APPENDIX GA36c

LEVEL 6 ASSESSMENT SPECIFICATION

Student name:	Coral Hooper	Student ID number:	1706445
Programme:	Primary
Module:	Principles of Pedagogy
Module code:	M6X01438/C	Contribution to Overall Module Assessment (%):	100%
Lecturer:	Siân Brooks	Internal Verifier:	Siân Brooks
Assignment Title:	‘Describe a learning event which has happened during your recent school experience. Reflect upon what took place, connecting events to theories of learning and teaching. Make recommendations about how you could improve your own practice in the light of this. Produce a poster to illustrate how you would develop the elements of an effective learning environment.’	Word count (or equivalent):	5,000 or equivalent.
Submission deadline:	17/10/18 (23.59)	Return date of provisional marks & written feedback:	14/11/18
Submission method:	All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.
Academic honesty / referencing:	Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.

‘Describe a learning event which has happened during your classroom observation. Reflect upon what took place, connecting events to theories of learning and teaching. Make recommendations about how you could improve your own practice in the light of this and produce a digital poster to illustrate how you would use all of this information to develop the elements of an effective learning environment.’

Module Number: M6X001438

Student Number: 1706445

Introduction

My learning observations took place in a mainstream primary school, in a city in South Wales. This school is a pilot setting for the Welsh Assembly Government’s Foundation Phase. There are approximately 350 pupils within the school, including Nursery. The pupils within this school are from a range of cultural backgrounds. Social background and display a range of abilities. 60% of the pupils within this school are classed as Additional Learning Needs, but not all are catered for or funded. Very few pupils are statemented for additional learning needs, Estyn (2014) reports that 52% of the pupils have additional learning needs, but not all can be catered for. This is problematic for the children who have additional learning needs as every child deserves the right to the best education that they can get. However, the school are doing a fantastic job dealing with these extra needs and providing in any way that they can for the children. Over a third of the school are entitled to free school meals, which is significantly high. I will be critically analysing and evaluating how ‘Carousel Learning’ in Key Stage 2 is being used, brought up from the Foundation Phase. Carousel learning has been implemented in the Foundation Phase since the new curriculum was put into practice, however, with Donaldson’s development ideas, Carousel Learning is being brought up to Key stage 2 and slowly phased out. Through my observations, I will consider other theories around certain areas of the classroom and reflect on how I can develop this further through my own learning environment. Malaguzzi, 1998 quotes Reggio Emelie ‘Education must come to be recognised as the product of complex interactions, many of which can be realised when the environment is a fully participating element.’ Claxton and Carr (2010), agree with this statement around the environment by saying that these qualities are needed ‘Prohibitive, Affording, Inviting or Potentiating. We could also consider: ‘Negotiated’ Les, Shapers and inhibitors of classroom culture. Greenman, J (1988) develop Claxton and Carr’s qualities ‘Rich in experience, Rich in opportunities, Rich in teaching, Rich with people, Significant to children, Places children can call their own’ all of these fundamental qualities need to be considered when thinking about the learning environment.

Part 1: Observe.

Whilst on my bridging experience, I was able to focus on the use of Carousel Learning within the Foundation Phase – Year 1, and Key Stage 2- Year 5. these experiences were both useful and essential whilst observing Carousel Learning. I was able to see how it is implemented through the Foundation Phase and Key Stage Two. I was able to observe the transition from Foundation Phase and how the children dealt with this situation.

From past experiences in various schools, this school demonstrated one of the best Carousel Learning techniques that I have seen. This was noticeable in the children’s behaviour and joy of what they’re doing. The children were happy to be in class and took instruction well. In the Foundation Phase it was more teacher led with preparing certain tasks based around a topic or interest of the child. Key Stage 2 was more independent led learning through topics that the children had chosen.

The Year 5 children met with their children and teachers to use mind maps to decide what they would like to learn in the classroom, after teachers had written headings of the essential curriculum subjects. Whilst I was able to read through these mind maps, I had noticed that some of the wants of the children were unrealistic during a school setting. This however, did not affect how the teacher planned their lessons, and displayed the mind maps on the wall, so that children can feel that they have had their voice heard and be excited about what is next.

