PGL- A great way to start half term

Some say PGL stands for Parents Get Lost although the real reason for the name is co-founder Peter Gordon Lawrence and the staff call it Pretty Good Laughs. Regardless of the name the outcome is still the same and I spent the last 3 days of term at the one in Liddington, Swindon. 

Over 40 children and 5 adults (including both my Head and Mentor) embarked on an M4 journey and upon arrival met one of the main organisers who promptly showed us around the main parts of the camp before our Group Leader took over and ensured we went to lunch and filled our hungry bellies.

Mountain Biking and Rock Climbing were first up the group I was in charge of and these were two things I looked forward to, firstly because I currently don't own a bike and secondly I used to rock climb with my old Scout Troop all the time and we even had a permanent wall outside our HQ.


I was super impressed by two of my group because they ascended up the wall quicker than Spiderman would have been able to. There were a few children who needed their confidence boosting and I was able to climb up to a safe distance without a harness and give some words of encouragement. The one thing I do notice about the many residential trips I have worked on is that children are put out of their comfort zone and it takes a lot to come out of their shell.

Our Group Leader from PGL showed us our very own building afterwards and this meant that with the main doors locked only members of staff from my school and students were able to roam. It was extremely safe and even had its own garden area for the children to play football. There are rumours of it being haunted with the ghost of King Edward (name of the house) and an adjoining Conservatory was out of bounds for all, which made it all the more secretive. My room was ground floor, as was my mentor and another adult. Being spread out among the children's rooms meant that we could keep an eye on them and listen out for any shenanigans (which of course there were bound to be, with it being the first time this year group had gone away together). 

During the evening, we were lead to a big field to play something called Wacky Races. Beforehand we were told to wear our clothes in strange ways: back to front, inside out, shorts on our head, onesies, etc. I put my running hoodie on back to front and this meant I could cover my face if needs be. It turned out that each race had us running to a cone and then back again in different ways/actions/positions.









Some of the funny ones included: acting like a granny to the cone and changing into a ninja on the way back; being a chicken to the cone, laying a square egg, running back with it but accidentally drop it on the way; do a crazy dance move at the cone; grab a stick, hold it by your head and running around in a circle 6 times to make you dizzy before running back.

Random virtual points such as a wooden spoon, 5 gold coins, 1 million points and a spork (spoon and fork combined), were given out for best individual performance and quickest team back. One of the best moments of acting was a new boy to the school who gave an impressive Zombie impression. With the Year 6 play coming up in a few weeks, I hope he auditions for it because this would be a great boost for him before leaving to go to Secondary School.

On the second day in the morning, I had to change which group I was in charge of due to one of the children in my group not feeling well so the Head stayed behind with them. It showed I could adapt quickly and was prepared to change plans at a moment's notice. We went Tree-Top walking (similar to Go Ape) and it was my first time and certainly not my last.


 For 3 hours we learned how to get into the harness, use the Safety Belt, move along the wire and ascend up a series of obstacles to proceed through the trees until a zip wire that lead us back to the ground again. Yet again I was impressed by some children who took to it like a duck to water and others who despite being afraid of heights tried it and thoroughly enjoyed it. So much so they went on the course again, second time round.

In the afternoon I changed back to my original group and this meant Tree Top walking again, the only downside was being among the trees for 6 hours caused my nose to explode and hay fever kicked in. I am usually not susceptible to pollen but on this occasion I couldn't escape the outdoors. This time round I was next to two boys in my group who were very quick on the ropes and we all managed to get around the course 3 times. On the 3rd we even timed ourselves and it only took 18 minutes from start to finish.

Disco was on the agenda for the evening and I am sure this is the main reason the children can't wait to go on a residential. Hair and clothes were immaculate and dance moves by one boy ensured our school walked away from a dance-off with a huge pat on our backs. Another I hope who auditions for the Year 6 play. I love to dance and when Macarena and Uptown Funk came on, I led the group to a dance routine. It was noticed by the other staff members that I can choreograph a dance so I won't be surprised if I am to assist with the play.

Finally, the last day arrived and the two activities were Giant Swing and Aeroball. I took the same group as I had done so the previous morning because one thing I really wanted to do was Giant Swing. Teamwork is key in pretty much everything at PGL and Giant Swing even more so because the children were in control of pulling a rope that was attached to metal bars. 






