In my methodology, I combine the goals of pupils and parents with where the child is academically at that moment, then I seek to scaffold their learning towards their goal , supporting them to make accelerated progress, and building confidence.
I am a Primary School Teacher with 6 years experience in Year 6, preparing pupils for SATS and helping them secure places at the Grammar School of their choice, including scholarships at Fee-Paying establishments. Many parents return to thank me.
I am a fully qualified Primary School Teacher with 7 years in my current post at Chapel Street. I feel that my dedication regarding English and my focus on the good conduct of pupils across upper key stage 2 demonstrates the dedication I would bring regarding the development of English. I would examine the school’s data, perform Question Level Analyses (as I have done for the past 3 years) of the KS1 and KS 2 SATS to see where INSET or resources are required.
I am currently Head of Reading and I have conducted 4 INSETs in relation to reading, writing and KAGAN structures in the last 2 years. At Chapel Street we make use of Target Tracker to inform our initial, on-going and summative assessments. In Year 6 we mainly use it to identify intervention groups – Which groups are underperforming? Which pupils need to boost attainment in specific subjects to ensure a good outcome in terms of the combined score? Do we need to focus on specific groups of girls, boys, pupils with FSM or pupils on the SEN register? Which pupils, based on KS1 data, are underperforming?
In Year 6 we have organised “Hook” days at the start of each “topic” to enthuse pupils. Our first topic this year was “The Heart” and I arranged for Year 13 students to demonstrate the dissection of a heart for the pupils across year 6 which also fed into our study of “Pig-Heart Boy” in Reading and Writing. In furtherance of this approach we visited York for our Vikings topic (“Viking Boy”) and had an Islamic Art day to enthuse the pupils regarding “The Arabian Nights”.
We make good use of Cold Writes and unsupported Maths tests at the start of topics to avoid teaching children what they already know (and teach them what is relevant to move their learning on). In my class English working walls contain WAGOLLs, spellings, worked examples, success criteria and specific Alan Peat sentence types. Maths' walls contain examples of methods, fluency, reasoning and problem solving, vocabulary, pictorial and concrete methods. I also have an attractive reading area, a reading river display and an “author of the month” section. The Head teacher recently reported that she was very pleased with the learning environment.
I use Mixed-ability groups based on Kagan structures for some aspects of topic/science/reading but in Writing and Maths we use ability groups to target children’s specific needs whilst still differentiating within those groups. I feel there are benefits to streaming in some respects at the very higher and lower ends of ability, but mixed ability groups are also valuable in that middle ability learners have access to good learning partners in a mixed class. Other strategies used include: “Polishing time” where children action marking targets.; My TA supports the HA group whilst I focus on the LA; and MA groups, later "checking in" with the HA.
My philosophy as a teacher is to set a good example through my actions and manner and to provide pupils with a role model as to how to approach frustration, disagreement as well as success and happiness. The basics learnt during my PGCE still inform my practice, whether it relates to zones of proximal development (Vygotsky), a child -centred approach or scaffolding. I became a teacher to help those less fortunate than myself as I was lucky enough to have a stable family background and many children go without this.
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