Teaching Practice Project: Scheme of Work and Lesson Plans

This project delves into the multifaceted role of a teacher in early primary education, encompassing responsibilities, legislation, and promoting appropriate behavior and diversity in the classroom. It analyzes initial and diagnostic assessment methods to establish individual learning goals, and provides detailed schemes of work and lesson plans for subjects like Maths and English, including self-evaluation components. Furthermore, the project explores various assessment principles and methods, evaluating their effectiveness on different learners. It also covers communication methods, reflecting on teaching practice and referencing relevant literature to support the discussed concepts. The project aims to equip educators with practical tools and insights for effective teaching and student development.

PROJECT INCLUDING
SCHEME OF WORK PLAN
AND LESSON PLAN

TABLE OF CONTENTS
TASK 1............................................................................................................................................4
Analyze own role andresponsibilities in education and training as teacher................................4
B) Summarize key aspects of legislation, regulatoryrequirementsand codes of practice relating
to own areas of teaching, education and training........................................................................4
TASK 2............................................................................................................................................6
Analysis of roles and methods of initial and diagnostic assessment in agreeing at individual
learning goals with the learners...................................................................................................6
b Identifying the reason of meet their individual need of learning..............................................8
c Presenting the point of referral for learners help......................................................................8
TASK 3............................................................................................................................................9
Schemes for Teaching Practice for Early Primary School..........................................................9
TASK 4..........................................................................................................................................14
Lesson Plan for Maths...............................................................................................................14
Lesson Plan 1: Topic: Number and place value........................................................................15
Lesson Plan 2: Topic: Addition and subtraction........................................................................15
Lesson Plan for English.............................................................................................................16
Lesson Plan 3: Topic: Grammar and Punctuation.....................................................................16
Lesson Plan 4: Topic: Spelling..................................................................................................17
Self-evaluation lesson plan 1:....................................................................................................18
Self-evaluation lesson plan 2:....................................................................................................18
Self-evaluation lesson plan 3:....................................................................................................19
Self-evaluation lesson plan 4:....................................................................................................20
TASK 6..........................................................................................................................................20
a. Analysing various principles of assessment..........................................................................20

b. Different methods of assessment...........................................................................................22
c. Effectiveness of assessment types on different learners........................................................25
TASK 7..........................................................................................................................................26
a. Demonstration of core elements............................................................................................26
b. Benefits and limitations of communication methods............................................................27
TASK 8..........................................................................................................................................29
Reflection of the teaching practice in different areas................................................................29
REFRENCES.................................................................................................................................32

TASK 1
Analyze own role andresponsibilities in education and training as teacher
Own role and responsibility as a teacher
As a teacher I should have ability to plan, prepare and delivers lessons to the participants.
I must have knowledge to teach students on the basis of national curriculum guidelines within
my specialist subject area. I should have ability to encourage student to participate in lessons and
other school activities (Ottesen and Møller, 2016). I should have good leadership skills so that
can support other team members to implement school’s development plan in effective manner. I
should have good communication skill that is one of prime demand by primary school because
there are various students who do not have good ability to communicate with teachers or due to
miscommunication unable to share their views to the student. So, it is highly essential for the me
as teacher to have good communication skills then I can effectively access and reports on the
students’ behavior. It is primary role teacher to taking part in opportunity to boost own learning
with the support of continuous development program. So, I should have this ability as well.
These all abilities posses by my so I can be good teacher in primary school.
Analyze relationships and boundaries between teaching roles and other professional roles
It is important for the teacher to have ability to build good relationship and limits
between teaching roles and other professional roles. For example professionalism needs to
maintain a systematic standards and meets own responsibility to learners. It is gained by setting
professionals and personal boundaries helps to be clear about limitation and own professional
role which involves. For example,teachers always be in their professionalism manner while
building good relationship with students and never shares their personal information to the
studentto get personally because it reflects negative impact on other students. So, it is essential
for the teachers to treat all students equally and should avoid to touch with students
inappropriately.

B) Summarize key aspects of legislation, regulatoryrequirementsand codes of practice relating to
own areas of teaching, education and training
A teacher is like a pacemaker and a great example for the student so it is essential for the
teacher to follow all key aspects of legislation and code of practice related to teaching and
learning. For example, I should not abuse or discriminate any student physically and mentally in
the primary school. I should respect them and have followed a course planned before teaching in
class and dress properly. While codes practice is a set of written rules and regulation which
explains that how individuals work in the professions and teacher musty behave (Johari, Tanand
Zulkarnain, 2018). I should ensure that I meet al criteria towards the professional learning which
have already sated by governed bodies, develops more skills and expand my knowledge as good
professional teacher. Thus, I will follow all rules related to my teaching profession before
teaching primary school’s students.
. Ways to promote appropriate behaviour and respect for others
It is the responsibility of a teacher to ensure that a positive environment is maintained in
class where all the students behaves in a good manner with each other and also with teachers.
The responsibility of this totally lies in the hand of teachers as they are the role model for
students whose path they follow. In my opinion, a teacher can follow various ways to inculcate
the good behaviour and a sense of respect among each other which are as follows:
 I myself believes in talking with the students politely as they learn from the teachers. So,
I realized that whenever I talk to the students with complete politeness and respect, they
also behave in the same manner with each other and with me.
 I become a good listener whenever any conflicts arise. I do not listen one person and
takes an effective decision which do not hurt any of them. I listen and respond effectively
to the opinions of all rather than being biased for some (Chinwendu and Shedrack, 2018).
 I establish certain routines in which the students do not get confused and perform their
responsibilities effectively which do not lead to conflicts and bad behaviour.
 I also ensure that the learning environment is also tidy, suitable and safe. I do not create
such environment in class which forces the students to misbehave with each other in
order to progress.

