Presenting Group -1

1. Lesson was interesting and energetic

2. Thorns- instructions in while activity need to be improved.

3. Bud- more pupils to be involved, so that pupils get to describe or express their family members.

Thank you

1. The learning objective should focus on main skill (listening) and according to SMART.

2. Add more elements in the activity such as role play or interactive games.

Thorn: The instructions for the while-activity could be clearer, especially about what pupils need to do and what they need to produce.

Bud: The activity could be improved by adding a teacher modelling example before pupils start.

The multimodal scaffolding in the Pre-Activity successfully activated prior knowledge. Pairing the Suno AI "Hello, My School" song with physical gestures provided a highly engaging, low-anxiety entry point for Year 1 pupils to practice the target formulaic expressions.

What didn't? (🌵 THORN)

Accurately assessing individual pupil mastery using the "Listen-Observe-Respond" checklist during the While-Activity is highly challenging. Tracking an entire classroom of active pupils simultaneously to determine who is responding independently versus who is simply mimicking their peers makes real-time Assessment for Learning (AfL) difficult and potentially inaccurate.

What did the evidence tell you?

When applying the "Challenge" differentiation by gradually reducing gesture support, it becomes evident that some pupils struggle to perform the actions. This reveals that those learners were relying entirely on visual cues from the teacher or copying classmates, rather than truly comprehending the short instructions required by Learning Standard 1.2.2.

What would you change? (🌱 BUD)

I would introduce a tangible, individualized response mechanism for the pupils rather than relying exclusively on whole-body physical responses for the primary AfL check.

Why?

To ensure a clear, measurable, and accurate assessment of SMART Learning Objective 2. Requiring an independent choice prevents pupils from hiding in the group momentum and gives the teacher precise, immediate data on exactly which pupils still require the "Support" of pictures and gestures.

Remove the individual checklists for While-Activities 1 and 2, relying instead on the Mini Role-Play and Plickers for my AfL so that my pupils have more time to really enjoy the Suno AI song.

I will provide a clear model of each food word using the picture, say the word aloud, and guide pupils to spell it before asking them to write independently.

THORN: For the post lesson, drawing takes time, perhaps it can be changed to cut and paste to save time.

BUD: Teacher can use spin wheel to choose which pupil to go and write in front.

The lesson was interesting, engaging, and practical. The activities were suitable for different types of classroom settings and provided opportunities for pupils to work collaboratively. The integration of technology also made the lesson more interactive and enjoyable for the pupils.

🌵 THORN

One area that could be improved is the inclusion of an individual assessment component. This would allow the teacher to evaluate each pupil’s understanding and performance more effectively, rather than relying mainly on collaborative work.

🌱 BUD

The teacher could consider incorporating a short exit card activity during the post-lesson stage to assess pupils’ pronunciation individually. This would provide a quick way to identify pupils who may need further support and help the teacher plan appropriate follow-up activities.

1. Pupils were engaged and excited by the animal sounds and pictures.

2. Digital tools such as Mentimeter, Nearpod and Padlet increased pupils’ participation.

🌵 THORN

1. A few pupils needed more teacher support to sound out the animal words.

2. Some pupils may need more opportunities to practise independently rather than relying on peers.

🌱 BUD

1. Introduce differentiated picture/word cards for pupils at different ability levels.

2. Give pupils more opportunities for individual pronunciation practice.

3. Extend the Phonics Safari into a phonics treasure hunt or classroom movement activity.

Thorn - Lack of hard evidence for AfL.

Bud - Include method of assessment for the pupils that can be recorded such as audio or video of them speaking.

1. Unpack the learning standard into different lessons for example teaching time, places and prices in different lessons because teaching them together in one lesson might too much for the pupils.

- High engagement: The lesson heavily uses TPR such as touching body parts.

Bud

- Musical integration: Adding a song like "Head, Shoulders, Knees, and Toes" during Set Induction or Closure would perfectly reinforce the vocabulary.

Will focus more on pupils achievement and evaluate whether they understand the lesson well.