Name of Student Teacher: Shaikha

Date & Duration of lesson: Number of students: Age Range of students:

13-3-2017 45 20 Fs1
minutes.
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Begins to accept the needs of others and can take turns and Activity 1: Paint bees home.
share resources, sometimes with support from others.
Beginning to use more complex sentences to link thoughts. Activity 2: Sorting.
Explain why.
Usually manage washing and drying hands. Activity 3: Create a bee.
Recites numbers in order to 5.
Knows that numbers identify how many objects are in a set.
Beginning to talk about the shapes of everyday objects.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Each student will Description of activity 2: Students will be given
have a bubble wrap, white paper, roller and different pictures for insects and different things
yellow color. They will paint the bubble wrap to to sort between living things and not living
make bees home. things.

Learning Outcome(s): Learning Outcome(s):

- Understanding the world. -Identify each picture if it living or not-living and
- Creativity. explain why.
- Math: colors, numbers (counting the hexagonal in -Uses talk to connect ideas.
the cells). -Understanding the world.
-Communication and language.
Differentiation:
High level: Students will do it easily and they Differentiation:
will describe what they are doing or what they High level: Students will sort easily and they
have done after they finish and how the bee can will tell the teacher by their own why these
go inside it. things are living or not-living.

Medium level: Students will see how their Medium level: Students will sort easily and
friends did it, and then they may do the cell. they may answer why but not for all the pictures.

Low level: Students may do it with assistant Low level: students may only sort the pictures
help. and the teacher will explain why for them by
asking them different questions like: did the
caterpillar eats or drinks?

Description of activity 3:
Each student will have plat, two colors (yellow and black) and eyes to create their own bees.

Learning Outcome(s):
- Understanding the world.
- Creativity.
-Math: colors and patterns.
Differentiation:
High level: Create a bee with sticking the eyes and doing the pattern (6) and explaining what they
did.

Medium level: Create a bee but not clearly painting with the patterns only (4).
Low level: Create a bee with assistant or teacher helps.

The Structure of the Lesson

What the teacher does What the children do Comments:
Teacher will review about the Students will participate Ending from (sea animals).
previous lesson. with the teacher.

Asking students about the Students will answer the

insects. teacher and respect each
other.

Describe the activities on the Students will give their

carpet. attention to the teacher.

Open a song for transition (the Students will move to the

ants go marching). activities after they listen
to the song.
Teacher will move around the Students will be busy
students and will observe them; with the activities.
she will ask them questions for
assessing them.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection:
I enjoyed my lesson while Im teaching. It was very nice lesson for me and my MCT
liked my lesson, she liked it. In the carped I didnt sat there for a long time so it were not
making students feel boring from it. When I did the transition in was good and clear for
students to understand what I want them to do. Also with doing the activities which
students enjoyed in and they liked them. I gave them a nicely feedback and appropriate.
When I was interacting with the students it was friendly and I listen to them if they
wanted to tell me something or explain or even ask me about anything. I needed to start
thinking about reflecting for students learning for next semester.
 Name of Student Teacher: Shaikha
Date & Duration of lesson: Number of students: Age Range of students:
8-3-2017 45 20 Fs1
minutes.
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Begins to accept the needs of others and can take turns and Activity 1: Ball game.
share resources, sometimes with support from others.
Beginning to use more complex sentences to link thoughts. Activity 2: colored pins game.
Explain why.
Usually manage washing and drying hands. Activity 3: painting pattern
Recites numbers in order to 5.
Knows that numbers identify how many objects are in a set.
Physical development.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Students make a Description of activity 2: Students will be given a
circle and the teacher will stand at the beginning head of the jelly fish, fish and star fish and yarn
and she will hold a ball. She will through the ball so they will choose one of them and they will
to the one of the students and he have to catch stick the legs for the jelly fish or use the yarn to
it then the teacher will ask to give her one of the pass out the yarn in the holes around the animal.
living things or not living things.
Learning Outcome(s):
Learning Outcome(s): -Math: make a pattern what color is this?
Ball game. Differentiation: oral input (guidance) one on
-Physical: catching a ball one pressure.
-Understanding the world: what is living and
Differentiation:
not living? -Communication and language:
make animal or person sound Oral input (guidance) one on one
-Math: how many legs? pressure.

