
.
-
nice use of language, ready for a challenge...again the challenge was the
same as the other three goes with showing the children the number...could you have done a knee to knee
game or split into groups and let an adult lead each group...then the children to lead?
You said we wilt do 'one more'
MAl N ACTIVITIES:
● o
No explanation of what each group was using (NOT DOING - THEY NEED AN ADULT TO DO THAT lN THE
GROUPS), though this
YOUR
time in the afternoon you called two children each time to Bo with an adult.
ACnVmy BALLOONS: 20 mins
-
maybe too long!
.
ln our game we are going to be number recognisers, lovely disposition
o
All children had differing needs that you catered for within the game, would changing the game have helped
-
how... what is a number
recogniser??
some? Number recognisers, lots of games?
.
o
They all got an understanding of what they had to do and learnt/practised new skills.
Could you.have used the number fans to support the children during the game
-
ln pairs?
You checked once you had finished to see where Kmc was up to, she still had 3 children left, which she did in
a record time... how can you judBe/push
the other adults to increase the pace??
It was 6 mins before you asked everybody back as they spent that time tidying up... is this needed/too
long/anything to do with number... can you tidy up a big object and a small object?
Ue that time to chase children anywhere and everywhere with a number lang/understanding slant... and
oiher adults in the room too!
It doesn't have to be perfect to get back together for a plenary...
PACE?
PLENARY:
to pick up all the numbers fans on the carpet before the plenary... why?
This time you did not give them a choice of game-..(Nice idea to give children the choice of a game to
play... could you do that with all 4 aduts???)
Did you explain any activities the children did or ask the adutts to do so????
cEterpillar game, could you have modelled what 4/3/2 is using your fingers?.. could the rest have used
You asked JA
nc.fans to find the numbers?
-re,., rvere all engaged with you and the game.
Cs
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-
HB never came back onto the carpet??!
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they were all number recotnisers but were they, what did Hayley's group do?
--:C:/ENERGYfELL THE ADULTS WHAT TO DO - NICELY!!
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You did count back and show the numbeE as you were counting back
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instead of 10,9,8... 10 one less than
10 is 9, one less than 9 is 8... really explicit, detailed and comprehensive, supporting the children's learning.
Eton't forget pres€nce, the more enerB'y you put in the more the children will go on the joumey with yout
INTRODUCIION: Whole class.
.
You played the show me game with the children to get them all on board, when showing the children 5
fingeE, take a step back and count 1-5 so the children can see how you make 5 fingers. so they can
.
.
o
o
understand the process.
Don't forget to do number fans on the carpet at the start, think pace focus it needs to be quick if the main
introduction is grouped.
All adults were on the carp€t, which is a good expectation to have and uphold, think about what you can do
ifthey are not on the carpet when you want them to bel?
Nice grouping of adults and children with number fans and differing activities, think pace. Think about
moving the groups into different areas of one room, more focus and less noise than all on the carpet.
The children did do independent thinking on the carpet - which is what we needed to see, well done!
MAIN ACTIVITIES: good explanation ofwhat each group was using (NOT DOING -THEY NEED AN ADULTTO DO THAT
lN THE GROUPSI, agaln you had taken this advice onboard which shows how reflestive you are. Always think how
can we make it betterl
YOUR ACTIVITY BALLOONS:
.
.
.
o
You let children watch you today, that were not in your group... what lovely leaming they were apart
with Rylee on the computer but asked the boys on the SmB to have chosen
burst by the time your got back - lovelyl!
You had to deal
ofl
a number to
Make sure you are aware of the game/activity you're leading in terms of what it can and cannot do, it was
taking the children a while to drag the pin, when they didn't have to, it's a good fine motor skill as a top on
to the activity but it has nothing to do with numbe6, this slowed you down a little.
Lovely manner and language with the children, extending the leaming - how many number 6 balloons did he
popl lt is all about this impromptu dialogue/questioning/engagement
o LETS LOOK AT ONE ADULT BEING THE CHASER tF 5 ADULTS ARE lN
O DID ALL THE ADULTS IN THE SESSION UNDERSTAND ABOUT BECOMING CHASERS IF THEY FINISH EARTY?
PLENARY:
.
.
.
o
o
You got them all on the carpet again think pace, the more energy you put into that the faster they
come and sit down.
You asked the adults to explain the activities and who they should move up lovely reward for the
children... can they morre up more than one- how would that b€ organised? Nice role modelling for
adults and children alikel
Good that again you Save the children a choice - could you tweak it - if you want the caterpillar
game show me one finger^he balloon game two fingers? Or numbers on a fan?