On these bars, a pair of children were harnessed in and pulled higher and higher into the air until the event leader said to stop. The rope was then fastened and those sat in the swing had to pull a cord to release themselves. I was last to go up on the swing and on my own. It was quite high up so I plenty of empathy for all who had been before me.

Aeroball was simply four trampolines attached to each other with nets surrounding them and the aim of the game was to bounce high, grab a ball and throw it into an opponent's goal. Different variations of the game took place and despite some rain that fell, everyone had plenty of fun and some astounding goals were scored including one boy who managed 4 in a row. 






Finally, after 2 days and 2 nights our bags were packed and we set on our way back home. New friendships were made, adventures shared and I am sure the many experiences will be retold once the new term commences in June. This week has given me the opportunity to show a new set of skills to my colleagues and add more proof as to why I am the right man for the job next year, with whichever year group I am entrusted to teach. My mentor said I suit residential trips and next year hopes I am part of the team again.

One weekend to go before I start my teacher training.

I am chomping at the bit to get started but know that this term up until Christmas is the longest and I should take  and use wisely) in all the non-teaching days I can gather. My fiancee starts her new job at a local Secondary School as English Teacher with responsibility of whole school Literacy. 

I have been swotting up on my English, Maths and History topic as well as reading up on what's going to be happening at Reading University from Sept 15th onward. I go there for the whole week and then at least once a week until February Half Term. 'Letts - Make It Easy' books have been of great use to me and contain a lot of bite-size topics, that have questions o each page with a set of tests at the end. Speaking of Bite-Size, the BBC website has been brilliant and provided me with some helpful hints plus a lot of information that I used in one of my blog pages. 

Becoming a reflective professional

Today in University, the Schools Direct students were given a lecture on 3 of the ten principles that were conceptualised by the UK's Teaching and Learning Research Programme (TLRP).

These have been extensively researched based and is intended as a guide and support for teachers making the professional judgements which they are uniquely positioned, and required, to make.

The BOLD description of each principle was taken directly from Andrew Pollard's Reflective Teaching in Schools. The added information was what I gained from the lecture and based on our group discussions.

Principle 2: Effective teaching and learning engages with valued forms knowledge.
Teaching and learning should engage with the big ideas, facts, processes, language and narratives of subjects so that learners understand what constitutes quality and standards in particular disciplines.

Firstly we discusses, who decides what goes into the NC, who decides what to teach and who decides at what age should it be taught. This principle is about making sense of the world we live in; whether we think geographically, scientifically mathematically, creatively, religiously or other possible ways.

We need to use our own personal knowledge and create lessons that a significant and give the students a strong experience.

Good primary teachers should be ale to know each subject well enough to be able to explain it without requiring a degree in all subjects.

This will then become part of you, and almost like breathing you will be able to teach each lesson without constantly planning and checking subject knowledge is secure.

When observing we need to look at what the teachers do with their subject knowledge and how do they focus in on the students learning.

Principle 6: Effective pedagogy promotes the active engagement of the learner. A chief goal of teaching and learning should be the promotion of learners' independence and autonomy. This involves acquiring a repertoire of learning strategies and practices, developing positive learning dispositions, and having the will and confidence to become agents in their own learning. 

In the group discussion we spoke about Piaget and his theory of a condition and assimilation. In other words, make the knowledge your own. How and what you do in the classrooms will help children to learn through their challenges and  master independence via scaffolding and discussion. 

Teachers should equip their students with life skills. A video from the website teach media,  showed how different roles can be shared amongst a group and enable each student to take ownership and feel part of a bigger picture.

These are the following Thinking Skills.

Manager-makes sure everyone works together.

Scribe- writes down the group ideas.

Encourager- praises people on the group and boosts positivity.

Reporter- reports the ideas back to the class.

These skills help students work in a group, promotes speaking and listening, gives more time to think, all can take part , and is important for personal/social development. 

Principle 8: effective pedagogy recognises the significance of informal learning. Informal learning, such as out if school or away from the workplace, should be recognised as at least as significant as formal learning and should therefore be valued and appropriately utilised in formal process. 

This focused on home/school knowledge. It made me think about next year with what I should find out about my class and their personal experiences.

Parents should ask their children to complete sums at home (shopping, time until bus arrives, fractions with pieces pig pizza).

