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As practitioner it is important to be able to reflect on the practices you use within the classroom. This will enable you to expand your own creative reasoning abilities and promotes effective engagement in workplace (Mathew, Mathew & Peechattu 2017, p.126). When completing reflections, you will be able to monitor the effectiveness of your own work and the work of others. You will also be able to plan lessons and be build your own confidence with the classroom environment.

There are numerous reflective models which can be utilised when reflecting upon practice and experiences and for this E-Portfolio I will be Using Gibbs (1988). Gibbs (1988) outlines a structure of description; feelings; evaluation; analysis; conclusion; and action plan (see appendix 3)- and states all of these elements allow for effective reflection to occur. For the purpose of this E-Portfolio I will highlight each section under the individual experiences- but analyse them all under one combined heading; in order to identify as a whole what these experiences have allowed me to gain in order to develop my own career (Meierdirk 2016, p.369).

Many people do not reflect on their own practices but it is important to document and learn from experiences as this will help you evaluate situations and your working practices (Sellars 2017, p.1-24). To be able to reflect it is important to use structured processes that help you make sense of the different situations that are sometimes challenging to understand.

It is important to learn new practises so you can build on prior or new knowledge in order to acknowledge what improvements are needed (Paige-Smith & Craft 2011).

In this e-portfolio I will be reflecting on the placement sessions I have experienced focusing on two experiences- around Maths and Science. I will be building on the knowledge I have learnt and how this can be improved for my own profession of a Primary school teacher. I will look at the themes around the theory and how this is applied into practices with the classroom, along with what approaches the practitioner can use and if this is effective and what could be done differently.

I will use two lesson plans that I have planned for a maths and science lesson within key stage 1 and relate to this using the national curriculum. Drawing on my own experience from the classroom.  using reflection to assess my own experiences should not just highlight the positives but also analyse the negatives.

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We were asked to create a Mathematic lesson-plan (see appendix 1) which would aim to help children build on their knowledge of numbers. For this I chose to use clocks as a physical tool to work on recognition of numbers individually and how they look combined. As well as this there was the intention to move towards teaching of the time once children had been able to correctly identify the number sequence. The use of manipulative in learning allow for children to learn through the embodiment of practical resources, outline by Piaget (1951).

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What did this make me think/feel? (Feelings)

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What did this make me think/feel? (Feelings)

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Before joining University, I worked as a Special Educational Needs Support Worker within a school so I had previously been required to complete lesson plans. However, with this lesson plan I had to take into account children's age, ability and milestones- which would be different from the pupils I had previously worked with in terms of what was expected of them at different areas of the curriculum.
This therefore made the task dauting- however I was able to exercise previous knowledge and experience which I have developed over the past two years in order to ensure that the lesson plan was applicable and age-appropriate.

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What will I take away from this experience? (Evaluation)

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What will I take away from this experience? (Evaluation)

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There are many things which this experience has provided me with- confidence being the main thing. After receiving feedback after presenting my lesson plan- I became more confident in my abilities to effectively create future lesson plans. Along with developing my confidence, it also allowed me to acknowledge importance of keeping my practice up to date and relevant in terms of the expectations which are set for different age groups. For example the milestones which are set with mainstream schools compared to those which are set within Special Education schools. Although the teaching requirements are mostly the same- there are different expectations of when children should achieve the learning by.

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In conclusion, I believe this experience has been extremely beneficial to me- not only as a student but also as a future practitioner as it has given me the base knowledge surrounding creating a lesson plan but also the confidence to be able to effectively create one. As a practitioner it is vital to have confidence in your own practice- not only to ensure that you are confident in what you are teaching but also confident to build relationships and have conviction and knowledge surrounding your field area. Over-all, this experience for me has been a mainly positive learning curve. Although it has often been difficult working mainly online rather than in a classroom setting, I feel that it has allowed my to become more self-sufficient in terms of research and production.

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What would I change in the future? (Action Plan)

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What would I change in the future? (Action Plan)

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Whilst reflecting upon previous practices it is important to identify an action plan for future learning, whether it be for similar situations or different ones. Creating an action plan allows for the self-identification of future, more effective teaching practices.
In future I would:
- Have more self confidence in my abilities as a student and practitioner.
- Allow myself to become fully immersed in the task at hand and complete all relevant research beforehand- in order to ensure I have the correct knowledge around key areas.
- Ask for advice and guidance of my fellow peers and teachers in order to enhance my learning and experiences.

