This extract, taken from my end of professional practice 2 report form, shows my engagement with TS7 during this placement. My mentor notes my consistent approach to behaviour and classroom management throughout the placement and the impact that my clear expectations and instructions have on the children and the learning environment. Through the consistent implementation of the behaviour policy and rewards system, the management of children’s behaviour was successful.
This extract, taken from my end of PP2 report form, highlights the progress made towards TS5 during my final placement. My headteacher recognised my ability to appropriately differentiate learning experiences and objectives to suit the individual children within my class. He also commented on my ability to adapt my teaching approaches to suit the learning styles present within the class, be that incorporating further collaborative activities, planning visual aids during lessons or implementing practical tasks. Understanding the attainment and needs of all children within the class enabled me to plan effectively and ensure progression.
My target was decided upon through the recognition of limited opportunities to observe colleagues during this placement, consequently reducing the observation of varied teaching approaches designed to impact on learning. Through engaging in the observation of various practitioners, my understanding of the impact that different teaching approaches can have on learning will be considerably improved.
This extract was taken from my end of professional practice report form for PP2. My mentor states that I am acutely aware of all children’s attainment within the class which enables me to effectively plan learning activities to help the children make good progress in their knowledge and understanding. My own personal reflection throughout practice enabled me to consider the methods of teaching which were most beneficial to each individual child and consequently provided me with the means to adapt my own teaching to meet the strengths and needs of all.
I strongly believe that collaborative activities can enable children to progress in their learning more effectively than being limited to their own personal views and ideas. My target of continuing to regularly create opportunities for independent and autonomous learning arose through the identification of the level of scaffolding provided to some children perhaps unnecessarily in some instances. However, I do still believe that a good combination of both collaborative and independent learning opportunities need to be provided to all children.
The above extract was taken from my end of professional practice 2 report form. The feedback from my mentor, who was also the headteacher, indicates the progress I have made towards TS1 during my time at the school. My target was decided upon through the recognition that some children in the class were not always identified as contributing in collaborative activities. This is something I need to ensure in future practice and also relates to TS5 which is my overall target standard.
25.02.16 – properties of 3D shapes
The lesson plan that I have attached shows a clear understanding of the children’s prior experiences and current stage of learning and how this impacts on the current lesson, with some children completing work for the higher ability group and others being closely monitored and supported throughout the completion of the task.
It also shows a clear differentiation between the ability groups for mathematics, with the Trapeziums receiving more guidance, easier practical provision and fewer complex vocabulary and the Parallelograms being supported in independently naming complex shapes and completing the activity with less scaffolding.
My deployment of the TA during this lesson shows my understanding of the impact they can have on lower attaining children’s learning. I identified children who would need extra guidance during different stages of the lesson, be that with the understanding of key vocabulary or with the main practical component of the activity, who my TA would be able to effectively support to enable them to achieve the learning objective.
The differentiated use of practical provision enabled the higher attaining children within the class to demonstrate their knowledge of both 2D and 3D shapes as they were required to create both using the materials provided. The lower attaining children however were provided with 2D Clixi shapes which they could identify and then use to create the 3D shapes. This ensured that all children within the class were able to demonstrate their understanding of 3D shapes without their knowledge of the properties of 2D shapes presenting a barrier to their learning.
I delivered a phonics assessment to a year 1 child who was not attaining as well in his phonics sessions as the majority of his class. The phonics assessment I carried out with this child went through phase 2 of Letters and Sounds, including grapheme-phoneme correspondence (GPC), oral blending, oral segmenting, non-word reading, decodable high frequency words and tricky high frequency words. It then progressed onto phases 3 of Letters and Sounds where it checked GPC, oral blending, segmenting and non-word reading.
By completing this assessment I was able to familiarise myself with the layout and structure of a phonics assessment as well as the content. I am now a lot more aware of how to assess children’s phonological awareness in a formal way, rather than solely using observational or formative methods. By doing this assessment, I was able to identify the areas in which the child was struggling; for example, he was confusing ‘n’ with ‘m’ and ‘f’ with ‘h’ meaning his GPC for these sounds was poor. This allowed me to focus on these areas before progressing onto phase 3 of Letters and Sounds with him.
Miss Morris' Teaching Standards 