Book Art

Whilst on Professional Practice 1B, I taught a series of English lessons leading up to the creation of a 3D book. The children did lots of writing based on the book Kensuke’s Kingdom by Michael Morpurgo. They created letters, postcards, recipes and instructional texts based on the story. I challenged the children to create informative pieces of writing which could be put into their books later. Attached below are a couple of examples of the example booklet which I created, using examples of the children’s work.

The children, who were in Year 6, found it to be enjoyable, engaging and rewarding to work towards a final outcome. This was a nice way for the children to complete work which lead to a final outcome, especially after their difficult time completing their SAT’s.

How it meets the standards:

• TS1: I think that this piece of evidence meets part B of this standard because I set the children an end goal to work towards which challenged pupils of all backgrounds and abilities as the children I was working with on this placement were from many cultural backgrounds, all working at different ability levels.
• TS2: This piece of evidence shows that I have been working towards sections A and C of this standard as I was accountable for pupils’ progress and outcomes throughout this activity, planning lessons which addressed all of the elements of the 3D book which the children produced. I also let the children reflect on the progress they had made in their work before it was able to be put into their books, re-drafting and editing their work if necessary to make sure it met the target audience.
• TS3: I feel I have met the sub sections A and C because I had to have the knowledge of how to teach Year 6 English and the different topics which can be covered throughout the year in order to teach age and curriculum appropriate content for the children. Also, I feel throughout all of my lessons in this particular teaching practice I promoted a high standard of Standard English, and high standards of literacy throughout the curriculum.
• TS5: I feel that throughout the series of lessons taught on the lead up to the  production of their 3D book, I had to consider differentiating the lessons to cater for all of the children in the class. This addresses sub section A and due to working with children from many different backgrounds, it shows I am working towards meeting section D.