Course Code: EPC3903

Trainee Name: Shamsa Juma School: Al Towayyah

MCT/MST Name: Jolene Scullion Date: 4th November, 2019

NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
 Always well prepared and working well with the other teachers in the class.
 In order to maintain an ‘A’ for professionalism, you need to teach 1 lesson every day
until the end of teaching practice using your MST plans and materials. You can add in
your own hands-on activities with the approval of your MST to compliment the
textbook.
Planning for Learning F D C B+ A
Comments:
 Starter – how can you engage the students in the science with the key vocabulary
through interactive videos, pictures or materials.
 All activities were prepared. Questions are appropriate.
 Closing activities well prepared 
Managing Learning F D C B A
Comments:
Starter: Clear management of the class
 Choose other methods of selecting students; turn and talk. A lot of teacher-led questions
with only a few answering.
 Use of Arabic allowed others to participate – looks like these students need to be engaged in
Arabic a little more to get them answering.
 Please bring the students to the carpet. They should not be sitting for so long listening to the
teacher.
 Game – ss were engaged.
 Clean up was quick and students responded although there is no timer or structure to the
clean up apart from the teacher telling the students to clean up.
Implementing Learning F D C B A
Comments:
 Learning outcome clearly read; questions are relevant and appropriate.
 Key words used in English and Arabic throughout the lesson.
 Centre activities were engaging for the students, however, you need to model the activities
better. If all the students were on the carpet, you would be able to show and explain (in
Arabic) to ensure they understand. At this point you would also be able to model ‘thinking
questions’ e.g. what will eat the plant? What will eat the fox? A lion? No, because a fox lives
in the forest and a lion lives in the Savannah/desert.
 Closing – video – why did you not use this as a starter? – excellent video.
Assessment F D C B A
Comments:
  Good questions re: if something is removed from the food chain, but this should be a
turn and talk question
 Closing – asked 1 student per group to come to the front to explain but they did not show
what they did. This would have helped the other students to understand their activities.
 Exit ticket: Ordering the food chain – excellent exit ticket – remember to ask the question first
– where does the energy come from. Display an example on the board (not the one that they
are doing) and do it with them by asking the question – where does the energy go?
 Make sure to use the textbook – p119 would be a good page to see what they understand.
Work with the low ability language group and allow the middle and high to work together.
You have enough teachers in this classroom to ensure that each group has a teacher with
them. Discuss the question and ask the students to write their own answers.
Reflection on Practice F D C B A
Comments:
You were able to recall the lesson clearly and describe the activities, however, you need to go a little
more in-depth with the actual learning that was taking place and identify particular activities or
opportunities to take the learning further.

Question – how do you know if the students can use the key terms?