You asked children as well play the show me game and mixed it up with fans- nicell
Your voice had more presence at the end ofthe session than the start how are you going to get
them engaged at the start iust as well?
'
LOVELY
way in via Stephen doing an extra activity
did|II REMIND
- shallwe all go off and
do that? 15/25 minimum
ADULTS 1}IAT THEY NEED YEI-LOW POST ITS AND YOU DECIDE WHEN THEY WALI(
AWAY/MAKE Po$ lrs BEFoRE THEY 60 oR As rHEy ARE GorNG AND oBsERvrNG keep going
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Mid-point Review Form: Schoo! Experience
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EYFS Lesson Observation Form: School Experience
Date/
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Do chlldren shOw pa面 culat tnterests?ln what?
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Do children concentrate despite distractions? Any examples?
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How do children demonstrate aspects o, problem solving and show a belief lhat more etfort or
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Enloying achieving what they set out to do
Are children proud ol their accomplishments - not just the end result?
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Do children enjoy meeling challenges lor their own sake rather than for rewards or praise?
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Page 3 ol 3
Fracteristics
of Etfective Learning
Quick Check
Creating and thinking critically
-
ffitrgnheir own ideas
bo children think of ideas? Any examples?
i●
k aS appropriate〕
「
How do children find ways to solve problems?
Do chlldren find new ways of doing things?
Making links
Do children make links and notice patterns in their experience?
Do children make predictions? What examples can you give?
How do children test out their ideas?
Do children develop ideas ol grouping, sequencing, cause and eflect?
Choosing ways to do ihings
Do children plan, make decisions and about how to do something, solve a problem to reach a goal?
Can you think ol any examples that support this?
Do children check how well their activity is going? How do you know this?
Do children change strategy il needed? Or do children always do what they know?
Do children review how well their approach worked? With support or on their own?
Evidence
t{
o
ldentify Teachers'
Standards (2012)
。
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Please
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Signed:observer l
l(1、
/
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Signed : Observer 2 (for,oint observations)
rr一
Signed: Trainee Teacher:
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NOTE:NO SPLiT GRADES
E: Emerging,oT3: Pass,OT2: Good,OTl: Outstanding
Q
Teachers'
Standard 2
θ
White copv lor teinee
/
Teachers'
Standard 3
よ
Yellow coov lor school
rhe mentor shoutd keep a cow ot this torm
Teachers'
３一
Teachers'
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Standard 4
Teachers'
Slandard 5
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Teachers'
Standard 6
Teachers'
Standard 7
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train.ee teacher within one dav ot the obseNation'
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Numicon Professionol
Development
Certificote of ottendo nce
for ful
-doy workshop
This is lo cerlify lhol
hos oltended on opproved full-doy Professionol Development course
in lhe use of lhe Numicon opprooch
"^ d3Joo-l-Qots
vao, Tl.;cl).A MaaH
Approved Numbo.l Consrltorli
勁
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of Fducation
Lesson Observation Form:
fovu.t0 r.t\.r.t Ou.in D/AdLCI.
Phonics (t u
'
be used when observing a trainee during School Experience
(Please note, there are 2 pages)
To
Trainee Teach
Date/Time:
UW ttutorノ
SE1/
School
tr .35
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t
r.55
Lesson:
SCH00L D!RECT/ 3YR BA
CONTE刈 :蜘
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Notes
Pr_ompts
1.
Revisit:
Does the trainee ensure that children practise
phonemes already taught?
´
2.
曝2ル、_ハ基
encouraged to participate?/
Teach:
ls the articulation of phonemes conecl?
Are children required to articulate
themselves?
¨
出ユー
ls it kept lively and fast-paced?
Are a‖ ch‖ dren
ィメだbに
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Year GЮ up: 2c“
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School Mentor
SE3
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phon"r""
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Are the children being taught how to blend and/or
segment?
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Are the children shown clearly how lo read
write the letter?
仁覇
ls there evidence of new learninq?
3.
Practise:
Do children have opportunities to practise saying
the phoneme?
-/
掲
Are they given opportunities to read the
corresponding
giaphemes?
-/
■サ
だ
・
―
/
り、
一以
Are they given opportunities to blend phonemes to
read
words?
e,;,-.
t/
Are they given opportunities to seg'ment words into
pnonemes/graphemes for spelling?
Are ttrev given opportunities to write the tetter?
-
量
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」
re evidence that children have opportunities
to
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their phonic knowledge and skills in
purposelul reading and writing activities?