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Similar to the mathematic experience, for this experience we were expected to create a group lesson plan focused on Science and the role it plays within the National Curriculum. For this lesson plan (see appendix 2) we chose to produce it around outdoor learning in order to show the importance which outdoor play can have upon children’s development. In order to make the lesson Science related- the plan focused on exploring the different natural habitats within the school grounds. The lesson plan also identified further learning areas as the children progressed through the different and relevant Key Stage Areas.

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What did this make me think/feel? (Feelings)

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What did this make me think/feel? (Feelings)

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Producing this lesson plan was remarkably interesting for me. I was already aware of the different learning theories surrounding learning through play such as the Psychological Theory- identified through the work of Piaget (1969) and Vygotsky (1966) which identifies the necessity for children to also have fun whilst learning. Having this pre-existing knowledge allowed me to feel confident at the task in hand as the lesson plan we had created aiming to be fun but also informative and educational- through allowing children to develop their own knowledge surrounding key habit areas and how they work to provide sustainable homes for animals and the science behind it. Working in a group can often be daunting, even more so when we are not face to face and have to rely on individual participation to ensure the task at hand was managed appropriately. Although sometimes ensure involvement was difficult due to people’s schedules and prior commitments- I believe we all worked together effectively to accomplish what we set out to.

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What will I take away from this experience? (Evaluation)

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What will I take away from this experience? (Evaluation)

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This experience has allowed me to broaden my knowledge of what is required of me as a practitioner in terms of Science and what is outlined as necessary learning within the National Curriculum. Science has never been an area which I have personally being interested in however through this experience I was able to see how Science can be made fun and interactive in order to completely enhance children’s educational journeys. There is often stigma surrounding Science as a core subject as it can be seen to be boring and complex which can often put children off immersing themselves within the learning activities related to it- however completing this lesson plan and exploring different dynamic ways of teaching children about Science has enlightened me as to how I would be able to find fun and interesting ways to teach it as a core subject.

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To conclude, this experience has allowed me to develop my group work skills as well as allowing me to work well in a pressurised environment whilst taking into account peoples individuals circumstances. It has allowed me to progress my qualities as a student through understanding the need for compromise and understanding- whilst ensuring that my contributions are professionally researched and relevant to the task it hand. It has also developed my practitioner attributes as I have learnt how I am able to make what could be classroom based non-interactive subjects, fun and explorative for children.

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What would I change in the future? (Action Plan)

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What would I change in the future? (Action Plan)

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As discussed within my action plan for experience one, reflecting upon practice and developing action plans to support this experience are vital in ensuring knowledge and practice is constantly progressing forward.

If this experience were to arise again, or one similar I would ensure that:

- I conducted thorough research surrounding the topic area in order to produce a lesson plan which at its core- has student participation.

- I would also ensure that the lesson structure is free flowing and not made to feel clinical and educationally overwhelming. I would ensure that the students are able to ask questions freely but also guide them into learning boundaries whilst developing the required knowledge.

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The National Curriculum (Gillard 1988) was introduced in order to provide structure to lessons and ensure children are taught what are believed to be core subjects to allow the to gain the necessary knowledge to prosper in life.

The National Curriculum outlines the core subjects within Primary Education as:
- English
- Maths
-Science
- History
- Geography
- Art & design
- Music
- Design & technology
- Physical education (including swimming)
- Computing
Schools have to teach the relevant subjects as outlined within the National Curriculum however it is dependant upon the school how these subjects are delivered (William 2018, p.14).

As previously mentioned this E-Portfolio will focus upon Maths and Science as I have already developed a broad knowledge of English as part of the National Curriculum- as well as produced an interactive information leaflet to help parents better understand Synthetic Phonics. Therefore it is important to reflect on all areas of practice hence reflecting upon experiences surround Maths and Science.

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Producing this E-Portfolio and reflecting upon experiences within practice has allowed me to further my passion for teaching and allowed me to understand the importance of ensuring my practice methods are always up to date, person centred, holistic and inclusive to all students. It has allowed me to identify how the teaching profession is always changing and evolving- and the role in which reflective practice plays in ensuring high quality practitioners. Throughout, it has been discussed the importance of the National Curriculum (Gillard 1988) and how practitioners tailer the teaching around the core subjects. The creation of lesson plans which are detailed and take into consideration different learning styles of children are paramount in ensuring that everyone thrives within the education system (Timmons 2010, p.18-25). Through reflecting of previous lesson plans, team- work experiences and changing to teaching methods allows for a continuation of learning to enhance my own practice.

