What took place in each day:
Monday
Collective worship in the hall to start the day
Number lines in maths
'ee' and 'ay' sounds observing year 1 mixed/higher ability phonics
I took groups of students out to measure liquid. Some groups working in 'ml' and some in 'cups'
Science studying plants
Tuesday
English lesson learning the '5W's' and 'how' and writing questions starting with each 'W' (Who, What, When, Where, Why and How'.
Number lines in maths
Observed reception phonics and then studied 'm', 'a', 's', 't'
Music lesson in the afternoon matching the beat of the music on glockenspiel's
Wednesday
PE using movement and seeing how many star jumps one partner could do whilst the other ran 10m and back.
Handwriting in English session
Observed reception phonics 'm', 'a', 's', 't', 'y' - also observed support group phonics where they were taught 'd'
RE - (Holidays and Holy days) I took out groups to sort clothes into what you would take on a hot holiday and why and what you would take on a cold holiday and why.
Spanish learning different fruits
Thursday
Zoom singing and dancing marathon
Maths session learning about how to draw a clock and position numbers correctly
Observed reception phonics 't'
Maths learning about stem sentences
History lesson about grandparents
I read the end of the class story to the whole class
Friday
English in the morning using adjectives to describe their own character in a mini story
Observed phonics lesson in year one mixed/higher ability 'ar' and recapping 'igh'
Computing lesson inputting data into a graph
History lesson - Guest visitor who is a grandparent talking about what life was like when they were younger
Summary of the week
Monday began with me being introduced to the class as Miss Kinsella and taking care of Tyler who is an (SEND) pupil in assembly helping him settle during collective worship. The class then came back for maths learning about number lines. My input was working around the classroom observing and assisting the table groups with their work. The class then had snack and watched a number blocks video about addition and subtraction. When they came back from break KS1 phonics took place where all of KS1 do phonics in separate ability groups. After lunch, I took the class out in their table groups to practice measuring liquid. The higher group worked in 'ml' but other groups worked using cup measures. In the meantime the rest of the class were studying plants in the classroom. Tuesday consisted of starting with maths developing their subject knowledge on number lines. There was a following English lesson studying the 5W's. I assisted one of the lower ability groups write their questions including (who, what, when, where, why and how). They then split into their different ability groups for phonics which takes place for an hour 5 days a week. In the afternoon they did music and learned how to improvise and follow a beat by using a glockenspiel. On Wednesday, in the morning the class had outdoor PE where they practiced running, sprinting, walking and discussing how their bodies make those movements. They also discussed what happens to their breathing when they exercise. They then came in to do handwriting before they went for break. Then for the hour before lunch it was phonics. After lunch, it was RE. I took out the lower ability group to sort clothes between hot and cold and why they would pick those types of clothes. We also then discussed what other items we could think of that you would take on a hot or cold holiday. They then had half an hour of Spanish. The whole class knew how to count to 20 in Spanish and were developing their knowledge on the names of different foods. On Thursday the day began with a zoom session doing a dance marathon with other schools around the country. This contributed as their PE for the day as it took place for 45 minutes. The pupils then did maths following up on number lines but learning about stem sentences they could use to start mastery of the topic. Then phonics took place. After lunch, the class talked about grandparents and how life has changed since their grandparents were children. They wrote questions they would like to ask their guest visitor on Friday about what life was like. We finished the day with me reading the end of their class story to the whole class. On Friday, we began with an English lesson. The children had to create their own character and describe their emotions after different situations happened. Following that was phonics. After lunch the children had computing where they learned how to input data into a graph by adding and subtracting different characters into a chart. Then a guest grandparent visitor came in to answer the questions the children had written the day before.
Safe Guarding
Taken from the school website:
'Safe guarding and promoting the welfare of children is defined as protecting children from maltreatment : preventing impairment of children's mental and physical health or development ; ensuring that children grow up in circumstances consistent with the provision of safe and effective care : and taking action to enable all children to have the best outcomes'
DfE 2021
'We are committed to safeguarding and promoting the welfare of all our pupils. The governing body recognises this as their duty as set out in section 175/175 of the Education Act 2002 and schools within our Catholic Archdiocese. We recognise that:
the welfare of children is paramount in all the work we do and in all the decisions we take all children, regardless of age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation have an equal right to protection from all types of harm or abuse.
some children are additionally vulnerable because of the impact of previous experiences, their level of dependency, communication needs or other issues.
working in partnership with children, young people, their parents, carers and other agencies is essential in promoting young people’s welfare.