10.00 am - A school based task at Berry Brow Infant and Nursery School
1.00 pm - University based interview at the School of Education, Lockside Building, University of Huddersfield
At the University, there will be:
- A brief introduction to the course
- An interview with the course tutor
- Various written tasks
You need to read and have understood the Teachers' Standards. You will be asked about this.
You will need to bring with you an object that you would use in a classroom with five to seven year olds to inspire a teaching session. You'll be expected to talk through how you would use the object and why you chose it. The object should be a 'hook', an engaging starting point for learning.
You will be expected to present a poem as if you were presenting it to a class of children. We will give you the poem on the day. You should note that this will be to the tutor and not to the other candidates or children.
At the local school, there will be:
- a 20 minute observed teaching activity
- a 5 minute reflection and feedback discusssion.
You need to bring a book and teaching resources to read and interact with a group of children from the following age range - foundation to the end of Key Stage one.
You will be observed by either a school teacher or a University tutor.
The session will only be around 20 to 25 minutes so you need to plan accordingly.
Again for this interview I did my lesson about the book 'Giraffes Can't Dance' and again used the worksheets created for my first interview.
For my object I took in a plastic wand and created a lesson plan around this.
The Mystery Wand Lesson:
1. Asking the children what a wand does and where they’ve seen a wand used before (in books, films or TV)
Children use their memory to think back to where they’ve seen wands before, this helps them imagine characters who would use a wand.
2. What character might use a wand? (A fairy god mother, a wizard, a witch, a fairy)
Children use their imagination to think of fictional characters who would have a wand and can then think about if they use it for good or bad.
3. Drawing an image of who would use a wand, are they good or bad?
Using their imagination to come up with a character who would use a wand, what would they look like if they were evil, how does this differ to someone who is nice?
4. If they could have one wish what would it be? Drawing a picture to illustrate this wish and writing a sentence to accompany it.
Using their imagination to draw the scene of their wish being granted. Then practicing their handwriting and spelling by writing a sentence to describe what is happening in their drawing.
5. Making their own wands and using this to grant wishes.
Helping improve fine motor skills and hand eye coordination by asking children to cut out star shapes needed to create the top of their wand. Then getting them to cut out strips of tissue paper or ribbon to decorate their wands with.
6. Acting out their sentences about making a wish in groups.
Encouraging children to work in groups and communicate with each other. Develops language skills as they have to explain ideas clearly.
