Oh help, I've got an interview...

[Tarrarra]

Coming to the end of my PGCE. I've been in Y4 for most of it. I've been offered an interview for next week but it's my first one so I am not at all sure what to expect, or what is expected of me (particularly the lesson obs).

I've spent the whole afternoon planning my lesson for observation. It's 30 minutes in a mixed 1/2 class and the brief is "a cross curricular maths lesson". I asked for details about abilities and SEN and was told that I would be given that information before the lesson on the day.

I'm completely stuck now. I thought I had a great idea based on the nrich "if the world were a village" activity, and I was going to link it to representing numbers through pictures or objects. However, my lesson has become unfocused and my original objective has turned into something else. I worry that it's not going to fit into 30 mins, or that it is not long enough... then I worry it's too hard, or too easy. Then I worry that I'm not stretching the higher year 2s or that it's too challenging for lower ability year 1s. I'm just so flummoxed. I'm going to set it to one side and come back to it tomorrow.

Please give me some words of wisdom. Will they expect written work during this 30 minutes and if so how much? Any general tips for interviews? I've just demolished an entire pack of minstrels to help me think but it hasn't worked :-)

Stick to a regular format of starter, input, individual activity, plenary. For a half hour lesson I'd stick to 5mins, 10mins, 10mins, 5mins.

I've never taught mixed year groups (no school round here does it and I always find it really strange when I hear on here about it). But at this stage of the year they are more year 2/3 so move away from year 1 work so that you're seen as challenging them.

Can you do an activity based around the fire of London as that's a common year two topic? You could have images of houses and x number have burnt how many are left and then x buckets of water can put the fire out at x housed, how many buckets do they need kind if thing for differentiation.
Good luck.

Cross-curricular maths gives you lots of flexibility. Nrich is certainly a good place to go for ideas. But you're right to keep it focused & you must have a clear objective.

Have resources ready. Anticipate needing lots of 10x10 grids for them to colour in. Squared paper? Can you afford to take a supply of coloured pencils rather than rely on school's own at this late stage? Or little coloured dot stickers (quicker than colouring & v engaging)?

(Cont...)
... but is this sufficiently cross-curricular?

Outline world maps maybe for them to put the number indicators on to get a geographical element?

I shelved the idea and have changed the lesson completely. Hours wasted I just think I had it pitched too high. I've now got a simple "how many legs" lesson, but can link to literacy and science. Clear objective and more appropriate for age... I'll save the other lesson if I get a ks2 interview!!!

What about lives of symmetry using flags if countries in the World Cup ?? Cc with geog and PE ?

Sounds lovely OP. Hope it goes well for you