Differentiation:
High level: students will describe their answers
without teachers question.

Medium level: Students will answer the teacher

if she asks them to explain why this is living,
why it is not.

Low level: students will answer if it living or not

only.
Description of activity 3:
Student will be given a rectangle white paper to do the pattern using two colors. For example
(orange and black).

Learning Outcome(s):
Paint an AB pattern Math: what color is this? / Understanding the world: use colors of the
animals to do the patterns (example: black and orange for the tiger)
Differentiation:
Painting using different brushes & painting using different amount of boxes (High: 9 boxes
 Average: 6 boxes Low: 4 boxes).

The Structure of the Lesson

What the teacher does What the children do Comments:
Teacher will review about the Students will participate
previous lesson. with the teacher.

Asking students about the Students will answer the

animals that live in the land teacher and respect each
other.

Describe the activities on the Students will give their

carpet. attention to the teacher.

Tell the students to go and do Students will move to the

the activities. activities after their
teacher telling them.
Teacher will move around the Students will be busy
students and will observe them; with the activities.
she will ask them questions for
assessing them.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection:
When I was teaching this lesson I had a good voice that was clear for students so easy to
understand what I was saying. I was trying to make eye contact with all students and I did
it well with that. I liked the way I explained the activities in the circle time before
students go to do the activities. I walked around the students while they are doing the
activities and I asked them questions about the activities. I asked one of the students if he
wants to do the activities with me, who didnt do the activities and he just went to
different areas in the classroom, he accepted that because I sat on my legs while I am
asking him. I recognize that he likes people who talk with him with the clear and not loud
voice and when people sat on their legs so they can be on his length. Again I took notes
for students to assess them while I was walking around. It was a very nice lesson for me.
 Number of students:20 Unite: living and nonliving things Theme: land animals

Learning Outcomes:
Begins to accept the needs of others and can take turns and share resources,
sometimes with support from others.
Usually manage washing and drying hands.
Uses shapes appropriately for tasks.
Recites numbers in order to 10.
Can talk about some of the things they have observed such as animals.
Knows that numbers identify how many objects are in a set.
Beginning to talk about the shapes of everyday objects.

Supporting activities differentiated to three ability levels: (where

possible)
Description of activity 1: Students will be given a rectangle coloring paper and
different papers includes different land animals skin and different shapes for each
animal, they have to make a pattern from these animals skin and shapes.

Differentiation:
High level: students will make a pattern from 3 shapes from different animals akin
and they may do it in (4 times).

Medium level: Students will make a pattern from two shapes and they may do it in
4 times. .

Low level: students may two different shapes or skins and they may do it in 3 times
only.
Description of different areas: Students will be allowed to go in any area they
want so they can play and learn in the same time.
Different areas have differentiation for students and they may choose which of the
areas they like to play in.

Reflection:
With this lesson, I prepared one main activity about pattern which was the main focus for
this week in math. I explained the activity for the students during circle time and I asked
two of them to help me while I am explaining for them. It was a very good idea to get
students attention and let them interest with the lesson. After that I walked around the
students and I asked them questions about the lesson or what they were doing so that can
develop their self-esteem and their confidence also it can help them with social and
emotional skills. I had good eye contact and I was confidence with teaching the lessons.
Learning Outcomes:
Begins to accept the needs of others and can take turns and share resources,
sometimes with support from others.
Can talk about some of the things they have observed such as animals.
Shows care and concern for living things and the environment.

Supporting activities differentiated to three ability levels: (where

possible)
Description of activity 1: Students will be given cupcake paper, black papers
cutting in small lines for the eyes to glue it inside the cupcake paper and white
paper and papers cutting as a leaves for the body of owl. They have to make an owl
from these sources using glue and scissors also.

Differentiation:
High level: Students will do as what the teacher showed them and they will make it
nicely.
Medium level: Students may do it nicely with observing their friends.
Low level: students may do it but not by their own or they may not do it as a
medium or high level.
Description of different areas: Students will be allowed to go in any area they
want so they can play and learn in the same time.
Different areas have differentiation for students and they may choose which of the
areas they like to play in.