Finding out what hobbies and activities they do as well, will help to shape an opinion of them plus give some indication as to why they could be tired, anxious, excited, sleepy etc. Also praise could be given for those who may have achieved something or want to talk about holidays etc.

My first observed lesson.

On my return to school after University I was brimming with confidence and full of ideas. My first lesson was about researching a famous person on the Internet such (Usain Bolt and Mo Farah among the favourites) and making notes to create a biography. 

Science Lesson Observation 

Focus: How does the teacher check for prior knowledge?

I observed for just the starter.

LO: To know which types of materials make shadows.

LO: Can translucent objects make shadows?

• First questions included what the class knew of light. When given an answer, teacher expanded on this and asked how/why do they know if it’s a true fact. This made if more interesting because not only was an answer required but also supporting evidence.
• How it is a fact and not opinion was the phrase she used.
• The use of real life context also aided the class to think of answers.
• Interactive whiteboard was used by teacher to put answers.

On reflection this was a useful observation because it allowed me to see the value of knowing what prior knowledge the class have and despite knowing what they should have covered previously, it's always wise to never assume.

I should have observed the entire lesson and seen if any other more prior knowledge came from the class. 

Mentor Meeting

During my mentor meeting on Wednesday, we discussed my Science observation and talked about my pending Spanish lesson plan and I was confused about the difference between a Learning Objective and Success Criteria. She went through what each one represented and hopefully it will stick in my head.

Spanish Lesson Observation of me 

I took the starter of this lesson

LO:  To introduce myself and provide basic information in Spanish

SC: I can recall and use basic vocab to describe; name age and nationality - ALL

SC: I can have confidence in my speaking and listening skills - ALL

SC: I can speak in more than one sentence at a time - MOST

SC: I am able to use previously learnt vocab - SOME

I started off by going through the alphabet as a starter and then introduced 'What is your name?' 'How old are you?' and 'Where do you live?’

I said the Spanish and asked the class what the English was. This enabled me to gauge the ability of the class and which ones stood out from the rest. The hardest one was ‘Cuentos anos tiennes?’ because it doesn't have a word similar to English. 

The class teacher took over for the main and this involved using the questions learnt, applying the knowledge by copying sentences from the interactive board, into their books and filling in missing words.

From this lesson I learnt quite a lot about what's needed of me in future teaching. My feedback (a lot of positives with added constructive criticism) had been given at time of typing but I wish to keep some of it to myself and only reflect on how I felt directly after my session. Luckily Miss G took the second Year 6 class as soon as this one had finished so I could also see similarities and comparisons. 

First lesson

• There were a couple of really strong students who could do all of the tasks I set. This class I do not teach a lot (they are the other Yr 6 tutor group) so it was helpful to notice who has was willing to answer questions and add extra vocab.
• I asked questions in Spanish to illicit a response. This was often harder than I thought because my own vocab and pronunciation is not strong enough yet.
• When asked to get into pairs, the class responded quickly and engaged in conversation. This then resulted in some excellent responses when selected to present to the whole class.
• I should have used the lolly-sticks because still not clear with all of the names in this class.

Second lesson

• It was opened similarly to mine, although the teacher is able to talk fluently when greeting the class and has of course better understanding of the entire lesson.
• She used the interactive board to show Spanish words with English meanings - something I could have used.
• Instead of working in just pairs, she asked the class to get into groups of 2's, 3's or 4's. 
• The children presenting afterwards, relied heavily on the interactive board. Would this have been the same in my lesson?

Second School Placement

There is nothing much to say except I arranged a meeting with the Head from a local school and was able to confirm that I have a placement in their Yr 4 class for my 60% teaching block.

It's a school close to where I live and I was recommended it by a couple of their pupil’s parents who I run with at my running club. Being a one-form entry school, there is a huge difference in number of students and also a lot easier to get from a-z across the whole school.

My Day at University

This was all about how to plan lessons. The subjects were: Maths, English and Science. All of the sessions were held by teaching professionals and each had their own unique way of delivering a lesson.

MATHS PLANNING

We were shown additional resources on Blackboard to use and this contained plenty that I will be no doubt using including; Sets of test questions, plenary or starters, mathematical challenges for G&T, mathematical vocab and also other useful websites.

A first starter was shown to use which involved the simple use of a piece of paper. 