In the morning, when the children arrive, they know the routine and expectations of what they are to do. Firstly, they sit on the carpet – which I found interesting for a year 5 class to do so. After the register they then complete their morning activities which were: coding, spelling, welsh and guided reading. This was used in their carousel learning groups 1-4 so that every morning they are doing something different.

Carousel Learning means that Groups 1 and 2 could complete independent work, where they do not need the teacher, and Groups 3 and 4 would work with the teacher and teaching assistant on welsh and guided reading. This provides a better learning environment so that working in smaller groups, enables the teacher to work closer and give more attention to the children’s needs.

In this school, Carousel Learning meant that Groups 1 and 2 had challenge cards which were stuck on to boxes with the materials and resources needed to complete these challenges. The children were able to complete this work, mostly, without any adult input. The challenge cards were easy enough work for the children to complete independently. Whilst this took part, Groups 3 and 4 splits on different tables completing focused teacher led work. “The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born.” (UNICEF, 2007)

The topics that the children are learning, are founded around their EPIC Planning mind maps, which were created with teachers, parents and children. This is a fantastic resource to ensure that parents and the children’s voices are heard. Teachers are able to centre their learning around the interests and wants of the child. See below Figure 1:

Figure 1.1

Figure 1.2

As you can see in the image above, the subheadings are following the curriculum, but also the new areas of learning suggested by Professor Donaldson (2015). The majority of the ideas that were suggested are suitable to use in learning, however, there are some which are a little unrealistic to be done within a school environment. These EPIC Planning maps are placed outside the classroom for the children to see and read as an encouragement that they are learning what they asked to learn about.

Using Carousel Learning in Key Stage 2 is significantly different to using it in the Foundation Phase. However, children know the routines of Carousel Learning, and enjoy doing different activities every day, rather than sitting in the same seat all day learning about one thing. Children are able to sit on sofas, research on iPads, laptops, use worksheets at different work stations

Figure 1.3

Part 2: Connect.

Carousel Learning is an affective way of keeping children focused through learning. Moyles, J (2010) whilst writing about the need of learning through play writes “sometimes the play is only available when children have finished their work” here we read of something written in a different context yet relating to the link of learning through play. Carousel Learning is not just play, but a means of giving children a set routine, but allowing them to focus on activities that they have chosen through pupil voice. However, if not grounded properly and rules not explained around carousel learning, it will not work, and behavioural issues will increase at any age.

Vgotsky,( 1978 )‘Social constructivism highlights the need for children to use social interactions with their peers and adults to formulate constructions of their world and develop concepts’ Vgotsky simplifies social constructivism. Children learn through others, as do we all. Forming behaviours through other examples are how we learn through right and wrong. Forming social interactions at such a young age is important. Every individual at any age need social interactions with others. We bloom from these experiences and we find ourselves in the process.

The learning environment is an important factor in a child’s education. Penrose et al., (2001) agrees with this importance ‘there is now much evidence that educational spaces and their design affect children’s learning’ as educators, the learning environment in which we teach has never been so important and crucial to a child’s education. Children have an influence on how they want to learn, and they will be vocal about this. Children need to feel safe and free to learn through their own means. Children are curious in so many ways, and we as educators need to allow this to happen safely.

Gandini, (1998); Ellsworth, (2005); Rinaldi, (2006) agree with Penrose et al., (2001) ‘Physical environments that are planned to offer opportunities for shared activity, communication and cooperation allow children to construct their knowledge and understanding of the world’ All theorists mentioned agree with the need of freedom but within a safe environment using boundaries. This opinion relates to social constructivism, as children can explore boundaries with their peers, and the environments too. These opportunities provide an open door of means of communication, without any restricted feelings or being conscious of adults watching their every move. Being an explorer requires doing things that are not familiar. This gives a fantastic experience for children to constantly learn through new and different experiences.

