Throughout all my teaching practices I have always made sure that I have had copies of the long term planning and also the medium term planning. Above is a copy of the long term plan for year 2. I used this planning as a structure for me to plan effectively. The columns highlighted in green represent the spring term that I was spending in the school therefore I particularly focused on this section of the plan.
Along with the long term planning I used a termly overview that the school posted on their website and also medium term plans for every subject. Above is the spring overview and the medium term plans for literacy and numeracy. I used this planning as a base for my short term planning. The medium term plans outline what the children need to be learning that half term therefore my short term planning had to directly reflect this.
Throughout all of my placements I have always made sure I have been reflecting on every lesson I teach. I have done this numerous ways, I started off by using the Edge Hill reflection template, however I did not feel like it worked for me. In the end I decided upon reflecting through annotations, I feel this was the best way for me and also one of the most professional ways to reflect because it is easy to access and therefore easy to inform future planning with.
Above is a differentiated numeracy plan. The starter, main and plenary are all differentiated numerous ways and I have also planned for the TA clearly and effectively.
After this lesson was done, I reflected on both the learning of the children and my delivery. I have made notes of the children who need to come back for ‘Fix Its’, but I have also made note of them children that I feel made good progress. This being said, when reflecting on the lesson, I noticed some children were making silly mistakes, but on the whole had made good progress and had met the learning objective, therefore I did a tally next to their name so I could see how many questions they needed to correct.
Throughout the annotations I also reflected upon my delivery and the timings I had estimated for the session. This process allows me to inform myself about what I need to tweek in terms of my delivery next time around to stop the children making silly mistakes again.
Once I had completed my reflection, I was able to look upon this plan in order to inform my next numeracy lesson. I could tell who might need support in the next lesson, who doesn’t need support, how I might set my groups up, who the lesson needs differentiating for and who might need extension activities.
I undertook this process every time I taught a lesson, this meant that through my reflections I was able to inform future planning, making my teaching more effective.
#TS2b #TS3a #TS4d #TS5b #TS6b
Whilst on Professional Practice phase 2, target tracking was a main priority. This is because I was in Year 2 and in the not so distant future they had SATs, therefore we had to be clear in how we were tracking the children against their targets and keeping evidence of their work for moderation purposes. Above is a tracking grid for writing, every child in the class had one of these. This child’s target is WA therefore by the end of the year this child should be able to do all the statement in WT and WA to be given this grade. This copy is an early copy of my records, the class teacher has her own set of records and at the end of this practice we will be meeting to discuss pupil progress and I will give her my records so she has a full set. Along with this tracking sheet we also had tracking grids for numeracy and for reading. We used these in the same way as this one.
I often used this tracking grid to give children targets for their next piece of work, for example I might look at this grid and see I have no evidence of that child using question marks, therefore I know that in their recent writing they have not been using them. This means I can give them a target to use them in their next piece of writing. I can do this for every child, therefore I can give personalized and specific targets for children.
#TS1b #TS2a #TS3a #TS5a #TS5b #TS6a #TS6b #TS6c TS8b
During my Professional Practice phase 2, Intervention sessions were held in the afternoon. I took over the phonics intervention group. This group were working from a scheme called sounds-write while the rest of the school were working from letters and sounds. This meant that prior to taking over teaching of the intervention group I had to research the sounds-write scheme and also observe high class teaching of it. I was then entrusted with teaching this intervention group for the whole time I was there. I am proud of the fact that these children made good progress under my teaching.
As well as teaching intervention groups the afternoon was also a time when I carried out my ‘Fix its’. During morning lessons I would make rough notes (see picture) of children who were meeting the learning objectives and those who were not. I would also mark and question children as I observed them to check their understandings. During ‘Fix It’ time I would then call back any children who did not meet the learning objective and work with them for roughly 5-10mins on a one-to-one basis, then they would carry out a small independent task to check their new understanding. These ‘Fix Its’ were intended to reach those children who were struggling and give them quality one-to-one interventions. During these interventions I would also talk to children about how they think their learning is going and we would discuss future targets.
As well as recording who needs interventions, the rough notes that I make during my lessons also allow me to identify who is struggling and deploy resources quickly and effectively to help them e.g. the above picture shows one girl was struggling with money, the objective was to do it in their heads, however because she was struggling, I noticed this and got her coins to use to help. I then brought her back for an intervention session where we discussed how we could move from concrete resources to pictorial representations to help her instead of her trying to do it abstractly.
These intervention and ‘Fix it’ sessions allowed me to give immediate and regular feedback to all children on their learning and their targets. This meant that children always knew what their targets were, what they had to do to meet them, and what their next steps in their learning was.
#TS1b #TS1c #TS2a #TS2b #TS2c #TS2d #TS3a #TS5a #TS6a #TS6b
Whilst on Professional Practice phase 2 I collected numerous documents on target setting. Above is a copy of target setting for writing (I have blanked out the names). This document was created at the start of the academic year and will be reviewed at Christmas, Easter and the end of year they. I used this document when planning for writing and SPAG. It really helped me because I could see clearly where the children are at and where they need to be by the end of the year, meaning I could use this document along with the National Curriculum, Year 2 Interim Reports and the School’s Kalida in order to pick out objectives that the children need to be working on in order to achieve their target.
Along with this target sheet I have collected:
- Numeracy Targets
- Reading Targets
- WT, WA, GD Targets
- Tracking Grids for writing
- Guiding Reading tracking grids
All of this information I have used to inform my planning to make sure that the children are meeting their targets and progressing at the rate expected or beyond. Using the tracking grids, we have been able to see which children are meeting their targets and which are not. The children not progressing as targeted have then been put into intervention groups to accelerate their progress.
#TS1b #TS2a #TS2b #TS6a #TS6b