• Fold it until it creates 16 sections and write a single digit number 0-9 on each space.
• You then ask the class questions and they have to re-fold it into place to create answers.
• Find a multiple of 5, find the smallest 2 digit number, link up with someone else in class to make a certain number.... the list is endless.
• The hope is to get a visual method of assessing the class without implying it.

Helpful hints

Observe ----> look listen and note what the class do.

Assessment ----> analyse and decide what's needed to be learnt.

Planning ------> how to build on what they know.

What has changed in the curriculum?

Probability and data is less prominent.

Students are expected to build firm foundations and NOT accelerate content learning. 

A second starter was shown and it also involved the simple us of paper.

Helpful hints

Create a learning hook/starter: Why should children care?

Vocab: see maths vocab website.

LO: What is the aim?

Support: Differentiation and resources used.

Particular Challenge: Check out the NRich Website.

Resources Needed: Don't leave them until last minute.

LITERACY PLANNING

Helpful Hints

Need to think about the END GOAL.

Need to give the message that all children are R/W's but are at different stages of learning.

Writing isn't just formal pieces.

Children should be learning about text that they have empathy with and are interested in.

Value the texts read by the lower attained reader but open the door to other texts. 

When using extracts - ensure they come from text that is known to the students.

Text Integrity

Choose appropriate ones that are have a good back story for planning.

Not just books but could use Top Trumps/Game Cards or even instructions for games, LEGO etc.

The Specifics

Find every way to show that you notice the children are R/W and give power to them by letting them know that they CAN read and write.

They should be able to integrate life context into their writing.

Behaviour Development 

Coherent thoughts

Better Vocab

Higher choice of reading material

Sense of achievement - they want more

Curiosity and the need to explore further

They contribute more to lessons and take responsibility for their work

Higher level of concentration because they want to do better

Planning

• We looked at a couple of poems and analysed the planning sheets that we were given. A lot was discussed about how the poem makes you think and not just what the poem is trying to say.
• When reading poems there is no right or wrong answer. Every opinion counts.
• Ask a TA to write words up on the board plus teacher add some that could be included.
• Always read it 3 times; teacher, together and then individually.
• Place in mixed ability groups so that whilst others are more able readers, the less able can then decode words from what they hear.
• Give children roles so that they can function as a group and work together.
• Share the group ideas with the class.
• Build on other group’s comments and then connect to literacy landscape by adding context.

SCIENCE

Helpful Hints

Always try experiments first before showing the class.

Make a list of essential equipment that should be within easy reach or know where it is.

Remember that some of the experiments, whilst seeming childish to adults, will shock and awe primary aged children and even secondary.

Planning

• We looked at Sound and how it should be taught at KS2 Level.
• Evolution is being introduced to Yr 6 in 2015-16.
• On B/B is a power point and has the National Curriculum in a file.
• Sound vibrates through things.
• Show a picture of a Slow Loris and compare the slow movement with lack of sound; making it less easy to track by predators.
• Use a tuning fork to hear/feel vibrations.
• See vibrations over different objects and also in water.
• Try different games such as grandmother’s footsteps; snatch the keys, sleeping lions.

Essentially the session was a huge lesson in itself all about sound and it modelled the way in which we could engage a class not only by power point presentations but by using different experiments dotted about the classroom.

Highlight of the week

I have my second placement organised and have also encountered my first official observation of me teaching.

Roll on next week and see what it produces.

Book review part 2: Primary English, Knowledge and Understanding

Hey to all who were waiting for the 2nd part of this book review. It's been a manic 10 days and most of it had been spent with INSET Training, 1st week at school and generally getting stuck in. 

However, today I finally read the final chapter and must thank the contributiors Jane Medwell, David Wray, George Moore and Vivienne Griffiths. 

This is Achieving QTS:Meeting the Professional Standards Framework books and gives 'all the subject knowledge you need to teach primary English'.

In a nutshell, it refers to the Teachers' Standards at the start of each chapter, gives Curriculum Context, and also highlights the Early Years Foundation Stage and Early Learning Goals. This is a great read for both KS1 and KS2 teachers. 

Chapters 8-14 have now been read and they cover; Punctuation, Cohession:grammar at the level of the text, The qualities of stories, The qualities of poetry, The qualities of drama, Looking at information books, and Electronic texts.

Since the 1st part of this book review, I have attended a Grammar and Language training session held at my new school. 

