Beruflich Dokumente
Kultur Dokumente
NAME
IN NO CIRCUMSTANCES
SHOULD YOU USE ANY FORM OF CORPORAL PUNISHMENT IT IS A CRIMINAL OFFENCE
You must NOT have any physical contact with any pupil nor spend time alone with individuals or pairs of pupils. Please talk to the Headteacher and class teacher about how to avoid situations where you might find yourself in physical contact with pupils or on your own with pupils. If you are supervising pupils whilst they are changing for P.E. etc., you should ask for direction from the Headteacher.
4. 5.
6. 7. 8.
9. 10. 11.
KEY QUESTION 1
What are recent changes in Primary Schools and how have they affected pupils learning and experiences?
This investigation will help you prepare for your Primary School experience by gaining an overview of some of the recent changes, initiatives and other current issues relating to teaching and learning in Primary schools and classrooms. Pre- experience Tasks 1.1 What do you understand to be the key expectations placed on a Key Stage 2 Primary School Teacher? If you can, discuss this with a KS2 primary teacher before commencing your week.
1.2 Look into what have been the major recent changes in the role of the primary school teacher, major legislation affecting the primary school, and any changes to the primary school curriculum. What impact have these changes had on (i) what and how Primary School teachers teach? (ii) pupils motivation and engagement in learning?
1.4 Is this what you expected? How do you respond to these changes? Do you consider the changes beneficial or a backward-step for children and their learning? How are these changes likely to impact on pupils as they move forward into their secondary education?
The following tasks should be completed during the Primary school placement. 1.5 Discuss the recent changes you have identified with teachers in your school. Do they consider the changes beneficial and helpful or leading to diminished experience and learning for pupils? What reasons do they give?
1.6
What other changes to Primary School teaching and learning do teachers mention?
KEY QUESTION 2
How do Key Stage 2 teachers organise and manage their classroom and pupils learning?
2.1 Draw up a timetable of a typical day for a Key Stage 1 class and a Key Stage 2 class you are working with.
2.2
Arrangement of the classroom and pupils. How are pupils organised/seated in the classroom? Is this arrangement fixed? If the organisation changes, when does this happen? What are the reasons for the way the class is arranged?
2.3.
Teaching Organisation Complete the following table noting when different ways of organising pupils in the classroom occur and from your observations of the role of the teacher and pupils engagement in the lesson and activities suggest advantages and disadvantages of each type of organisation.
Organisation
When applied
e.g. topics/subjects, and/or parts of the lesson?
Advantages
Disadvantages
Whole-class work
Group work
Individual work
Estimate the proportion of each type of organisation used over the week Type of Organisation Whole-class work Group work Individual work Estimated proportion (%)
2.4 Relationships, Rules and Routines 2.4.1 What techniques does the teacher use to gain pupils attention at the start of activities or during activities?
2.4.2
What rules or routines are used to get the pupils to listen whilst the teacher is speaking?
2.4.3
What conventions are expected for the asking and answering of questions? Does the strategy vary with the type of question? Why does the teacher use these strategies?
2.4.4
What do you notice about the way the teacher deals with minor disruptions?
2.4.5
KEY QUESTION 3
3.2 3.2.1
Pupil achievement in your subject Ask to look at examples of pupils work in your subject area. The examples may be on a wall display or in a teachers or schools portfolio of samples of pupils work or in some other format. At this early stage of the year it may not be possible to look at the work of the pupils in the class you are working in but there may be records of work from other years. Write your impressions on the level of work achieved?
3.2.2
Talk with a small group of pupils to find out what they have learned in your subject area. What topics/aspects have they enjoyed and why? What do they consider they have learned from doing the subject? What do they feel confident in knowing and understanding about the subject? Summarise your findings and note if any aspects pupils knowledge and understanding surprised you.
3.3
Observe a literacy and a numeracy lesson and complete the table below with your observations and reflections. (You should observe and record both a Literacy and Numeracy lesson.)
Learning focus of the lesson
(relate to the Literacy/Numeracy Strategy)
Types of activities
Comment on the implications for the teaching of your subject in Secondary School .
KEY QUESTION 4
What are the issues for pupil learning as they move from Primary to Secondary School?
This task will help you begin to understand how progression and transition issues are dealt within your Primary School. 4. 4.1 Discuss with Primary staff the key issues for pupil learning as they move from Key Stage 2 to Key Stage 3 What sort of records do the teachers keep for pupils in Year 6?
4.2
4.3
Does the Primary School use any transitional teaching units? Note particular subjects and briefly outline how these work.
4.4
4.5
Do the staff consider the transfer arrangements effective? What would they change/improve?
KEY QUESTION 5
What are the main comparisons between the cultures of Primary and Secondary Schools?
Williams (1997)1 summarised aspects of the characteristics of Secondary school culture as shown in the table below. Using your week of experience in the Primary School complete the table to summarise how you would characterise the culture and nature of Primary schools.
Curriculum culture characteristics Secondary (KS3) Upper Primary (KS1 and/or KS2)
Ideology
Curriculum design
Subject-centred.
Classroom ecology
Teacher
Specialist; subject graduate; principally trained through one-year PGCE teacher-training course.
1. Source : Williams (1997) Progression and transition in a coherent geography classroom pp. 59-68 in : Tilbury, D. & Williams, M. Teaching and Learning Geography. London : Routledge. N.B. Williams version of this table includes his summary of the Primary culture but this has been deliberately excluded from the table for this task.
DAY
DATE
LOG
SUMMARY
List the key achievements/highlights of your Primary School week experience.
Briefly describe how your experiences this week will inform and influence your role as a teacher in a Secondary School.
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