When I was asked to teach PE, I was hit with nerves and excitement! Teaching PE to a class of year 4, sporty boys was nerve-wrecking. However, after meeting with the Sports Teacher, he devised a plan for me to follow and went through the lesson. I felt much better and couldn’t wait to get stuck in. The lesson went well overall and I used mixed ability as a form of differentiation and support. Some of the children played tennis professionally so it wouldn’t have been fair to pair all of them together. I learnt that when teaching PE, modelling is KEY. For example, I had to demonstrate the ‘shake hands’ motion for when holding a bat. Through reflecting on this, and as evident in my evaluation, it was quite tricky to project my voice over 30 excited boys and a hall. So, it is important to always have a whistle!! It was also quite hard to cram everything in in the space of 30 minutes so I definitely think an hour would have been more beneficial. Despite this, my confidence has definitely developed when teaching PE and I cant wait to teach it again as an NQT (with a whistle!). Also, during the lesson, a child cut his eye and had to go to first aid. I followed school policy and send him to the office to receive treatment and provided the parents with a ‘bump on the head’ letter.
During my final practice, I collaborated with the Art Specialist teacher to plan two lessons based on the Stone Age. As we had been focusing on Stig of the Dump in English, I thought that it would be a fun way to combine English, History and Art into one!! The learning objective of the lesson was to create a cave painting (See image 2) from tissue paper, chalk and charcoal. I used tissue paper to give it a rough effect and we discussed the history behind using chalk and charcoal (they were the only tools around then!). We also looked at a few cave paintings and discussed what they used to paint – mainly animals and humans hunting. However, it was important to make sure that I had the relevant subject knowledge to teach this effectively. Therefore, I visited BBC which contained a wide variety of activities and subject knowledge. I would definitely advise this to anybody who wants to teach art combined with History. If teaching this lesson again, I would make sure to explain that they need to draw their cave painting bigger. Although the child on image 2 did, some of the children drew quite small. Overall, I really enjoyed teaching this and the children produced some beautiful work!
During my final practice, the boys were OBSESSED with Harry Potter. So, I decided to implement a potion price list when teaching money. The children were really engaged with this and loved the idea of it having a real-life, comical context. I was also praised for this resource by the Year 5 teacher who was observing the other classroom. However, the HA resource contained a typing error and included a fraction that couldn’t be divided equally. This caused a bit of chaos and disruption so next time, it is so important to check home-made worksheets for any errors. Also, it is crucial to keep your subject knowledge up to date! Perhaps if I had done so, there wouldn’t have been an error. Nevertheless, the children were so engaged and motivated by the theme of the lesson that they all got on to complete the extension challenge cards. These resources were effectively differentiated and I would definitely use them again (once I’ve corrected the typo that is!). I have attached the differentiated sheets.
During my time in a specialised setting, I was provided with an ‘I Matter’ code which was the school’s safeguarding policy. It enabled those that aren’t familiar with SEN/D settings to gather an idea of what each child is entitled to. For example, choices. It also mentions ‘Give me time to respond’ as not all children will be communicative. This is where the rules differ from being in a mainstream school. Although you will give children time to respond, it will come much more naturally whereas in specialised settings, this right is explicit. It enables professionals to know how to keep children safe, whilst addressing a wide range of needs. For example, ‘always let me know what will happen next’ may be specifically important when teaching a child with autism who finds changes difficulty. However, a child with ADHD may not need to know what happens next. Therefore, although these needs are equally important, some children will require one more than others. This is a crucial policy to implement as people (like me) who had never been in a SEN/D school may overlook these basic needs so it is important to ensure that they know how to make each child feel safe.