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Overall - throughout the session:
ls the session multi-sensory but tightly focused
on the learning goal?
r-.r
)eruia^.
15 it appropriate to the principles of EYFS
practice?
ノ
Does the trainee obserue carefully to assess
individual children's progress?
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Are props used eftectively?
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ls it kept fun and interactive?
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でノ
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れ計しよ́
ご1■
Do activities promote all four interdependent
slrands ol language: speaking, listening, reading
Points for development
一r亀る
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ニ基
争
Key Strengths
i雀ゴ Z黎
Signed : Observer
ぐ
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Signed: Observer 2 lor joint observations
1
Signed:Trainee Teacher
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White copy tor trcinee
/
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Arreas
must oθ
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er
8.彎
lnstitute of Education
Mid-point Review Form: School Experience 2 and 3
Trainee
ffi
Teacher:
Date/Time:
(;D
Year
SE Tutor / School Mentor:
Group:
□□
，
ｓ
indicative grades:
Please indicate the grade that renects the level your trainee is current:y operating at The fu‖
given in the Meeting the Standards Booklet 2014.
●
OT2(Good)
Standard l [EIII
Standard2
standard 5 [IIII
standard6
□
pronle Of each grade is
E (Emerging)
Standard 4
Links to tteachers'Standards(2012)
Classroom management and organisation
● 7c
Behaviour management
o 7b
Self-evaluating and adapting practice where
necessary
thinking times
o 4d
Links to Teachers'Standards(2012)
Areas To Develop
o
SE2/SE3
Standard 8
□
-trengths
.
o
o
Reception
PGCE/SCHOOL DIRECT/3YR BA
Stevei Bowtell
OTl(Outstanding)
27022015
for
children
to
answer
● 2d
questions
!.
.
curriculum knowledge of the EYFS
o
3b
expression when leading a class session
● 5a
Please TICK the relevant boxes:
OT1: Outstanding
OT2:Good
OT3: Pass
Agreed Action Plan
E: Emerging
Targeted Support lssued
Signed : Observer 1
Steven Bowtell
Signed: Observer 2 (for joint observations)
Lesley Welburn
Signed:Trainee Teacher
Charlotte」 efFs
C:ヽ Usersヽ sboⅥ Aellヽ Documentsヽ Studentsヽ Cha‖ otte
Mid― Polnt
Review fonn(UPG SE2)done dOC
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Page 1 ol 3
糀出 er
賞
γ
芦能幣職よ
TS 2・彎
lnstitute of Education
EYFS Lesson Observation Form: School Experience
V
ア
だを Mentor
丁山or/School
―
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月
i
凛
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邑
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tて ′
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Le配
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ng
Of
(Tlck 8s spproprlate)
out and exploring
へこ
懃んω
スー
Do ch‖ dren show curlosky about ottectS,events and people?
￨■ hat
up
SE1/SE2/SE3
PGCE/SCH00L DiRECT/3YR BA
た
∫
就
Yη
wa′
Do children use their senses to exp!ore the world around them?Any sense perhaps used more than
Ⅲ
another?
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甥
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Do children show particular intere 'ntt:
Do children engage in open‐ ende(
playingwithwhattheyrmow
4
'
Do children pretend obiects are things lrom their experience (symbolic play)?
What examples are
there?
Lel*ttnt-A,ln
d.f-A*,1
play? -<,^{2t1,- O_ tlww.,lr<rt >
- J
role?
How do children represent their experiences in their
Do children take on a role in lheir olav? Anv particular
Do children act out experiences with otn"o i.r,itor"n o r
J
aaunq-v^P@t
1 ot Y'r
.l
24ι
'l<
Do children initiale activities/experiences? What kind ol activities or experiences?
lren seek
ll
J
show a 'can do' attitude? What examples do you
take risks, engage in new experiences and leam by trial and error.
challenges?
have?
A.,w4H 4 5\|f
, +^ gy'W-a,,o
E宙 dence
Teachers'
Standards
傷
■
能
ぷ
、
蔵
っ
…
(2012)
―on
a…
にι
他1卑
勤轟レヶえ
?or ar"k 4\9rt^J^4 1 1\J\D, l^,o'Tt ? t1-,(^tfruvz./+
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Page 2 ot 3
Learning
-
(Motivation)
Active
involved and concentrating
maintain locus on lheir activity for a period ol time?
ls this focus maintained at any activity or always at a particular activity or area in the
environment?
Do children show high levels of energy, Iascination? ln what way?
Do children concentrate despite distractions? Any examples?
Do children pay attention to detail?
Keeping on trying
Do children show persistence with an activity when faced with challenges?
