Guided Reading CPD session – Phase 1b

During my time on professional practice, I attended a CPD session on Guided Reading. This was a fundamental opportunity to improve my subject knowledge within English. Through attending the session, I learnt a variety of tips that have stayed with me and support my teaching of English and Guided Reading.

  • Teachers should be reading to the children ASWELL as the children reading to the teacher – this was an interesting point that I had never actually considered before. I knew that it was important to read to children but I never knew the theory behind it.
  • Do not group by reading ability – differentiate questions but same objective!
  • Children do not need to hold the book for the initial reading, they should be listening to the story.
  • A.F’s should NOT be used (As I used on my previous practice)
  • The same text should be used for each group with differentiated questions
  • Use ‘test’ language – ‘Can you…? Will you….?’
  • Starter activity – fastest finger
  • The difficulty of the text should not increase the difficulty of the objective
  • Question maps
  • Children should have the opportunity to read for pleasure, without questioning

Teaching PE

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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.


Cross Curricular Art & History

1 27 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!IMG_3087


What can ‘John’ do?

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As part of my second year mathematics module, I analysed a piece of writing assessment. In order to do this, it was crucial that I had relevant subject knowledge of age-related expectations and of the National Curriculum. As a class teacher you will be required to carry out a considerable amount of data analysis.  This will take on a variety of forms and will be used to inform short, medium and long-term planning according to the format it takes.  This Directed Task enabled me to practice gathering, analysing and using summative data in order to inform planning and teaching.  At the end of each academic year, most schools carry out some form of standardised testing such as the ‘interim SATs for years 3, 4 & 5. The data is put onto a grid to show which Qs each child got correct or wrong.  The class teacher will then analyse this data to identify what the children can do well and which aspects of mathematics need to be addressed by the next class teacher.  (N.B. this type of data analysis can also have implications for the CPD of the class teacher.  If the majority of children have clearly struggled with say, solving missing number problems, this may be an indication that the teacher finds it difficult to teach the concept of using inverse operations…). This task proved beneficial as I now feel much more confident when assessing writing. I have left that analysing is key in order to inform the next steps to learning. Additionally, I think that it is important to work with other staff when accessing writing to ensure that your mark is justified and correct. However, it is important to note that summative assessment is not the only kind, and as a teacher, you will need to implement a wide range of assessment types.

Teachers’ Standards – 

TS2 – Be accountable for pupils’ attainment, progress and outcomes
TS3 – Have a secure knowledge of the relevant subjects….