Assessments, World Book Day, and the Oscars

As the title suggests, this week has been extremely busy. At my second placement school, they did a series of tests including the reading and maths SATS that I have been used to seeing take place in my main placement school every few months to check for formative assessment (with writing being assessed almost weekly during Extended Writing) as well as a reading age, and spelling test using a company called NGRT.

‘It is an ideal screening/monitoring test for groups of pupils. It enables the assessment of reading and comprehension in a single test, helping to identify, for instance, competent readers with weak comprehension skills who would benefit from a follow-up individual assessment and learning support. The assessment also measures how a pupil is performing compared to their peers at a national level.’

Using the SIMs programme to monitor attendance, progress and other pastoral activities, I can see how important assessing is and not just through the use of tests. Next academic year it will be interesting to see how schools cope without the use of Levels, unless of course a certain Political Party win leadership. I feel that regardless of what happens, I want to use many forms of assessing as I can, including: photographs, peer assessment, Dojo Points, teacher/pupil reading, Guided Reading sessions etc.

From the looks of just the Reading test, most of the class have shot up since autumn and although I have not been there long, it would be nice to take some credit for it.

World Book Day came about quickly and 

I dressed up as Iron Man/Tony Stark this year. Firstly I came in wearing a suit to which I was asked 'what have you come as?' I replied that I am Tony Stark from The Avengers and Marvel comics. The twist came soon after when I changed into the full costume and I shocked a few people because they didn't realise I had swapped clothes. I even grew a beard and shaved it just like the character does.





I taught 12 students from across KS2 how to produce their own newspaper front page by interviewing people who had dressed up for the event. The Year 6’s worked alongside Year 4’s as did the Year 5’s and 3’s. I did this to ensure that everyone had a buddy and it gave the older ones some responsibility too. Planning a presentation to introduce the project was key to the day because I was able to explain not only what types of questions to ask but what the layout for the page should be.

I hadn’t taught or been introduced to over half of the group so it was a good chance to get to know more children and overcome any teaching and behaviour barriers I encountered. Once I had set the groups off to their various destinations, I also went around the school taking photos of the day. There were lots of Harry Potters, Where’s Wally, Superheroes, and Disney princess’s. Despite a few setbacks along the way with a few children not saving their work correctly at lunchtime, I was presented with some very good pieces of work and this enabled me to create a school newsletter to go home to parents.

Finally, the Oscars ceremony that I had been waiting almost two months to attend to. This was a culmination of all the hard work each year class from Years 1-6 had put together into making their own short film. Since this was taking place at my main placement I had to ask special permission to attend. My mentor especially wanted me because I had taken the lead with the Year 6 classes into the planning, filming and editing of 10 films that were whittled down to just 2 on the day.

Everyone dressed for the occasion and I wore a new suit with a bow tie. Stepping into the school for the first time in over a month was a moment I will never forget and the welcoming smiles and hugs I received was a lovely feeling. My mentor asked me to be cameraman for the entire day (ending up with over 500 photos). The hall was decorated to look just like its namesake even including a red carpet for the winners to walk up. Seeing as there were 14 films to be shown, this was split evenly across the year groups and about 50 parents came to support their children. Special guests including Governors, the ex Headteacher, office staff and some class teachers, were invited to present the certificates and ‘Oscar statues’. The look on some of the children’s faces was brilliant when they realised they had won, plus some had speeches prepared.

I am so proud of my mentor because she did most of the hard work and a lot of the support staff across the school put in a lot of long hours and man-power to ensure it was a success. This is one event I wish I had done when a child but defiantly one tradition I would like to see in any school I work in.

So in all it has been a truly busy week. Some may say that World Book Day is off-timetable and therefore easier to manage but actually the day is completely different and the children are buzzing, there are things to prepare and time to stick to. As for the Oscars, it may also have been a non-teaching day for me but was emotionally exhausting, my thumb throbbed after taking so many pictures and I also stayed behind afterwards to catch up with my mentor about training progress.

Taking the metaphorical bull by the horns

I try to always use a metaphor as a title for my reflection and in this week’s English lessons I introduced the use of them with my class’s creative writing.

For the next few weeks my year 4 class are to plan an adventure story and write their own one. This is quite important because it will form one of their assessment pieces and gives me a chance to see how my 6 chosen pupils are progressing. I used Robert Louis Stephenson’s ‘Kidnapped’ as the introductory story and because it is a classic that no-one had read, this ensured everyone started on the same level and could hear me read the story without (I hoped) any of them being distracted.

One thing I could have done was to give support group a piece of information with an overall layout of what the 1^st chapter was about- I actually did this but afterwards. The reason for using this particular piece was because it introduced the hero of the story, has a reason for an adventure to begin, a cliff-hanger and a journey that the hero goes on from the very beginning.  These are all the things I wanted the class to think about when writing an exciting and tense adventure story.