We see these types of environments in outdoor learning. Grahn et al. cited in Williams-Siegfredsen, (2007) ‘The value and importance of access to outdoor play has been explicitly acknowledged in the Early years foundation stage (EFYS) and is well documented by research that focuses on the experiences of children attending outdoor nurseries. Such research has shown that children with access to outdoors have better concentration, better physical and motor development’ outdoor learning has been implemented in the curriculum to enable children to learn from a variety of environments, not just an indoor experience. Children bloom when they feel safe and free, and able to absorb every moment that they have within their environments to enrich their learning. Dependent on the outdoor learning environment, educators are able to provide through provision enhanced learning. Educators can dictate how they want the children to play if need be.

DfES, (2007: 7) agree with previous opinions ‘sometimes their play will be responsive and boisterous, sometimes they may describe and discuss what they are doing; sometimes they will be quiet and reflective as they play’ these are two contrasting points of view in one statement. However, as educators we know that children have many sides within them. All children will be boundary pushing at times, through louder play. They are simply expressing themselves in a safe environment until the boundaries permit them to. On the contrary, children may use freedom to express themselves in a quieter manner, where they feel comfortable to do so.

Bennett, N; Wood, L; Rogers, S (2001) explain further around the subject of play within the curriculum and education environment ‘Play is regarded as both special and vital in early years education and in broad terms, there are clear views about defining qualities and what it does for the child’ we understand these terms through many ways, such as children’s interests and curiosity to learn. We see this develop through the Foundation Phase and Key Stage Two within primary schools. The pupil voice is the centre of how we need to educate the future generations. We read about this in Professor Donaldson’s Successful Futures Report (2015). There is a huge emphasis on how we listen to the pupil, how and what they would like to learn under the areas of learning. Play enhances the quality of learning and a sense of ownership through natural play.

Bennett, N; Wood, L; Rogers, S (2001) continue to advance on their theories ‘children know intuitively what they need and can automatically meet those needs through play’ many other theorists agree with this theory, although some ‘old school’ educators believe that children learn through formal teaching only. Play can enhance a child’s learning without the means of behavioural provisions. However, initially until rules and boundaries are established, children may find the change of environment to be overwhelming and act out in this case.

Part 3: Reflect and Innovate.

Attached is my ideal learning environment for a Year 2 class. I have used a blend of experience and knowledge to create this. There are many aspects to the learning environment that we need to consider, in order for the child to gain the best that they can in their learning experience. Many theorists have given their opinions through experience and research to add to these factors.

Firstly, I think that it is important to have a carpet area as a group to meet before the day begins and at the end of the day for reflection. The carpet area is an inclusive area in which all children can gather and be instructed further through the use of the pro-wise whiteboard.

The ICT area is a must. In Donaldson’s Successful Futures Report, he gives guidance where Digital Competency is key in the future of Education. The use of IT is becoming essential to education and the future world. This generation is competent on technology, we see this everywhere in all environments.

Helwig, (2006;459) tells us that ‘as children develop skills and abilities related to psychological needs for self-expression and competence, they will claim areas of autonomy related to the exercise of these abilities, in accordance with the possibilities afforded by different cultural environments’ Through my first hand experience of carousel learning within an educational setting, I would favour this approach through all the year groups within primary school. However, I would take this further by developing the resources that are used for the children, and possible develop this outside of the classroom environment. See figure 1.3 as an example of the challenges that are created specifically for carousel learning. These challenges are developed around the pupil’s interests and ideas towards their learning. This could be developed into a whole school approach, and also cross curricular as I would bring carousel learning into all areas of the curriculum.

Outdoor Learning is another area of learning that needs to be considered for every class. I have experienced poor outdoor learning provision, as well as incredible outdoor learning provision. As an educator, I want to develop on the ideas that I have seen in various schools and provide the best that I can for my pupil’s. Alvarado, A and Herr, P.R (2003) write about a formal school ‘when you first enter the classroom, you are struck by the utter silence that pervades the room. Students are hunched over their desks for what surely must be the test of the year’ this observation is well written. We do not want to be a contributor to putting children through this, when they naturally want to be moving about, and exploring different environments.