It is vital to understand the importance of reflective practice as a practitioner in order to be reactive in different situations and enable students to reach their full potential. Creating this E-Portfolio has allowed for the recognition of how important this is in order to be professionally competent in providing the highest standard of education (Sylva et al,. 2010). Through showing recognition and understanding of different reflective practices; learning theories; key legislation; and the National Curriculum shows pre-existing knowledge surrounding the key elements of teaching and development.

Furthermore, highlight not only the positive elements of experiences but also the negative elements show that as a practitioner I am able to critically analyse my own ways of working along with providing myself and others with constructive criticism in order to best develop our practices (Collins 2001).

In relation to this module, it has sometimes been difficult when leaning online and not having face-to-face teaching, especially when it came to assignments, but it has been vital as it has made a difference to how I have approached situations and my own learning experiences and is something that I will always remain aware of when developing my practitioner skills. Hochanadel & Finamore (2015, p.47-50) states that often been thrust into a difficult situation can allow for the best learning curves and experiences.

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Through developing  my ways of learning and working directly with my peers and other others from different University campuses- we were put into group with students we have never worked with. This helped build confidence within the group, but I sometimes found that it was challenging as we only had a short time to prepare for the lesson we were expected to deliver, and it was often difficult to ensure whole class engagement and ensure there was not reliance upon the same students. However, this can be causally related to teaching as a practitioner as you may have to step in and cover someone else’s lesson; so having the appropriate knowledge of the different areas of the lessons along with the students- is vital in succeeding in a teaching career (Ellis 2009, p.25).

It is also important to have full understanding of the National Curriculum and how it works as this is because it is a framework that all Primary schools work from and when Office for Standards in Education Department (OFSTED) come in annually- they will make sure you are teaching effectively based on the National Curriculum (Gillard 1988). This does not mean you can use your own teaching styles, but you must be able to show that you have the appropriate expertise. Ensuring that your teaching is in line with OFSTED expectations and regulations in regard to teaching and what they expect from you- allows practitioners to always been mindful of what is expected of you in terms of teaching outcomes and attainment.

Furthermore, having pre-existing knowledge surrounding assessment criteria and grade attainment is crucial when aiming to provide high quality education. Through reflecting on practice it opens up more areas of learning opportunities for practitioners to develop wider areas of their field (Duta & Rafaila 2013). This the provides the practitioners with further knowledge surrounding research relevant research areas and how these areas are able to benefit them in terms of providing pupils with the correct knowledge and techniques to successful complete relevant and age-related assessment (as outlined within the National Curriculum (1988).

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Collins, J. (2001). Good to great. New York, NY: Harper Collins Publishers, Inc.

Duta, N., and Rafaila, E. (2013) ‘Importance of the lifelong learning for professional development of university teachers- needs and practical implications’. Social and Behavioural Sciences 127, 801-806

Ellis, V. (2009) Subject Knowledge and Teacher Education 1st edn. MPG: Cornwall

Gillard, D. (1988) The National Curriculum and the role of the primary teacher in curriculum development www.educationengland.org.uk/articles/07ncteacher.html

Hochandel, A., and Finamore, D. (2015) ‘Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity’. Journal of International Education Research 11 (1), 47-50

Mathew, P., Mathew, P., Peechattu, J. (2017) ‘Reflective practices: A means to teacher development’. Asia Pacific Journal of Contemporary Education and Communication Technology 3 (1), 126-131

Meierdirk, C. (2016) ‘Is reflective practice an essential component of becoming a professional teacher’. International and Multidisciplinary Perspectives 17 (3), 369-378

Paige-Smith, A., and Craft, A. (2011) Developing Reflective Practice in the Early Years. 2nd edn. Oxford University Press: England

Piaget, J. (1952) The Child's Conception of Number. New York: Humanities Press

Sellars, M. (2017) Reflective Practice for Teachers. 2nd edn. SAGE: London

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., and Taggart, B. (2010) Early Childhood Matters 1st edn. Routledge: Oxon

Tummons, J (2010) ‘Are lesson plans important?’. In The Lifelong Learning Sector Reflective Reader. Wallace, S.. 18-25 1st edn. Learning Matters: Exeter

Vygotsky, L (1966) "Play and its role in the mental development of the child" International Research In Early Childhood Education. 12(6) 62-76

William, D. (2018) The National Curriculum & the Teachers’ Standards. 1st edn. SAGE: London