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167 hours logged

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Number:

+44 7908 179362

Personal Email:

miaceraldi1@outlook.com

Work email: miaceraldi@weareshockout.com

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Initials- MC

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Timetable - initials MC (column 2.3) 2 lessons a week

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These lesson plans were written following a mid-term handover of the class due to the original teacher sustaining an injury. Planning has been developed directly from the existing Scheme of Work to ensure continuity, consistency and progression for learners. While maintaining the intended learning outcomes and assessment focus, the lessons reflect my own teaching practice, adaptive strategies and approach to assessment for learning to best meet the needs of the group.

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Cara marsh- commercial

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Leroy Curwood- HipHop

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Evidence of subject specialist expertise and professionalism Presentation

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Evidence of subject specialist expertise and professionalism Presentation

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Amazingly Simple Graphic Design Software – Canva

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Here’s what you can do.Check our status page. It’ll tell you about any outages.Please visit our Help Center for more information.Error code: [9c48eeeab9c7c152-EWR]If you can’t access Canva at all, our status page will keep you updated.

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Lesson plan 5

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Sheets used in observation 3 class

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Alter, J. (2002) ‘Self-Appraisal and Pedagogical Practice: Performance-Based Assessment Approaches’, Dance Research Journal, 34(2), pp. 28–47.

· Breaux, R., et al. (2023) ‘Adolescent social development during the COVID-19 pandemic’, Journal of Applied Developmental Psychology, 89, 101582.

· Cisneros, R.E.K., Stamp, K., Whatley, S. and Wood, K. (2019) ‘WhoLoDancE: Digital tools and the dance learning environment’, Research in Dance Education, 20(1), pp. 54–72.

· Hou, Y. (2023) ‘Digital Innovation in Dance Education’, Advances in Social Science, Education and Humanities Research, 715, pp. 102–107.

· Irons, A. and Elkington, S. (2021) ‘Enhancing formative feedback through practice’, Journal of Further and Higher Education, 45(6), pp. 780–793.

· Kolitsida, A., Cumming, S., Lavis, A. and Sanchez, E. (2023) ‘The impact of the COVID-19 pandemic on the mental health and wellbeing of dancers in the UK’, Journal of Dance Medicine & Science, 27(2), pp. 88–96.

· O’Donnell, A. (2017) ‘The Prevent strategy and teacher professionalism’, Journal of Education Policy, 32(2), pp. 166–179.

· Risner, D. (2009) ‘Gender in Dance Education’, Journal of Dance Education, 9(3), pp. 93–105.

· Risner, D. and Anderson, J. (2020) ‘Dancers in a Digital Age’, Journal of Dance Education, 20(3), pp. 169–177.

· Stinson, S. (1997) ‘Being Young, Doing Gender: The Dance of Masculinity’, Youth Theatre Journal, 11(1), pp. 14–23.

· Whatley, S. and Marsh, K. (2017) ‘Making No Difference: Inclusive Dance Pedagogy’, in Burridge, S. and Nielsen, C. (eds.) Dance, Access and Inclusion. London: Routledge, pp. 33–4

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The SST1 module was both challenging and valuable in developing my skills as a trainee teacher. Completing the presentation, 3000-word essay, schemes of work, lesson plans, and observations required strong organisation and resilience. While I did struggle at times, particularly with time management and fitting in observations alongside teaching commitments, I ensured that all tasks were completed to the required standard.

The academic essay helped me engage more critically with educational theory and strengthened my ability to justify my classroom practice. Planning schemes of work and lessons improved my understanding of progression and sequencing learning effectively. Although balancing the workload was demanding, the experience has improved my confidence, organisation, and ability to reflect on my practice.

Overall, SST1 has reinforced the importance of planning, time management, and resilience, all of which are essential for my continued development as a teacher.