How do children dernonstrate aspects o, problem solving and show a beliel that more effort or
a different approach will worldpay ofi?
Do children bounce back after ditficulties?
Enioying achieving what they set out to do
Are children proud of lheir accomplishments - nol.iust the end result?
Have you got an example oI when children shared their achievements?
Do children enjoy meeting challenges lor their own sake rather than lor rewards or praise?
',
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Page 3 ol 3
of Effective Learning
Creating and thinking critically
-
(Tick as appropriate)
own ideas
think ol ideas? Any examples?
children tind ways to solve problems? find new ways of doing things?
children make links and notice patterns in their experience?
children make predictions? What bxamples can you give?
How do children test out their ideas?'
Do children develop ideas ol grouping, sequencing, cause and effect?
Choosing ways to do things
Do children plan, make decisions and abodf how to do something, solve a problem to reach a goal?
Can you think of any examples thal support this?
Do children check how well lheir activity is going? How do you know this?
Do children change strategy il needed? Or do children always do what they know?
Do children review how well their approach worked? With support or on their own?
和
ね磁″凛薦に
溜甜は
"∂
α
lrり
凛
∼∼
′
ス
ム
みユイ
∼麟・・
ペスんそ人
悧ば等多決
腎Lt
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スなン
￨イ
Standards (2012)
えレつ妨たは
″ ばん(蔵ヽ ´ レ
缶
″｀
引
し
′
じ
メ
。
CCル、
ち
“
′ 西み∫
Please
below:
Wil睦● Tl.T■1.…
NOTE:NO SPLIT GRADES
E: Emerging,OT3: Pass,OT2: Good,OTl: Outstandinq
Teachers'
Standard l
0
Teachers'
Standard 2
Teachers'
Standard 3
Teachers'
standard 4
●
∂
6
White copy lor SE tutot
/
7{1.>.--,a
●υ電
t
<"-,
∂
Teachers'
Teachers'
Standard 6
Standard 7
ふ
0
Teachers'
Standard 8
●
Yellow cory lot tminee / Pink copy lot school mentor (class teacher and / or lead mento1
I e 7v. .^r-*- i.r tr,.r^,
で螢 ^電
0
■
Teachers'
Standard 5
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2x:e1# p*-*- ′
卸畷臨
There should be at least
1
._A/た (艘 _― ν
dぶん勇十胃慶
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4n*ni,., *n unj
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盤滋勇漁i露ミ
Renectt En"― W∞ k4-甲
I動に
脚り。
lrl
,1
tS綺
lhis week my responsibilities and role within the classroom increased significantly.
Along with still I become a whole class teacher within ,the classroom increasingiy
during the week, taking on responsibilities such as leading both a starter and plenary
alongside intervention groups. These whole class lessons were planned by both the
class teacher and me OS 8.4) ensuring that a collaborative approach could be
achieved. Reflecting on such. experience has led me to value the wider team within
the classroom, and see that it is vital that every member of staff has roles and
responsibilities within every session [S 8.3).
丁his week the main focus was our parent cOnsultations on Tuesday and VVednesday,
which gave me a valuable insight in to how systems work effectively to ensure
parents contributions are taken seriously. I played a part within the
myself wither aiding the main class teacher with the individual consultations
●
talking with Other parents present about out dally routines and achievements within
the nursery classroom. lt was a valuable experience for me to introduce myself and
take a practitioner stance on the consultations, parents and carers were very positive
about my presence within the classroorir and were more than happy to discuss their
child's progress within the school CfS 8.5).
」
Another element of thii wbek's timetable was the need for us to complete literacy
and.numeracy assessment for the children in order to submit Autumn 1 progression
levels. Therefore my planned numeracy sessions were adapted to work as
intervention activities, in order to gage the child's levels of development OS 6.2).
The sessions worked well when adapted and proved very useful in'highlighting the
children progression level on the development matter profiles. we found that Jome
children had made progression by one or even two sub sublevels, yet some had yet
to show sufficient skills and knowledge within numeracy and literacy to show such
progression. Therefore within my own sessions this week, I aim to take on board the
observations and assessments made this week in order to plan and deliver certain
activities within the numeracy session CfS6.3).
The discussions and activities from this week have ensured that I now have a better
understanding of the seftings approach to assessment and parent provision
os 6.1,
8.5).
.
'
5 whole class lessons to be taught: whole class lessons, starter/ plenary and
an intervention OR focus activity within the class.
Geography PET task sound wark what sounds can we hear in our locar
environment?
-
め
atl′

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