Submission

These are the parts of the assessment to be addressed through planning and teaching. I would plan to do this with the cooperation of Hillside primary school:

Part 1: You should identify three key principles/theories which are in your opinion the most relevant to effective and inclusive primary school learning and teaching, and which link to the targets you have set yourself in preparation to work with primary school pupils. For each of these key principles/theories, identify their provenance and application in order to validate your understanding.

Choose one example from your professional experience (in a primary and/or secondary context) as a case study, describe and identify the key features of the example, and use the summarised characteristics of the identified principles/theories to evaluate your practice in facilitating successful and inclusive learning for all children. In so doing you should clearly indicate what you have learned from this process and what you would do next , specifically in a primary school context.

For Part 1, my key principles would be:

•  Pedagogical (craft of teaching) model of effective teaching

•  Collaborative learning (specifically, teaching styles support collaborative learning e.g. group work; perhaps older students working with younger ones)

•  Formative assessment (e.g. flexible, thoughtful questioning, pupils actively involved in assessment, feedback, sharing of assessment criteria, peer assessment)

For my case study, I would like to plan and deliver a lesson/series of lessons for a primary class with the above three principles as the main focus.

Why these three?

1. There are additional models of effective teaching other than the pedagogical or craft of teaching model, but since I am attempting to convert from secondary to primary after years out of teaching, this seems very relevant to me now.
2. A strong element of active and collaborative learning fosters inclusion, discussion and reflection and the language and social skills relevant in many aspects of life
3. Formative assessment is at the heart of CfE; it gives pupils ownership of their learning and enables them to see what the next steps in learning should be

Another key aspect is clearly planning . But since this is the focus of Part 2, I would like to deal with it fully below.

Part 2: In this part of the assignment you are required to reflect critically on planning for inclusive curriculum delivery.

You should demonstrate your ability to deliver a successful learning experience at an identified stage in the primary school. This may be something you have actually delivered yourself, delivered in partnership with other professionals or have researched sufficiently for you to feel confident of your ability to deliver it in the future. You should provide evidence of your work in appendices or by cross referencing to materials available for scrutiny online.

Part 2 follows on directly from Part 1 i.e. it is my evaluation of what has taken place in Part 1 from a planning perspective. In this section, I will evaluate how successfully I have planned and delivered an inclusive lesson, perhaps using the following resource from Chris Kyriacou as a guideline:

•  The lesson has clear and suitable aims and objectives

•  The content, methods and structure of the lesson selected are appropriate for the pupil learning intended

•  The lesson is planned to links up appropriately with past and future lessons

•  Materials, resources and aids are well prepared and checked in good time

•  All planning decisions take account of the pupils and the context

•  The lesson is designed to elicit and sustain pupils' attentions, interest and involvement

& sample 2 lesson plan & how have I planned for differentiation ?(e.g. writing frames) and ppt. The planning process update …

Issues not yet addressed:

•  Content of the lessons!

•  Which Primary level?

These points to be discussed and determined with the help of Carol Black, Headteacher at Hillside Primary.

Incorporating such ideas as 1) teaching skills (managing pupils and activities, appropriateness of material) and 2) teacher perceptions, strategies and behaviour, pupil perceptions, strategies and behaviour, characteristics of the learning activities (Kyriacou p. 18 1997)