This was great because it backed up a lot of what I had recently read and I was able to put my newfound subject knowledge to good use.

The layout of the book was easy to follow, each chapter summarised key points, there were pedagogical links and also Masters Level investigations (which could prove useful in future learning). 

The content had been an eye-opener to literacy and has also provided me with some useful resources for Spelling Punctuation and Grammar (SPAG) lessons. When I have time, I will carry out a few of the self-assessment tasks, although some I may be able to do with my class. 

Official First Day: INSET Training

Today I woke up filled with a stomach of nerves and the mentality of a child who was starting his first day at school.

I arrived at school and was greeted by those I had met already and a couple new faces. My classroom is being shared by 3 teachers; myself, the main classroom teacher, and another who is new to the school but not teaching. Their roles are going to be shared during the week with the main teacher teaching Mon, Tues and Wed (afternoon), and the other teaching Wed morning, Thurs and Fri. This I can see will only benefit my training because I will be learning from even more teachers' practices. 

Our head teacher held the training, and on agenda first was the schools strapline (motto).

We were asked to go through a list of other schools' straplines and choose out top 3. 

Our selection is as follows:

Believe and achieve together

Aspire, achieve, advance 

Together we make a difference 

Each one we looked at have a different message to parents and the outside world. A strapline should be shared and owned by everyone. It should be something to believe in and is the bottom line in everything you do. It also needs to be understood and used: right from the youngest students through to the oldest. 

In my table group we were asked to write down what we think ours represents and what the school does to achieve it.

Thoughts included:

We give an exciting curriculum.

School Council and Eco Council involvement.

Extra-curricular clubs.

Always learning- teachers as well.

It's an inclusive environment.

The children feel aspiration all, industrious and open-minded.

They have great behaviour management in place.

Most importantly the school is going forward, making the world a better place.

Secondly we looked at the 5 Core Values; Love, Forgiveness, Responsibility, Honesty, and Respect.

Each table was given a value and asked to think about what it means. The head spoke about a company whose own values are clearly printed and given to each member of staff to bear on mind on a daily basis. Failure to uphold 'Integrity' could result in getting the boot. 

Now looking at 'Forgiveness' what did this mean to our table group?

You need to understand that everyone makes mistakes.

Be able to forgive others.

Nobody is perfect including yourself.

Before asking for forgiveness you must first understand why the the mistake was made and the consequences it could have. 

To ask for and gain forgiveness requires humility, strength and courage.

Words may not always be enough.

Each day starts afresh with no qualms. 

Every group gave feedback and it was decided that over the first term all if the values will be shown and modelled by the teachers. We need to ensure each value is lived and breathed throughout the school life. This could be done during PSHE or Collective Worship, and should always be referee back to by the teachers should the need arise.

Finally the main focus of the day was  the schools 'Steps to Outstanding. This is how we want the world to see these happening. 

1) Every Lesson Counts

2) Engage All

3) Reach for the Stars

4) Begin with the end in mind

5) Progress, progress, progress

Engage All was our chosen step and we explored all the different ways this can be achieved.

Ensuring all students are motivated and that the teaching is relevant to them a and their needs.

Cater for different types of leathers.

Differentiation- same age but different ability so will need varying work and discussion.

The children should be enjoying the work they do and develop a passion for learning.

Have a sense of belonging,

Able to say what they are doing and why.

Feel Inspired to take things further (after school and into the big wide world). 

To summarise today, it was insightful, helpful, positive and encouraging. I am entering a school with quite a few changes plus it's grown in size with more 3-form classes. I have already met some brilliant members of staff who I know will share their wealth of knowledge and accept anything I have to offer from not only my short time in a school but also my past life experience. 

Unofficial 1st day at school: Meeting and greeting

Today I decided to copy my fiancee in going to school. Her day was slightly busier than mine whereas I was able to go in with a less formal approach. Firstly I saw that a lot of work had been completed (or still being decorated). There are a few extra classes this year due to the intake increasing to 3 form entry: most year groups now have 3 classes. A few of the other teachers I had met before but some I hadn't. One of the NQT's I had met up with in the summer was in and she had managed to do a lot of displays that included each table being named after circus acts,with her being the Ringmaster. She said that for each table will be used for low to high abilities, however rather than keep each one the same ability level for every subject she decided to change it around. That way the students won't sit at the same table thinking it's for low/high ability. Another thing I notice was she had put them in boy/girl order and will see how this affects the classroom.

