Recap - Scratch in Autumn Term and Y4. Looked at different Scratch games
Teaching - Telling the children what they will be doing in the lesson
Encouraging the use of correct vocabulary - algorithm, code, sprite, script, sequence - reinforcing children's knowledge, asking the children's definitions of the terms and assessing what the previously know
Using school resources of laptops and headphones - maintaining behaviour management by instructing them when to use the resources
Modelling what the children will be doing by asking them what to do and demonstrating
Shows importance of subject knowledge - without it, the teacher would not be able to model like she is doing. She is also aware of previous difficulties that children have had and reminding them how to overcome them using skills such as debugging
Individual praise - positive reinforcement
Structuring the lesson through short bursts of teaching then doing - maintaining engagement and creating learning in small steps
Setting time limits for the mini plenaries to maintain a fast pace - focused and productive lesson
Plenty of questions for the children - use of formative assessment to see how much the children are learning and gaining from the lesson. Key targeted questions motivate and challenge the children
Use of TA - supervising and supporting the children is any struggling
Very accurate and repetitive use of vocabulary by teacher - critical in computing
Peer teaching - if any child struggles, teacher asks for opinions of other children to help. Strengthening learning and independence by letting the children explore, investigate and learn themselves
PRIMM - children making their own codes. Teacher leaves example model on the board for the children to see to support and scaffold independent learning. TA are providing extra support for children struggling, however still guide the child to discover the answer for themselves
Children displaying good discipline and independence by getting on with their task and seeming focused
Teacher highlights potential misconceptions before setting the children to start the task, uses constant questioning to asses children's prior knowledge throughout the lesson, ensuring all children are getting a deep and meaningful understanding of the lesson
Cross-curricular link to maths using the skill of enlargement (type of transformation)
Teacher uses own mistake to demonstrate challenges the children may face and how to overcome these
TA deployed really well, they are well informed to ensure they know what the children should be learning, and ensuring the children are meeting the LOs of the lesson
Apply - children finish off the task independently, using the new skills they've learnt to complete their task
Conclude - show case what they have individually created