My first day teaching without the class teacher in school came about on Tuesday when he was away at a course. This meant I had complete ownership of the class from registration through to the end of the day. Math’s merges straight into English without a break (unlike my main school) and this kept me on my toes to ensure the children were occupied for 2 hours. I used the reward charts to my advantage and spoke to any parents at the start and end of the day who had the usual queries. This will no doubt help me over the next few weeks with establishing firm parent/teacher relationships.

My main lesson objective in English for this week was to teach the proper use of similes and metaphors and although it took a while I am confident that most of the children can correctly use the both of them. I gave everyone a list of well-known similes and metaphors, and allowed them to describe their hero with them if needed. For the more able, I wanted them to think of their own or at least change them to make it more appropriate.

My two observed lessons were English and Maths and both had a lot of constructive criticism. The main thing I need to do is ensure silence is kept when asked for. This particular class hate to lose table or Dojo Points so are excellent tools to use when giving or taking them away. A sand-timer is also a good visual for the children to see when I set a quick task such as tidying away desks or finishing up a piece of work, I do need to get a few into the habit of not watching the sand run completely down or a clock on the IWB countdown from a minute, as this will defeat the object.

Differentiation is also a hard thing for me at the moment as there are some children working at almost year 5 level. I overcame this by looking at the Math’s work for the years above and gave them a lot more independency with less input. This was I can see who truly has a grasp of certain parts of the curriculum and those who actually coast through the easier work but then struggle when it gets harder.

Next week is assessment week and rather than the usual SAT’s past papers in Reading and Maths, the children will also complete a Written task (essentially the adventure story I have been teaching then to plan) plus a Reading Age and Spelling Age test. As this will take out the majority of the mornings next week and with World Book Day on the Thursday, I have got quite a different week to the other 4 whilst at my second placement school. This is a good opportunity to see how a whole school approach is to assessment and also to mark work alongside other teachers for moderation.

I have planned a World Book Day project similar to one I undertook last year when I was a TA except this will be more structured and I have included the chance for older children to mentor the younger students in KS2. 

Planning, Planning, Planning

Wow what a relief that is over, are the first few words to spring to mind. Never before have I ever had to plan so much in my entire life and that is saying something.

Organising a staff rota, deciding who is going to play where on a football team, what directions to take when visiting a new place for the first time, even planning my own wedding – nothing can compare to 3 completely different Primary Subjects with two of them being the most important ones of the week.

My week started really well and I had the Year 4’s going rehearsing play scripts based on well-known fairy tales and adding their own adverbs and stage directions. The Pirate Points board was finally completed with all of their faces on Scuba Divers rising up to the top of the sea after finding treasure.  I team taught a guided reading session with the class TA in which we had 10 children using their Reading, Speaking and Listening skills to discuss a funny story about aliens who came to earth after accidentally receiving an invite to watch a film about aliens. This was useful because I can now gauge what comprehension lessons to plan and how to differentiate the learning.

The class behaviour for learning is dependent on incentives and although a lot of it is intrinsic, most of it is still extrinsic. They want to please and know that I am not an easy target- I have been using an App called ClassDojo that is a whole school approach and am not afraid to award negative feedback (which goes straight to parents), but at the same time reward with positive as well. I even brought some prizes for the class Treasure Chest and this has gone down well already.

It is now half way through the course with merely 3 half terms left and even I feel more composed than I did after last half term. My mentor has guided me through the start of my 60% teaching and we have been addressing the standards that I need to meet.

The lesson planning days at University were extremely useful and I took a lot away from each of them. The Maths and English in particular especially as I needed to improve my bibliography to include some extra columns for why and when I would use the books. The tutorial was very useful towards the end of the term and I had a lot to say given a recent CPD training I had only just attended on ‘Closing the Gap’.

I had planned a series of lessons on how to write an adventure story and originally wanted to use the Alex Rider series as a hook especially as the 23^rd February sees the start of a Literacy competition surrounding the character. I am not familiar with the stories and don’t think I could have done it justice- however it is always something to think about for the future. I did decided to use a booklet I found on TES which enables the class to follow a series of tasks that lead up to them writing a story. I adapted it for this year group and added in a twist in which TOP TRUMP’s cards can be made as well based on the hero and villain of the story.

Maths planning was based around the programme Abacus which the school follows and although I had a lot of the planning set for me, I still had to adapt it and find some extra resources to make it my own.

PE was the final subject I planned and I used knowledge from last year whilst I was based as a TA but took the learning of rounders with my class teacher observing. It was in the last Summer term so gave me confidence in teaching a whole class. I have picked out the main learning points of the sport and broken them down into weeks. An assessment will be made at the beginning and will form part of the ongoing progress each child makes. This will give them ownership of their own learning and something to improve on week by week.