As well as looking at displays I also helped one of the Year 1 teachers decorate her class with backing paper and border (a speciality of mine). 

Lastly I asked what language will be taught and it's going to be Spanish. Should I be given that as a lesson, I can use some previously self taught knowledge.

All that remains is for me to enjoy tomorrow as my final day off to prepare and then it will be heading back into school for the start of INSET training. 

Book review: Primary English, Knowledge and Understanding

Over the past few days, I have been busy reading up on one of Reading Universities recommended reading materials, for my teacher training. 

It's one of the Achieving QTS:Meeting the Professional Standards Framework books and gives 'all the subject knowledge you need to teach primary English'.

Now, 102 pages read so far, and it doesn't disappoint. Some of it I've seen or heard of before, but not into great detail. It refers to the Teachers' Standards at the start of each chapter, gives Curriculum Context, and also highlights the Early Years Foundation Stage and Early Learning Goals. Despite my training being in a Year 6 class, and at the top end of Primary Education, I know that it's not only important to know how learning at EYFS happens but I may also work in KS1 at some stage into career.

At the moment I have read chapters 1-7 and they cover; Spoken English and Standard English, The acquisition of language, Representing sound in writing, Words, vocabulary and morphology, The grammar of the sentence in Standard English, and finally The components of sentences.

These have been an eye-opener and also provided me with some useful resources for Spelling Punctuation and Grammar (SPAG) lessons. It has self assessment questions plus an appendix and glossary, so this book will prove useful, not only for the pending year, but for years to come.

Welcome to my blog and the start of a lifelong challenge.

Welcome to my Teaching Blog. It is to help me evaluate my progress throughout the 2014-15 education year, whilst I train to be a Primary School teacher and I am using it to become a reflective practitioner.
At the ripe age of 30, I am embarking on a complete change of career. Not a lot of you will know this but I used to work in television and film - more of that to follow in the months to come - and now that I am settling down, getting married and thinking about the bigger picture, I needed to evaluate my career and take on a challenge that will not only affect my life but the lives of many others.

I enjoyed both primary and secondary school, but my own opinion is that primary school is where the children soak up the most experience and knowledge, and teachers can really make a difference as to how a child is to continue their path into higher education. They are more susceptible to change and more often than not are willing to learn as much as they can. There is also a lack of male presence in primary schools and from my own childhood I can only remember my year 5 teacher and headteacher at George Palmer Primary School now Palmer Academy.

My teaching career all began last July, when I took on a group of overseas students as Drama Director at Eton College. It was a 3 week summer school course and I taught 10 sessions in which the students learnt a variety of drama techniques. These were then applied to a final performance, that was displayed in front of other tutors and the Summer Schools Director. This was a role I relished as it involved: pastoral care, group outings, and organising sports activities - all of which can be applied to primary school teaching.

Soon afterwards and after much thought, I started applying to local primary schools in the Windsor and Maidenhead area, for some teaching experience. Via a contact at a nearby primary school, I was invited along to volunteer in year 3, and over the course of the autumn term I worked mostly in KS2.

As well as this, I was fortunate enough to also be invited to various other primaries and first schools. All of them were very different in their own unique ways (please see their separate pages).

After a few applications two interviews, I finally embarked on a new job role as Teaching Assistant at a primary school in Maidenhead. It is a CofE Collective Worship school and after spending the first few months from December to March in a year 5/6 class, I was asked to assist a 1-1 student in year 4 and this has certainly given me plenty of behaviour management experience to take forward into the profession.

I will be sad to leave the school especially as they were the ones to give me a shot at a paid position, however it is for the best that I train to be a teacher at a new environment. I am well known across the school and have had the pleasure with working with some outstanding teachers and great students. A lot of has been learnt with regards to how the timetable works and how quickly it can be adjusted to suit the needs of the school, the different teaching methods of at least 6 teachers, how to deliver PE lessons both with PPA cover and the classroom teacher, and finally the playground conundrum of keeping everyone happy despite the many friendship makeup/breakups.

Throughout this blog and on separate pages, you can also see links to recommended websites I am using for resources, and songs I have see being sung in assembly plus much much more.

Please add your own comments along the way to guide me and give encouragement.