PST Self Evaluation

Year 8 ART – PINCH POT - MONDAY

1. All students created a pinch pot with a small evaluation
2. Instructional/ demonstrations and wandering around the classroom for extra
support - all were successful as there was no clarification
3. Stand still and quiet until all students were quiet – was (good behaviour overall)
4. By most – a pretty switched on class but worried the content isn’t going in, rather it
just skips over - but content learnt
5. Well – it was a new class so getting to know their learning abilities
6. Preassessment of the students’ knowledge and art skills

Year 8 girls HOME EC – BAKED POTATO - MONDAY

1. All students made a baked potato and ate it
2. Instructional/ demonstrations and wandering around the classroom for extra
support - all were successful. Clarification with the homework tasks (may not have
been clear enough instructions
3. When asked for quiet got it every time (good behaviour overall)
4. By most – a pretty switched on class but a fair few with literacy and processing
disorders but overall – all understood how to make a baked potato
5. As well as I could. Had an SSO, and worked subtly with 2 students with learning
difficulties, also tried to extend other students
6. Preaassessment of the students’ knowledge and chopping skills prior to giving out
the summative assessment piece

Year 9 HOME EC – PASTA THEORY - TUESDAY

1. All students participated, however did not get through all the intended content
2. Theory of pasta and interactive pasta tastings (all students loved it)
3. Hypo class, had to continually ask for students to be quiet, didn’t really listen/
probably need to separate students in the following lessons
4. Task design was good, students were constantly engaged, good responses
5. Not that well, it was mainly a theory, visual lecture therefore didn’t engage a lot of
students learning needs
6. Formative assessment of the students understanding of carbohydrates

Year 8 HOME EC – BAKED POTATO - WEDNESDAY

1. All students participated and contributed
2. There was a lot of stopping and starting as there are some big personalities and are a
very chatty rowdy class
3. Hypo class, had to continually ask for students to be quiet – had to separate students
but overall they did listen in the end. I kept bringing the students in to listen to
explain the next part of the task and they all responded really well
4. Task design was good, students were constantly engaged, good responses
5. I spread my time evenly during the prac to ensure all students were being looked at.
Those that need extending were encouraged to challenge themselves and others
that needed support were given more direct instructions
 6. Formative assessment of the students understanding of how to work safely,
collaboratively and their understanding of baked potatoes. All students were
questioned at the end to assess their understanding

Year 9 HOME EC – CARBONARA - WEDNESDAY

1. All students participated and contributed to the beginning conversation
2. Students engaged well and we broke the lesson up with a little bit of theory first and
then moved into the prac and did some reflection after
3. The students’ behaviour was best I’ve seen it in this prac. Students listened well and
when I brought them back to re-explain
4. Task design was good, students were constantly engaged, good responses
5. I spread my time evenly during the prac to ensure all students were being looked at.
Those that need extending were encouraged to challenge themselves and others
that needed support were given more direct instructions
6. Formative assessment of the students understanding of how to work safely,
collaboratively and their understanding of carbonara pasta. All students were
questioned at the end to assess their understanding

Year 9 HOME EC – CARBONARA - THURSDAY

1. Had to be relaxed today as there was a black out and students went all silly. Had to
do lots of tasks to keep them engaged
2. Students were ratty and had to separate students as they were extremely chatty
3. The students’ behaviour was loud and chatty, kept them engaged by doing class
survey
4. The students completed a task rather than learnt a whole lot
5. We did the survey in groups to ensure all students were supported and I recorded
their answers to check for understanding
6. Formative assessment of the students understanding of how to collect data and
which students contributed ideas and which ones did not

Year 8 HOME EC– DELICIOUS MAGS - THURSDAY

1. I was able to complete everything I needed to
2. Teaching strategies were a small interactive lecture and then a task
3. No behaviour issues, all worked quietly and really well
4. The break-up of theory and their research task worked well and kept all students on
task
5. Worked one on one with a few students who I knew could not read or complete the
task but was able to extend those students who needed it
6. Formative assessment through class discussion of how to research recipes and
identify ways to incorporate vegetables
Year 8 ART– LINE AND COLOUR SHEET- THURSDAY
1. They didn’t get through the sheet as fast as I thought they would but they all
understood the task
2. Teaching strategies were a group introduction to the task and then individual
support – worked well
3. No behaviour issues, a little chatty a few boys but overall a great class
4. The break-up of theory and then them practicing line
5. Worked one on one with a few students who I knew could may need it – didn’t
respond that well as they have learning difficulties
6. Formative assessment of the classes skills and the pace of their work

Year 8 ART– COLOUR SHEET – FRIDAY

1. They didn’t get through the sheet as fast as I thought they would but they all
understood the task
2. Teaching strategies were a group introduction to the task and then individual
support – worked well
3. No behaviour issues, a little chatty a few boys but overall a great class
4. Did a demonstration and then they worked through at their own pace
5. Worked one on one with a few students who needed a bit of extra help
6. Formative assessment of the classes skills and the pace of their work, also was able
to identify students with learning difficulties and other issues