Now with only 5 weeks to teach until the next holidays, I am relishing the fact that I am going to be the main class teacher most of the time and will really be able to see how much my time and effort goes into developing individual and class progress.  

Joining a new school on my birthday – Yes I am 31 years young!

This week was a first for me because I had never started a new job location on my birthday and also kept it quiet to pretty much everyone. My second school is a small one form entry school with yet again one male teacher although there is a male TA and he is an avid PE teacher.

My mentor is said male teacher and he will be mentoring me under the guidance of the headteacher whose daughter is also on the Schools Direct course and used to be a GTP assessor so knows a thing or ten about student teachers. I had 32 children’s names to learn, which I managed by about Thursday. Using surnames is also a good thing because there are 3 children with the same name and it also helps when they have done something wrong or I want their attention quickly. I remember being called Schiffer or Schiffer-Hart when at school and sometimes it was endearing because it showed teachers were bothered to know both my names. 2 parents whose children are in my running club are also at the school but not in the class although one has a nephew in my class and was shocked when I told him how I knew his aunt.

As part of my Schools Direct training I am required to be in charge of planning for the Core Subjects and have already gone through the Writing, Reading and Math’s levels to see the pupils progress. Math’s for this Year 4 class is quite high and one of the pupils is working towards Year 5 levels already. I am sure that with my recent teaching in the year above, I will be able to push him and ensure he doesn’t stagnate.

Each day there is a Daily Challenge on the board (similar to rise and shine) and the children also go out for reading with either the class teacher, TA or myself and this allows each child to read to an adult at least once a week. A times table board shows who is currently working towards their targets and a big deal is made when someone moves up to harder multiplications.

Over the week I slowly got to know the children, implemented my own style of teaching and followed the class teacher’s advice as to what goes where, who to keep an eye on, which children need an extra push, the class reward system, and behaviour strategies. I brought in some prizes for the Pirate Points Board and at the end of the week even taught Art in which the children coloured in a Scuba Diver which will attached with a photo of themselves and moved up the board to win some prizes.

There is a spelling test once a week linked to Read Write Inc, Mathletics is a new Math’s programme the class use to improve their subject knowledge, a mental math’s test is also weekly and both are things I will need to factor into my planning once I become their main teacher after half term. I may be at a new school but many of the things are the same and those that are different I can perhaps adapt and use when back at my main placement school or next year. I do have a few teaching ideas for this class and will discuss them accordingly. 

Being an avid footballer, I am also able to join in at break and lunch times with my mentor and get involved with football games in the schools sports cage. I think I need to improve my skills though as some of these children are whiz at it.

That's A Wrap - Film making in Year 6

Normally my blog reflects on many things in my trainee teaching process however today I want to shout out about how impressed I am yet again with my Yr 6's. 

As most of you who read this blog will know, last week I taught the two classes how to make a storyboard for a suspense film,, delegate tasks in their groups of 6 and then film footage in their chosen locations across the school. This week the editing teams have been hard at work learning how to use the ULead Video editing software, and from what I have seen so far has proven that despite any ability in the so-called academic subjects, there are a lot of children who have the technical and creative minds to use a computer and assemble a 2-3 min film that all professional film makers would be chuffed with.

The lesson was very different from the usual IT learning because it is a new programme for the pupils to use. I hadn’t used it before so had to research into it and ensure I was confident in my own learning.

This work was done in small groups and based around Suspense story films. At the end of the lesson they could edit film footage by selecting scenes to crop or cut, crop and paste scenes to make it flow chronologically,

I asked a series of questions based around the technical vocab used in the lesson starter. Most were able to respond accordingly whilst the others gave vague responses which were improved on during the lesson. All children were completely on task and engaged in their work.

This was an overall good lesson and one that I will remember for many reasons. I used lots of vocabulary and ensured it was only relevant to that particular lesson. The children used the terms appropriately and this is key because cut and crop are used for ‘delete and keep only the parts needed’.

I linked to other subjects and made links clear to the children so that they were able to see they were learning transferable skills. This is important because otherwise some children may feel – why bother.

Modelling was essential in this lesson because of the new programme being used although rather than patronise the children by showing them how to do it, I gave them a set of instructions that were easy to follow. Previous IT subject knowledge was used with the simple command keys.

For the next lesson I would refer to the LO at least 3x in the lesson and teach against the SC. Although I could tick off which ones the pupils has achieved, I didn’t explicitly talk about it and check with the children that they could do what was listed.

An assessment opportunity is to use more of the key vocabulary knowledge.

I can't wait to be invited back to the school (whilst on my second placement) to come and watch the final products at the Oscar's event. There is still some minor adjustments to do including the need to add sound effects but I am confident that even if this doesn't get completed until I leave the school, the children in each group can use their skills to finish the job.

