This is a great artefact and the only criticism I have is that it should be a little more colourful and have pictures on it so children are more engaged.

The inclusion of short video clips, which related to specific learning focuses, were included within lessons. For example, in order for pupils to develop creative descriptions for the ‘beast’ within their stories, I showed a 2 minute clip from Disney’s ‘Beauty and the Beast’ (specifically the ‘Kill the Beast’ scene). Significantly, the clip highlighted a great range of descriptive language, including adjectives, similes and metaphors – all of which were writing techniques required within that specific lesson’s learning objective.  Such clips were chosen very specifically in order to relate directly to support learning outcomes. Whilst the clip was played, pupils made notes on either their ‘ideas page’ (within their writing books) or whiteboards were used in order to record ideas. The inclusion of such clips within lessons generated great excitement amongst pupils. Additionally, this led to increased paired discussion and greater verbal participation during whole class feedback; further ideas were generated due to engagement within subsequent speaking and listening opportunities. As a result, both the quantity and quality of work produced within story writing showed great developments; pupils’ confidence to write creatively showed great improvements. Furthermore, Teachers’ Standard 4b was reinforced by the incorporation of this specific teaching strategy; I believe this to be of fundamental significance in order to boost attainment amongst pupils. 

By the end of the week, the children had developed skills to write a diary entry based on the book where they would describe what they could see out of their bedroom window. The children were encouraged to refer to the book with what they had read as well as ensuring that they drew upon their senses as well as including emotive language. The children were actively engaged in their learning throughout the entire week as each lesson was based around the book, creating a positive and exciting learning environment for the children, something they were not normally used to. By doing this the children were motivated, more than usual, and produced excellent diary entries, using a large array of English terminology. I believe that by doing this more often and using a creative approach, the children would be much more engaged and motivated within the subject responding positively to the lesson planned.

The children were sat in mixed ability groups to encourage cooperative learning as the children encouraged their peers to participate in the discussion and bring forward their own ideas.

This activity followed into the main lesson which involved Talk for Writing. The topic for the lesson was writing a non-chronological text, and the use of the ‘W’ words was encouraged as the children thought about what sort of information needed to be present in their piece of writing. Within their boxing up grids, there were questions to help encourage articulation of new ideas so that they could jot them down and include them in their final ‘wow’ write.

In retrospect, the use of the starter was very effective and complemented the main lesson well, laying a good foundation of understanding of how to use the ‘W’ words before giving them their main task. The use of Talk for Writing is also an effective way to help children remember texts and their features, and is interactive and engaging for most of the class. It is important to note though that Talk for Writing is used in three week rotations, and though it can be a great method of teaching, continuous use of it can lead to it developing a tedious and repetitive nature that blocks room for individuality in planning lessons. When used effectively however, it can be a great resource and its use should be encouraged. 

The good points about this activity are that the children are able to see the difference between capital letters and lower case letters. It also allowed them to hear what sound the letters make as it was a group activity, they were able to help one another to sound put difficult letters. The children really enjoyed participating in this activity as they got to choose letters that matched their name which they were very good at recognising the letters for their name.  This activity use natural resources which promotes love of learning and the outdoors. 

Although some of the children did struggle with recognising the more difficult letters,  it is preparing them for when they see different words, they will be able to recognise some of the letters from taking part in this activity, which in future will help them to sound out words they come across when the develop and move up to reception and onwards.

The next part of the activity was on the interactive white board. The movements the children did were then copied on the board using a pen, demonstrating how children could do it on a piece of paper using pencils, crayons and paints. The children were then asked to sit at a table and repeat the movements on a piece of paper given to them and this lasted for about 10 minutes. Having the children sat on a table meant that it was easier to observe them and see which children were struggling so they could get extra help. Children who were not as confident at writing on paper could do the movements using their bodies instead for practise, the children felt more comfortable with this activity and giving the children the option encouraged them all to join in. It also links to teacher standard 5 which states that you need to adapt teaching to respond to the strengths and needs of all pupils.