Reflection:
With this activity I liked what I have done because students were enjoying and learning
some of them were reminding their friends about the story they already took. I helped the
low level students and I showed them before they start how they are going to make it.
One of the students didnt know how to glue the black papers inside the cupcake paper
and I was busy with helping other student. So he just put lots of glue and I had to watch
them all. But generally students liked the owls because of the story and they all were
engage and they were interest in doing that activity.
 Name of Student Teacher: Shaikha
Date & Duration of lesson: Number of students: Age Range of students:
7-3-2017 45 20 Fs1
minutes.
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Begins to accept the needs of others and can take turns and Activity 1: Paint the puffer
share resources, sometimes with support from others. fish.
Beginning to use more complex sentences to link thoughts.
Explain why. Activity 2: Choosing one of
Usually manage washing and drying hands. three sea animals (jellyfish,
Recites numbers in order to 5. starfish fish).
Knows that numbers identify how many objects are in a set.
Beginning to talk about the shapes of everyday objects. Activity 3: fishing activity.

Activity 2: Free table.

Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Students will be Description of activity 2: Students will be given a
given a black paper that draws on it a circle, head of the jelly fish, fish and star fish and yarn
forks and colors. They will color the circle for the so they will choose one of them and they will
puffer fish. In the next day students will put the stick the legs for the jelly fish or use the yarn to
eyes and wings for their fishes. pass out the yarn in the holes around the animal.

Learning Outcome(s): Learning Outcome(s):

- An usually manage washing and drying hands. -Being creative.
- Beginning to talk about the shapes of everyday - count the legs or the holes.
objects. -understanding the world.
- Math: colors and shapes.
Differentiation:
Differentiation: High level: Students may use the small fish or
High level: students will use the forks carefully the small starfish students may do the jellyfish
and they will make a puffer fish using different and the starfish or the fish.
colors.
Medium level: Students will do one of the
Medium level: Students will choose different animals.
colors but they may not print the fork carefully.
Low level: Students will have big starfish and
Low level: students may do the puffer fish big fish.
using one color and they may not recognize the
circle without telling them, they may just passes
the fork on the circle.
Description of activity 3: Description of activity 3:
Student will be given disobey with yarn, under Student will have a free table and they may use
the yarn it will be a magnet, and fishes holding it to do different things to express their feeling or
with the pin, each fish will have a number so showing their understanding and being creative
they have to recognize the numbers. Students by making different things using different
will use disobey to do the fishing. materials.

Learning Outcome(s): Learning Outcome(s):

- Understanding the world. - Understanding the world.
- Creativity. - Creativity.
Differentiation:
High level: create a nest and cut the paper as
oval and make more than one egg and count the
eggs.

Medium level: create a nest and cut the paper

as oval but only one.

Low level: create a nest and cut the paper as a

circle.

The Structure of the Lesson

What the teacher does What the children do Comments:
Teacher will review about the Students will participate Ending from (sky animals).
previous lesson. with the teacher.

Asking students about the Students will answer the

animals that live in the ocean. teacher and respect each
other.

Describe the activities on the Students will give their

carpet. attention to the teacher.

Tell the students to go and do Students will move to the

the activities. activities after their
teacher telling them.
Teacher will move around the Students will be busy
students and will observe them; with the activities.
she will ask them questions for
assessing them.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection:
In this lesson I didnt prepare for the questions I would like to ask students during circle
time but in general students like that when I did the ball game with them. They were
interest with this game and all of them were trying to answer the questions when I asked
them for examples about living and non-living things under the sea. I had a clear voice
and I did well with preparing the activity which students liked. I walked around and I was
assessing students by observing them also I prepared for the next lesson to do an activity
to assess students also. I prepared good activities that can help students to learn more
about living things under the sea. In the next lesson I would like to prepare for the
questions if I had an activity with questions for the students.

Number of students:20 Unite: living and nonliving things Theme: land animals

Learning Outcomes:
Begins to accept the needs of others and can take turns and share resources,
sometimes with support from others.
Can talk about some of the things they have observed such as animals.
Shows care and concern for living things and the environment.