Year 10 ART– INTRO TO PRINTING – TUESDAY, THURSDAY & FRIDAY

1. Students are working through at a good steady pace, demonstrating their growth in
understanding line to create their prints. Students did some research work, were a
bit distracted by doing this so not a lot finished, therefore it became homework
2. Teaching strategies were a group introduction to the task with demonstrations and
question time straight after to ensure all students understood the task. I then walked
through the class positioning myself at different tables to try and ensure students
stayed on task throughout the lesson. I kept bringing the students in to listen when I
delivered new instructions. They responded well and listened to the task.
3. No serious behaviour issues, they are a chatty class sometimes too much. I have had
to move a student once and he is on a warning that he needs to behave well, other
than that students were on task.
4. Tried the break the lesson up with new information being delivered and moving
around to all students during the lesson. Worked towards the learning intentions
5. Worked one on one with a few students who I knew could may need it. Got all
students to a similar stage, therefore we can move through tasks at a good pace
6. Formative through questioning

Year 8 ART– AERIAL PRINTS – MONDAY, THURSDAY & FRIDAY

1. Students are working through at a good steady pace, however a few students are
serious perfectionists and therefore are very slow in their progress. I am trying to
work with them individually to try and get them to move through the process
quicker
2. Teaching strategies were a group introduction to the task with demonstrations and
question time straight after to ensure all students understood the task. I then walked
 through the class positioning myself at different tables to try and ensure students
stayed on task throughout the lesson. I kept bringing the students in to listen when I
delivered new instructions. They responded well and listened to the task.
3. No serious behaviour issues, the most challenging behaviour is the perfectionists as
they get quite upset and sometimes leave the classroom or don’t continue doing
work until they have been checked. A few chatty boys, but nothing too serious
4. Tried the break the lesson up with new information being delivered and moving
around to all students during the lesson. Worked towards the learning intentions.
Students are at all different stages, therefore I am trying to monitor and support all
students throughout this process.
5. Worked one on one with a few students who I knew could may need it. Started
setting tasks for homework as I need students to be at a certain stage to progress
6. Formative through questioning

Year 8 BOYS HOME ECONOMICS – PRACTICALS – WEDNESDAY

1. Students are working through the unit of including vegetables in their diet. Because
of the shortage of lessons, they only have one 90 minute lesson a week.
2. Teaching strategies were a group introduction to the task with demonstrations and
question time straight after to ensure all students understood the task. Often takes a
while to deliver instructions as they are such a big class and they are in a small
classroom and are very very chatty.
3. No serious behaviour issues, a few rude boys and are extremely chatty. To fix that
they have been put into pairs to work with as often there are issues with who is
doing the dishes
4. Tried the break the lesson up with the link for the recipe and the unit and then the
practical and then finishing off with reflection time to recap what we have learnt and
link it back with the unit
5. Walked around the room for the whole lesson, biggest issue is that they do not read
the recipe well and expect me to tell them. I use a lot of questioning to not tell the
students information, rather they find it
6. Formative through questioning

Year 9 ART– PRACTICALS/THEORY/PASTA RESEARCH – TUESDAY, WEDNESDAY & THURSDAY

1. Students are working through the unit of including vegetables in their diet. Because
of the shortage of lessons, they only have one 90 minute lesson a week.
2. Teaching strategies were a group introduction to the task with demonstrations and
question time straight after to ensure all students understood the task. Often takes a
while to deliver instructions as they are such a big class and they are in a small
classroom and are very very chatty.
3. No serious behaviour issues, a few rude boys and are extremely chatty. To fix that
they have been put into pairs to work with as often there are issues with who is
doing the dishes
 4. Tried the break the lesson up with the link for the recipe and the unit and then the
practical and then finishing off with reflection time to recap what we have learnt and
link it back with the unit
5. Walked around the room for the whole lesson, biggest issue is that they do not read
the recipe well and expect me to tell them. I use a lot of questioning to not tell the
students information, rather they find it
6. Formative through questioning

Year 8 GIRLS HOME EC– PRACTICALS/THEORY ON VEGGIES – MONDAY & THURSDAY

1. Students are working through the unit of including vegetables in their diet. Because
of the shortage of lessons, lots of special needs in the class, with SSO
2. Teaching strategies were a detailed introduction to the recipes with demonstrations
of the harder sections of the recipe and question time straight after to ensure all
students understood the task.
3. No behaviour issues, 6 special needs kids is a challenge, therefore have been paired
up together to provide support and an SSO
4. As the students need to cook, I deliver information as quickly and as efficiently as
possible to allow them time cook, providing support the whole time
5. Walked around the room for the whole lesson, biggest issue is that they do not read
the recipe well and expect me to tell them. I use a lot of questioning to not tell the
students information, rather they find it
6. Formative assessment through questioning and observing, as it is clear to see who is
confident in their skills and who is not

Year 10 ART–PRINTING – TUESDAY, THURSDAY & FRIDAY

1. Students are working through at a good steady pace, demonstrating their growth in
understanding line to create their prints, students began and finished their intaglio
print in one double lesson which is great and will be moving on to it
2. Teaching strategies were a group introduction to the task with demonstrations and
question time straight after to ensure all students understood the task. I then walked
through the class positioning myself at different tables to try and ensure students
stayed on task throughout the lesson. I kept bringing the students in to listen when I
delivered new instructions. They responded well and listened to the task.
3. No serious behaviour issues, they are a chatty class sometimes too much. I have had
to move a student once and he is on a warning that he needs to behave well, other
than that students were on task.
4. Tried the break the lesson up with new information being delivered and moving
around to all students during the lesson. Worked towards the learning intentions
5. Worked one on one with a few students who I knew could may need it. Got all
students to a similar stage, therefore we can move through tasks at a good pace
6. Formative through questioning