 I also maintain up to date records which do not get me and the students confused. This
creates a sense of confidence in me that helps me in expressing my points which forces
the students to respect me (Yassine, Tipton‐Fisler and Katic, 2020).
d. Promoting equality and diversity in teaching practice
The students in a classroom comes from different backgrounds and culture. So this is the
foremost responsibility of the teacher to implement the equality and diversity practices in the
teaching:
 I treat all the students fairly and equally irrespective of the background, culture and the
family.
 I actively promote multiculturalism in the lessons I teach which forces the children to
value the culture of each other (Palacios, 2016).
 I try to use most of the resources in my teaching methods with the multicultural themes.
 I plan the lessons which helps in reflecting the diversity in the classroom.
 I do not discriminate anyone on the basis of race, caste, gender and any other aspects.
 I give equal opportunities to all the students and motivate all of them to participate in all
activities.
 I set the clear rules regarding to the fact that how everybody should be treated.
 I avoid using the stereotypes in the examples I give in the teaching lessons and also in the
resources (Ylöstalo, 2016).
 I strive hard to create an all-inclusive culture for the staff and students.
 I use variety of teaching and assessment methods which creates an environment of
innovation and creativity.
 I ensure that I follow all the policies and procedures in the learning materials which do
not promote discrimination on any basis.

TASK 2
Analysis of roles and methods of initial and diagnostic assessment in agreeing at individual
learning goals with the learners
For a learner the most important thing is to have proper knowledge of the initial and diagnostic
assessment for agreeing at the individual learning goals for the personal learning and
development. If the learner is not having the required initial assessment then they will not be able
to set the goals for themselves. The initial assessment provides a basis to the student that where
the student must begin with their learning (Kesler, 2019). This is essential because of the reason
that there are many different types of ways in which a person can set the goals for their learning
and personal development, but it is confusing as to the fact that which method to be used for the
development and setting up of goals. Hence, for this the initial assessment and the diagnostic
assessment is very essential for agreeing to the individual learning goals. The diagnostic
assessment is a concept which is related with the specific skill that need to be possessed by the
teacher as for baseline of the student and set the learning goals on the basis of the strength and
weakness of the student. Further on the basis of the information collected for the diagnostic plan
the collected information can further be used in developing a plan for the student to learn and
develop new and effective skills.
The use of initial and diagnostic assessment is closely related to one another and for this it is
essential for the learner to make effective use of both the initial and diagnostic assessment. The
method or process through which it can be implemented by the learner in enhancing the goals
and learning style by them includes the following process-
 Firstly the student must personalise their learning by analysing the strength and weakness
of the person.
 Further after the analysis of the strength and weakness it is the duty of the teacher or
person involved in development of student to make and develop an individual learning
plan.
 Further the next step for the person is to begin the process of the assessment and continue
with the plan which is being planned by the teacher or responsible person.

 In the end the last stage is to monitor and recheck that whether the student is doing or
learning as per the plan made or not. This is essential as this will assist the person in
developing more effectively for the purpose of learning and developing oneself.
Further there are many different types of methods with which the initial and diagnostic
assessment can be conducted (Hunter and Brown, 2018). These methods generally includes
documenting, self- assessment, discussion, use of various types of assessment tools, observation,
structured activities and many other different types of methods. All these method assist the
person in developing and working in the direction of attaining the goals of the person which are
set for self development and growth.
For example if student has already a plan that they have to develop their communication skill
then it will be easier for them to work on improving it.
b Identifying the reason of meet their individual need of learning
It is quite necessary to determine the individual needs and meet the same by learners
because it boost their morale and also encourages them. In addition to this, there are some cases
where the learner do not gain much when the study is performing with a mass instruction. That is
why, if a teacher provides individually prescribe instruction (IPI) then it actually assist learners
to understand as well as grasping the educational concepts. Moreover, by identifying the need of
a learner will help to exactly deliver the same need. In the primary education school, education is
a crucial to the success of an individual in their adult life and that is why, there is need to
understand the need of a learner and then provide the same.
In addition to this, it is also analyzed that a learner have their own individual learning
need and teacher adapting their best ways in order to meet the define aim. For example, teacher
in the primary education classes, tries to promote the safe environment and always tries to
minimize the difficulties in order to meet the define aim. Also, by identify the need, teachers’
tries to increase the self- esteem and motivate their employees in order to cope up with any
challenges. Zhang and et.al., (2018) also stated that need of a learner clearly represented the gap
between what a student wants to get out from learning program and their current state of
knowledge. That is why, there is a need to determine the exact need so that teacher may take
necessary action that during the class- room practices and tries to provide best learning by
adopting preferred learning styles. For example, during session, through conversation with

