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Comment from my mentor regarding subject knowledge and curriculum on my developmental placement:
Comment from my mentor regarding subject knowledge and curriculum on my developmental placement:
Rachel has excellent subject knowledge across all areas of the curriculum, particularly English, and it is very clear that she has worked hard on areas that she has been unsure about so that she can confidently deliver her lessons to the children. She quickly developed an understanding of how we teach maths and English and she familiarised herself with our schemes of work. She has shown an excellent understanding of our reading to writing process and she has been able to plan a series of lessons following this format. Rachel uses Standard English well and she has knowledge of how phonics aids the teaching of reading. Throughout her lessons, Rachel is able to address children’s misconceptions and she can give meanings in context to help children understand further. She consistently uses the correct terminology for grammatical terms and ensures that she embeds these with the children.
Comment from my mentor regarding subject knowledge and curriculum on my consolidation placement:
Comment from my mentor regarding subject knowledge and curriculum on my consolidation placement:
Rachel has a very broad and rich subject knowledge which she has shared in the classroom. She has used the school’s new curriculum which has been tailor made for the school and adapted planning with support from her class teacher. She understands that when teaching new concepts to pupils, the importance of consolidation and prior knowledge. Rachel uses the pupils’ real experiences and lives to build upon, helping them to progress.
Progression in subject content is made explicit in planning:
Progression in subject content is made explicit in planning:
Throughout my planning, I made a conscious effort to demonstrate how the progression with regards to the English subject content is clear. The medium-term plans I created show how the children moved from familiarising themselves with the text, learning a new grammatical feature and then applying this new understanding to their writing which further explored different genres such as letters and narratives. I modelled my planning sequence on the current medium-term plans, ensuring that I was adhering to the school's planning policy where the emphasis on the reading to writing sequence was evident.
TSG Planning week 1 medium term.docxTSG Planning week 2 medium term.docxTSG Planning week 3 medium term.docxTSG L3 Plan final.docxLiaising with subject leaders to ensure consistency in teaching across the school:
Liaising with subject leaders to ensure consistency in teaching across the school:
In order to build on my understanding of how to utilise the Mathematics scheme used by the school on my developmental placement (Maths — No Problem!) I observed a lesson taught to Year 6 by the Maths Lead which was followed up with a discussion where she answered any questions/queries I had with regards to the content and teaching pedagogy. I found this to be extremely useful to see how the teacher structured the lesson using the MNP scheme in comparison to how it is done in our Year 5 class. They both follow a similar structure with minor differences in timing due to the nature of the lesson. Similarly, I worked with the Year 2 teacher to observe and discuss the teaching of Phonics, as I had limited experience in KS1. It was extremely beneficial to see what I had learnt in seminars and lectures in a practical context.
Demonstrate a clear understanding of SSP for early reading and spelling:
Demonstrate a clear understanding of SSP for early reading and spelling:
In preparation for my developmental placement, I attended a Systematic Synthetic Phonics (SSP) refresher course offered by Jonathan Glazzard which looked at:
The simple alphabetic code.
Consonant clusters and digraphs in the simple alphabetic code.
The complex alphabetic code.
SSP in reading, spelling, and writing.
The course was particularly beneficial as I initially lacked confidence in planning for and teaching phonics. After the session, I felt as though I had gained a clear understanding of what SSP is, as evidenced within my notes.
As previously discussed, I observed a series of Phonics lessons in a Year 2 class in order to develop my understanding of SSP in a practical context.
I observed a skilled Phonics teacher at the beginning of my consolidation placement to ensure I was able to employ the correct teaching and assessment strategies in line with the scheme used by the school to ensure consistency for the children. As a result of teaching Phonics weekly in a Year 1 class, I feel that my understanding of how to plan a sustained sequence of SSP lessons has significantly increased.
Systematic Synthetics Phonics Refresher.docxPhonics observation notes.docxPhonics 02.12.21.docx
Phonics 16.12.21.docx
Use of resources and materials aligned with the school curriculum:
Use of resources and materials aligned with the school curriculum:
I have varying experience using a wide range of school curriculums, some designed by the schools themselves and others as part of a paid scheme:
Maths? - No Problem!
White Rose Maths
LPDS English Planning Units
Developing Experts
Jigsaw PSHE
Sounds-Write
Teach Computing
Charanga
Read Write Inc.
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