Mentor Feedback
These passages are taken from assessments from placements which show my achievements in TS4.
"Adam has made excellent progress in this area. He is able to plan engaging and exciting lessons. Alongside this he has had to quickly become proficient at organising groups and resources to make the lesson be successful. He is able to reflect systematically on his lessons and approaches. He always responds to feedback and follow on lessons demonstrate his reflection and response. He is now secure in the structure of different lessons including Singapore Maths and PE." - K Marl (Mentor, Phase 1a)
"The children have enjoyed the science topic work with Adam. He has encouraged them to question their learning on the digestive system. He has ensured that his lessons are tailored to the different types of learner, usually starting with a practical task. He planned this term’s work with me and contributed greatly to lesson ideas." - M Pettey (Mentor, Phase 1b)
"Adam has planned fun and engaging lessons during home learning referring to the National Curriculum objectives and has shown he is competent in planning key concepts over a sequence of lessons. Adam has followed our school’s schemes for planning including White Rose Maths, IPEELL for English. His lessons include AfL opportunities, challenge for all and talk tasks. He has provided parents with extra learning opportunities through his home-learning menu which embeds key skills and creative theme activities. His planning includes making it stick opportunities using interleaved learning to deepen pupils understanding of previous topics. Adam is reflective and considers what pupils already know and what gaps need to be addressed when planning new sequencing of work to build on pupil’s prior knowledge." - H Chinnery (Mentor, Phase 2)
Intervention Groups
In my time as a Year 2 teacher, I have been involved with the planning and roll out of intervention groups for children who need additional support in specific areas of the curriculum. By using formative and summative assessment opportunities I was able to identify gaps in the children's learning which allowed me to inform the planning of these intervention groups.
By looking at the writing in the books of a select number of children, my support staff and I were able to identify children who needed specific intervention word to improve their handwriting. We are planning activities that use the children's fine motor skills and penmanship techniques to allow them to build and develop the necessary skills to improve the legibility of their handwriting.
After reviewing the mock assessment scores we were able to identify those children who needed additional support with their reading comprehension. Consequently, I was able to plan an intervention group to be lead by my HLTA after schools. This group is designed to help the children with their intervention retention as well as their retrieval and inference skills.
The phonics assessment allowed me to see which children needed support with their phonics and word formation. This group was planned by myself, my HLTA and the other Year 2 teacher and is being led by my HLTA during assembly time. This group looks back at the phases of phonics and uses retention strategies to help the children with their reading ability, including segmenting and blending.
Science Club
Although not planned for specific children, the Science Club I created allows for additional development of skills across the curriculum in an environment that differs to the usual classroom atmosphere.