students and interview process it will be easy for the teacher to understand the need. Also, there
are special need child who faces issue with regards to their need such as dyslexia, financial
issues, health concern which can be identified through initial assessment.
c Presenting the point of referral for learners help
There are various point of referral which an organization should offer in order to get
proper results. Such that
Internal Offices, proper registration of a students, provide assistance to student,
specialist colleagues. Language interpreter.
External Carers, charities, health centres, police and relevant website or agencies.
With the help of these point of referral, an individual or a learner may get help from the
organization which they need to be contact. Also, there are many agencies are hired by the
education centre who assist a learner in order to get correct decision which in turn leads to
improve the results as well (Stenlund, Jönsson and Jonsson, 2017). Moreover, in the teaching, it
is a process or the steps which helps them to provide extra assistance for the students in order to
work directly. On the other side, there are some other special education evaluation centre or
counseling services who also provide their best services in order to provide proper information to
the learners.
TASK 3
Schemes for Teaching Practice for Early Primary School
Time
Duration(1
hour in 1
week)
Themes to be
taught
Description Expected outcome
1st week Me and My family
Parents, Family,
types of families,
relationship
In this session, the learners
will be taught about the ways
in which they can introduce
themselves. They will also
develop the concept of caring,
After 1 week, the
students will be able to
introduce themselves in
sentences like My name
is… etc. They will also

sharing, love and respect
(Bayrakdar and Guveli, 2020).
They will be taught about how
to address their mother, father,
sister and other family
members like aunt, uncle,
grandfather etc. The main
focus is to aware the students
about the bond they share with
their families.
be able to use the
sentences like This is my
mother… etc. The
students will know about
the family members and
how to pronounce the
relationship they share.
2nd week Introduction to the
things used at
home.
The students will be
encouraged to identify the
various things used at homes
like clothes, food, water,
utensils etc. Various rhymes
will be taught in which these
items are included. The
students will be told to bring
certain items from their
homes.
The students will be able
to recognise the various
things which are used at
homes and will be able
to express that what all
things are there about
which the students are
unaware of.
3rd week Introduction to
various colours
In this module, the teachers
will teach the concept of
different colours especially
primary colours like red, blue,
green etc. Various things of
different colours will be
demonstrated to give practical
knowledge about the colours.
The learners will be able
to identify the colour of
certain objects like
tables, chairs, balloons,
back boards etc.
4th week Introduction to
fruits.
The students will be taught
about the concept of fruits and
The students will be able
to analyse the difference

the various fruits we eat
regularly such as apple,
banana, orange, grapes etc.
The teachers bring some fruits
and ask the students to bring
some too (Braun and Maguire,
2020).
between each fruit and
pronounce the names of
various fruits.
5th week Introduction to
various vegetables.
The teachers will taught about
various vegetables like
ladyfinger, potato, onion etc.
The students will be able
to recognize the
vegetables.
6th week Introduction to
different tastes
In this module, the students
will be introduced to different
tastes such as sweet, sour,
bitter etc.
The students will be able
to analyse the taste after
eating or drinking
anything.
7th week Introduction to the
concept of seasons
The teachers will teach about
various seasons like summer,
winter, rainy etc. and the
clothes to wear like cotton,
woollen etc. and also the food
to eat.
The students will be
analyse by feeling that
which season it is and
which clothes to wear
and which type of food
must be eaten.
8th week Introduction to
flowers
The teachers will give
introduction to the students
about the different flowers like
rose, lotus and display various
flowers so that they can
recognize the difference
between them (Berladyn,
2017).
The students will be able
to identify the flowers
with the names and
colours.

9th week Introduction to
plants and trees
The teachers give introduction
to the students about plants
and trees. Also they can take
the students to nearby farms
and nurseries.
The students will be able
to know about various
plants and trees and can
recognize them when
they go to places nearby.
10th week Introduction to
Types of birds
In this module, the students
will be taught about different
types of birds in the sky and
also teach them about their
habitats (Aidinopoulou and
Sampson, 2017).
The students will be able
to recognise the different
types of birds which they
see daily.
11th week Introduction to
Types of animals
In this week, the students will
be taught about different types
of animals and their habits
such as water, land etc. Also
they will be informed about
the food they eat.
The students will be able
to identify the various
animals by their names
along with where they
live.
12th week Introduction to
media
The various modes of
communication such as
television, telephones etc. will
be taught in this module and
the ways in which they are
used to meet the daily
requirements.
The students will be able
to examine the various
types of media which are
communicate among
each other.
13th week Means of transport The different types of
transportation such as land
transport, water transport and
air transport will be taught to
the students which helps them
The students become
able to analyse the
vehicles they use in
going from homes to
school. Also, the