I have arranged the placement, now I want to look into ideas and examples of what goes on in a primary school so i am better informed when meeting them and offering suggestions etc
Subjects taught in schools in England
Source: BBC schools and parents
Which subjects are taught at primary school?
At primary school a child will learn about a wide range of subjects as well as Literacy and Maths, which are currently compulsory.
Other subjects include:
- Science
- Design and technology (ICT)
- History
- Geography
- Art and design
- Music
- Physical Education
- Religious education (parents have the right to withdraw children from these lessons if they choose)
- PSHE (personal, social and health education)
- Citizenship
- One modern foreign language (from September 2010, a modern foreign language will become compulsory for Key Stage 2 children - Years 3 to 6)
- Sex education - every primary school must have a written policy on this available to parents and pupils (and parents can withdraw their children from sex education classes if they choose)
Personal questions
How would my creative teaching style be integrated into the primary curriculum
what subjects would I be required to teach? Or would I focus on Art?
perhaps as an art teacher, would I integrate other teachers subjects into my classroom as a learning tool for their subjects? ie: history would I teach my own lessons of art based on historical subjects?
how might I go about teaching new subjects if required to do so?
(specifically at Russells hall school)
is there one subject across the bredth of the school or is Jeans subject stone age history?
who will I be working with and what subjects do they specialise in?
is there an after school club
is there an art teacher?
What are the different key stages
how does one engage the various ages?
lesson plans vs creative ideas
workshops
equipment
After meeting with Jenny Brown, Headteacher at Russels Hall Primary, I am now better informed:
After meeting with the Head teacher at Russells Hall primary school, I am now aware that They teach a creative curriculum, whereby art is integrated heavily in the teaching of all subjects. They do also have an art co-ordinator who oversees art lessons and design technology. She takes inspiration from the subjects being taught at the school, creating lesson plans and projects which revolve around those topics.
For example, the current theme being studied throughout the school is Vikings and the stone age. So the Arts department will create work that explores this such as creating clay bowls, making cave drawings and Viking long-ships, and paintings of stone henge etc.
I will go away and research existing workshops, design projects and art from these periods, and visit history museums and galleries, perhaps there will be something current informed by these periods?
I will then create a well informed set of workshops that I can bring back to the head and art co-ordinator for approval.
link to lesson plans Nottingham
Heritage
Critical Evaluation Notes
Negatives
DBS check timing
After applying for my DBS check, I was informed that I would have my certificate/form back within a few weeks. In fact this took almost three months, forcing me to move my placement back by a whole semester.
This does not create a well organised and presented appearance.
In future I will plan ahead as far as possible completing any forms months in advance to ensure smooth sailing, but also in order to present myself inn a more professional and desirable way.
Lack of engagement due to poor time keeping/understanding
When I initially met with the head, for several reasons I did not present myself in a way that I now wish I had done.
I was not fully engaged with what was required of me, underestimating what I had to offer the school. This stems possibly from a lack of self confidence and remaining in a "student frame of mind" I expected that I would go into the school, observing and making notes based on how art was integrated into a classroom, offering general assistance.
Now, I am prepared and excited to be going into the primary placement offering a professional service where children and teachers can use my experience and knowledge gained during my degree, to better engage and teach subjects through artistic approaches. This change in approach has required me to become more self confident in what I can offer, but has also given me a far greater opportunity to develop my own practice and understanding through DOING and becoming a beneficial personal to have in class (perhaps!)
rushing
Due to bad experiences last semester, I went into the school and got everything moving before my own knowledge had caught up with me. Which has created a delay in combination along the way. Due to me not grasping the vital elements of what i should be doing in the school until more recently, I have not been able to get a move on in terms of presenting Ideas fully and professionally to the Head until now.
If i could do this again I would have waited until I was fully aware of my objectives, allowing me to go into the school, and from the first meeting, I could have left a better impression of myself and what I was able to provide. This way also the process would have run more smoothly and swiftly into starting the placement.
taking materials for granted
Due to my age and lack of experience with this particular age group
lack of self confidence
Positives
New outlook I have for the placement
sense of self worth regarding position and skills i have to offer. THEY CAN BENEFIT FROM ME BEING THERE.
I know what to do next
Planning is underway etc
After applying for my DBS check, I was informed that I would have my certificate/form back within a few weeks. In fact this took almost three months, forcing me to move my placement back by a whole semester.
This does not create a well organised and presented appearance.
In future I will plan ahead as far as possible completing any forms months in advance to ensure smooth sailing, but also in order to present myself inn a more professional and desirable way.
Lack of engagement due to poor time keeping/understanding
When I initially met with the head, for several reasons I did not present myself in a way that I now wish I had done.
I was not fully engaged with what was required of me, underestimating what I had to offer the school. This stems possibly from a lack of self confidence and remaining in a "student frame of mind" I expected that I would go into the school, observing and making notes based on how art was integrated into a classroom, offering general assistance.
Now, I am prepared and excited to be going into the primary placement offering a professional service where children and teachers can use my experience and knowledge gained during my degree, to better engage and teach subjects through artistic approaches. This change in approach has required me to become more self confident in what I can offer, but has also given me a far greater opportunity to develop my own practice and understanding through DOING and becoming a beneficial personal to have in class (perhaps!)
rushing
Due to bad experiences last semester, I went into the school and got everything moving before my own knowledge had caught up with me. Which has created a delay in combination along the way. Due to me not grasping the vital elements of what i should be doing in the school until more recently, I have not been able to get a move on in terms of presenting Ideas fully and professionally to the Head until now.
If i could do this again I would have waited until I was fully aware of my objectives, allowing me to go into the school, and from the first meeting, I could have left a better impression of myself and what I was able to provide. This way also the process would have run more smoothly and swiftly into starting the placement.
taking materials for granted
Due to my age and lack of experience with this particular age group
lack of self confidence
Positives
New outlook I have for the placement
sense of self worth regarding position and skills i have to offer. THEY CAN BENEFIT FROM ME BEING THERE.
I know what to do next
Planning is underway etc
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