S1: Set high expectations which inspire, motivate and challenge pupils & S2: Promote good progress and outcomes by pupils.

Lesson Taught (Small group in Numeracy)

I supported a group of 6 higher ability children in numeracy, working on number. The children had a whole class input from the teacher to begin with and then went into groups. They were working on number squares, counting in multiples of 2, 3, 5 and 10. To begin with the children had 4 number squares. They used one to count in 2’s from the number 2, the next to count in 3’s starting from the number 3, the next to count in 5’s from the number 5 and the final one to count in 10’s from the number 10. Every child in my group did their 2’s number square independently, however 3 children needed some support when they moved on to their 3’s number square, as the first 3 squares all showed a pattern of the number going down in columns however the 3’s square didn’t show the same type of pattern and the children had to be reminded to count carefully as this one was a bit trickier.

Next the children had to do a similar task, but this time counting in 10’s, 2’s, 5’s and 3’s on a number square from any given number, instead of repeating the first task. So for example, on the 2’s number square, they would start at 3, instead of 2 and count on in 2’s instead as more of a challenge.

I reminded child 1 to pick a different number to start at on this task as she had completed her 10’s, 5’s and 2’s number square starting from 10, 5 and 2, therefore had just repeated the previous task again. I asked her to try a challenge as she had already achieved the previous task, so she used a different coloured pencil to show that she was starting from a different number (S1: Is able to set goals which stretch and challenge pupils from all backgrounds, abilities and dispositions).

Child 2 repeated the same on his 2’s square so at this point I thought that more children may have been confused by this task so I decided to stop and speak to all 6 children at the same time. I realized that I needed to guide and re-explain the second task to attempt to make sure they all understood they needed to pick a different number to start at. I also used one child’s book and modelled to the group what I was explaining by showing them that I was counting in 2’s on the 2’s number square but this time I was starting at the number 5, therefore I used my ‘frog jumps’ to count onwards two hops each time, so I coloured in 5, 7, 9, 11 and so on (S2: Is able to guide pupils to reflect on the progress they have made and their emerging needs).

I believe my explanation was successful after this as child 2 completed his 5’s and 3’s square correctly, by starting at different numbers. Child 1 also completed this task well once I had re-explained it, however I feel she needed more support as I had to remind her to use her ‘frog jumps’ and counting slowly to ensure she didn’t make a mistake and move one jump too far (S2: Is able to take accountability for pupil’s attainment, progress and outcomes).

I think that I was able to effectively support this group of children in this particular lesson as I re-explained a task to them which they seem to have been confused about to begin with. By re-explaining the task and modelling to them what was expected, they were able to complete the desired task more independently and I feel that they all achieved the learning task today with some support.

After looking at their work, myself and my mentor discussed how the lesson went and came to the conclusion that child 2 could move on to work independently tomorrow on the next task which was more challenging, as he did very well in the lesson today and only needed support when reminding the group to pick a different number to start on for task 2. When the task was re-explained he completed it independently, therefore I feel the support I provided benefitted him in completing the learning task to the best of his ability, enabling him to move on to more challenging tasks in the next few days (S1: Is able to set goals which stretch and challenge pupils from all backgrounds, abilities and dispositions).

If I were to complete this task again I would possibly have a big laminated number square and a whiteboard pen so I could model specific number multiples and by also showing the frog jumps and circling the numbers I land on.

I believe that the children benefitted from the modelling I did today as they showed that they could complete the task afterwards, however I think that this type of resource would enable me to model and support individual children as well as group children if need be, without having to borrow a child’s book

Focused next steps:

  • Continue to build confidence when working with groups of children.
  • Make a laminated number square resource to use as for extra support.
  • Continue to mark the children’s work (particularly the children I have supported in groups) in order to see where they are at and what they have achieved in order to plan for their next steps.