Setting the scene: Using the children’s imagination to film suspense stories

Taking part in a filming unit is something I didn’t encounter until I was in College studying for my BTEC and even then I only used the Media Studies students to film a play that I directed. However over the next few weeks I will be teaching every year 6 student how to take a story of their own collaborative imagination, shoot it on school grounds, and edit it using software that is usually only brought in at GCSE or A-Level. This will certainly be a challenge to create 10 films but I am confident after this week’s filming schedule, that there will be 10 short films made that highlight the children’s wonderful work.

Last term the children were asked to work in selected groups of 6 and these were based on mixed ability and also how well they should be able to work together. Everyone had their say and this was managed by choosing one person to be the scribe, one to ensure everyone spoke and everyone’s ideas were written down for consideration.

During the lesson I took for English last week, I taught a lesson on how to put the film ideas on to a storyboard and this was to form the base of their filming. A director from each group was decided and at least one or two camera operators as well. The rest acted in the film.

This was a good opportunity to use my previous career subject knowledge from when I worked in the TV and film industry. I picked up tips and advice on; how to act in front of camera, where to stand for specific camera angles, ensure the continuity was the same when filming from a different angle but same scene, how to direct a scene and get the best out the location and props, which camera angles to choose for specific suspense purpose.

On top of this I introduced them to the correct terms; camera rolling, action, cut, 1^st positions, etc. By giving commands/instructions to the director and camera operators, it made filming a lot easier because the actors soon realised they could only commence acting when told to do so.

Over the 10 films I realised a few were starting to have the same start/ending, so I mentioned this to the groups and recommended they change some of the scenes. The main stories were based on someone going back to find something they left behind, being grabbed by a mysterious something/one, finding themselves locked inside a room with no way out. Although a few of the groups really wanted to stick to their original plans, I was able to highlight the reasons behind changing the story and explained that a different ending will be more suspenseful because the audience won’t see it coming.

During the week I saw a lot of natural talent in both the acting and directing. There were some good moments from those who are normally shy or don’t always have a chance to put their view across – yet in this situation they managed to speak up and show a lot of creativity. This is why this project is a great idea as it allows children from all abilities of learning to showcase different talents and develop new ones.

Hopefully I will be able to see this progress into the end of year production in which the whole year group put on a play that involves not just acting but singing and dancing. Teaching Math’s English and the other written subjects may be a big part of school life and I certainly kept up with doing my best until I went to University but there needs to be a change in emphasis on children only concentrating on these areas. Often getting the best out of a child isn’t through reading and writing but through the use of art. At our school we have an excellent arts programme and there are many workshops, clubs and other opportunities for the children to express themselves creatively.

Next week it is the turn of those who wanted to be film editors to turn the footage into a finished article with sound effects, cut and paste scenes into each other, and select other effects to make a truly suspenseful film.  

Stepping up into 60% Teaching

First week back and it was a full on action packed timetable. I have been asked to use my filming background to assist both Year 6 classes with planning, directing and editing their group suspense films. There are 10 films to be made and the teachers have to come up with a plan that enables everyone to film their scenes and have a slot available on the PC’s to use a software programme called ULead. I spent a few days researching YouTube clips on ways to edit their films. At the end of the week they are expected to have come up with a story, bullet points breaking down the scenes, and finally a storyboard in which the director of each group can use when overseeing the filming.

My first observed lesson of the term did not go to plan. Its objective was to focus on the countries in South America but in order to do so I had to introduce an atlas, the 7 continents and what countries were to be found in each. I spent too much time on the initial tasks which were to label a map of the world and a map of South America. The time spent on the carpet was too long and I think I am used to seeing this classroom on it during a lot of other lessons. My mentor who is next door, hardly uses a carpet because it’s uncomfortable and a lot of the children are starting to get taller and it’s unfair for them to be on the floor too long. I did however have eye contact with all and there was a lot of interaction when I asked them to discuss the continents and countries in question.

When they did eventually progress to their tables, the tasks took much longer than anticipated and I didn’t introduce the atlas early enough. Had I done so, I feel the class could have labelled the continents sooner and there would have been time for the final task which was to find 5 fascinating facts about South America. My mentor told me during the meeting we had afterwards, that after asking different children what they thought they were learning, a few said; to label a map or learning about countries and continents, but not that they were learning about countries in South America. I need to be more explicit when teaching a lesson.

On Thursday I encountered a teaching first. I took my mentor's class for the entire day and this helped to establish myself with the children, and also prove that I can work through the entire day. My favourite part was teaching what to include when drawing and detailing film storyboards. I gave them a little insight into my past and let them know I used to work in the filming industry but kept out my acting secrets. The 5 groups busily discussed their ideas and split into smaller groups to make A3 storyboards. Each had 8 scenes or parts to the film and I asked them to include locations, camera angles, characters needed in each scene, and length to be shown.

Next week I will be going out with each film group and assist them with the editing process.