I am a believer in the use of role-play within a classroom and the part it plays in a child’s learning. Thornton, L. and Bruton, P. (2005) help us understand the need of the child as self ‘Fundamental to the Reggio approach is the image of the child as rich in potential, strong, powerful and competent. At the centre of the Reggio pedagogy is the child who is confident in building relationships; who holds his or her own values; who wants to be respected and valued for himself as well as holding a respect for others; who embodies a curiosity and open-mindedness to all that is possible’ Thornton and Bruton have simplified the need for a child’s well-being as well as the need for seeing the child as an individual. As educators, we need to view the child as an individual and assess their needs specifically for them. I find this challenging as an educator as we are responsible for every child, not just one. I would take this into my teaching through the use of freedom within role-play areas.

This leads on to the place of construction areas in classrooms. Whilst observing children using these areas, I have been encouraged that children stay at this area for such a long period of time. We would naturally assume that it is boys who take advantage of these areas, however, it allows all children to interact and use their imagination through this provision. I observed a few reception aged girls using this area, and creating a princess castle, yet their male peers joined in with their role play. I would adapt this area to not just be seen as ‘building blocks’ which are regularly used in classrooms but create different resources where children can take part in similar activities. I would also provide tasks for the children to create in their own particular way and present to each other and see how we can develop their ideas. This then, allows for assessment for learning to be brought into the classroom through peer assessment.

In my learning environment I have included a quiet area. Some may assume with the use of carousel learning being so present within the classroom, that the child would not be able to take this time to sit quietly. Children need a time to reflect, read, relax during their day. As mentioned previously, DfES, (2007: 7) writes for us to ponder on the child as an individual ‘sometimes their play will be responsive and boisterous, sometimes they may describe and discuss what they are doing; sometimes they will be quiet and reflective as they play’ All children are different, we know this. The quieter children that we presume would be the ones to use this area, are usually the ones who find their voice through other provisions. However, some of our more vocal and energetic children, use areas like this to take time out as they are not provided these areas at home or in other parts of their lives. This is encouraging to watch when we see children flourish through quiet areas. I would adapt this area to the children within my class. They would provide the options and resources that they want in this area. We are not the ones who this area is for, the children are the ones using it, so they are the contributors of what they want in this area, and how they want to learn from this environment.

Also, in my learning environment, you will see that I have included a messy play area. To some educators, this could be absolute chaos. However, it can be perfect for teacher led provision and fine motor skills. Bruner, believed that ‘learning is initiated and enhanced by a more knowledgeable other through scaffolding e.g. guiding, prompting, discussing, questioning and providing stimulus materials’ through the Zone of Proximal Development, we see that children are not able to move forward without the ‘ZPD’.

Conclusion

To conclude, I have explored through my observations, theories and reflection many aspects of education and considered this whilst reflecting on Donaldson’s Successful Futures Report. Education in the next few years is going to be exciting but also terrifying for many educators, as we adapt our theories of education within Wales. Moving Carousel Learning through to Key Stage Two is working in classrooms. The children know the routine from Foundation Phase and know the boundaries that are in provision for them. Many theorists have written about the pros and cons around the need of play within the educational setting. When considering the learning environment, we need to strip right back to the basics – the child at the centre. As educators, we need to ensure that the child is placed high in our priorities as we consider external factors towards the learning environment. Through writing this assignment I have been able to use the observations to analyse and reflect on this particular schools learning environment, and way of teaching. In Professor Donaldson’s Successful Futures Report (2015), pupil voice is key. Lead pioneer schools are already using this development from Donaldson’s report and making it unique to their schools. Pupil’s are already flourishing from using pupil voice as they feel that they are being heard. Children speak of their interests and what they would like to learn, although this puts a lot of pressure on the whole-school and their educators, the child is able to learn through interests, and therefore more likely to develop in their learning journey. As I develop in my educational journey and teaching journey, I am able to observe these theories in action and develop what I think will work and what will not work. Moving forward with my ideal learning environment, as mentioned, it is a blend of my observations, reading and reflection. All aspects from my ideal learning environment are beneficial for the child as an individual. Learners need us as educators to ensure they feel safe within their learning environments and provide pupil led provision as well as teacher led provision.

References

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*Cremin, T., Arthur,J. (eds) (2014) Learning to teach in the Primary School Abingdon: Oxon 3rd edition

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Thornton, L. and Bruton, P. (2005) Understanding the Reggio Approach. London, David Fulton Publishers Ltd.