Supporting activities differentiated to three ability levels: (where

possible)
Description of activity 1: Students will be given cupcake paper, black papers
cutting in small lines for the eyes to glue it inside the cupcake paper and white
paper and papers cutting as a leaves for the body of owl. They have to make an owl
from these sources using glue and scissors also.

Differentiation:
High level: Students will do as what the teacher showed them and they will make it
nicely.
Medium level: Students may do it nicely with observing their friends.
Low level: students may do it but not by their own or they may not do it as a
medium or high level.
Description of different areas: Students will be allowed to go in any area they
want so they can play and learn in the same time.
Different areas have differentiation for students and they may choose which of the
areas they like to play in.

Reflection:
With this activity I liked what I have done because students were enjoying and learning
some of them were reminding their friends about the story they already took. I helped the
low level students and I showed them before they start how they are going to make it.
One of the students didnt know how to glue the black papers inside the cupcake paper
and I was busy with helping other student. So he just put lots of glue and I had to watch
them all. But generally students liked the owls because of the story and they all were
engage and they were interest in doing that activity.
 Name of Student Teacher: Shaikha
Date & Duration of lesson: Number of Age Range of students:
students:
26-2-2017 45 20 Fs1
minutes.
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Uses talk to connect ideas. Activity 1: Sorting.
Listens to others.
Shows confidence in asking adults for help. Activity 2: Mosaic birds.
Realises not only objects, but anything can be counted,
Including steps, claps or jumps. Activity 3: Create a nest.
Can talk about some of the things they have observed such
as animals.
Shows interest in shapes in the environment.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: In this activity Description of activity 2: print out a template
students will sort living and non-living things of 2 different birds and ask students to choose
that are in the sky. Show some pictures and their favorite color and make some figure prints
some of the students can explain why they are in that bird templates. Students choose different
not-living or living. colors for the bird to look mosaic.

Learning Outcome(s): Learning Outcome(s):

-Identify each picture if it living or not-living and
explain why. - Explores colour.
-Uses talk to connect ideas. - Make their own design.

Differentiation: Differentiation:
High level: students will sort easily and they High level: they will choose different colors
will answer why they are living or not-living. they like and they will explain why they choose
these colors.
Medium level: Students will sort easily and
they may answer why but not for all the pictures. Medium level: they will do it but they may not
paint the whole picture.
Low level: students may only sort the pictures
only and the teacher could explain why for them Low level: they may just do as their friends.
by asking them different questions like: did the
bird eats or drinks?
Description of activity 3:
Student will have a straw and glue to create their own nest then they will have papers so they will
cut them on circles to look like eggs.

Learning Outcome(s):
- Understanding the world.
- Creativity.
Differentiation:
High level: create a nest and cut the paper as oval and make more than one egg and count the
eggs.

Medium level: create a nest and cut the paper as oval but only one.

Low level: create a nest and cut the paper as a circle.

The Structure of the Lesson

What the teacher does What the children do Comments:
Teacher will review about the Students will participate Ending from (land animals).
previous lesson. with the teacher.

Tell the students about the new Students will answer the Some of students may didnt do the
theme and staring with asking teacher and respect each activity to the teacher may do with
the students.
them questions for warming up. other.

Make a discussion about living Students will collaborate In this area students will
and not-living things on the sky. with their teacher. develop their PSE.

Tell the students about the Students will move to the

activities and ask students to activities after their
go and do the activities. teacher telling them.
Teacher will move around the Students will be busy
students and will observe them; with the activities.
she will ask them questions for
assessing them.
Teacher will use the ring for the Students will move to the
transition after they finish from carpet.
the activities.
Teacher will ask students about Students will tell the
the activity they liked more and teacher about the best
she will discuss it with them. thing they did and which
activity they liked more.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection:
I did very well with this lesson when I started my lesson with circle time, I described for
the students about the activities and I walked around to assess them during the class time.
I took note and I had a good eye contact and I had a good, clear voice to let students
understand easily. I gave positive feedback for the students but I need to give more
enthusiastic positive feedback. It was my problem or what I need to try to work in during
my teaching practice. I also needed to add assessments even summative or formative
assessments in my lesson plans.