I asked friends and family 'what inspires you to stay active and how can we use those ideas to encourage movement in a classroom setting?' Many mentioned enjoyment, achieving personal goals and sharing activities with friends and family as key motivators. Linking this to children and primary education, it is clear that creating a positive and engaging atmosphere in the classroom is crucial. Motivation and encouraging movement are essential in nurturing children's physical abilities and fostering an understanding of active lifestyles. By incorporating playful, interactive activities and collaborative challenges, we can make movement fun and relevant, helping children build confidence, coordination and a lifelong appreciation for staying active.
How does your placements school environment encourage movement throughout the school day?
At the beginning of the school day, as children enter the classroom and sort their belongings, an engaging and energising activity is displayed on the board to set a positive tone for the day and get the children moving. These activities, which vary daily, might include yoga routines, dance videos, or morning stretches, providing an opportunity for the children to move and let out some energy before the day’s learning begins (Wang and Hagins, 2016). This would get the children moving straight away and burn some energy ready to begin the school day. This practice helps to create an atmosphere of focus and readiness for the day ahead, whilst also promoting exercise and positive mental well-being (Archer, 2014).
Throughout the day, children participate in structured tasks set out on various tables in the classroom. This approach encourages movement and collaboration as children switch between tasks, rather than stay seated at a desk all day. During this time, the outside area would also be open with tasks on the bench, further supporting physical activity and varied learning experiences, in different environments. The children enjoy a mid-morning break where they can have a drink of milk or water and a piece of fruit or vegetable. During this time, they are encouraged to engage in physical activities, such as running, playing games, or simply enjoying free time on the playground.
Similarly, lunchtime provides another opportunity for outdoor play and social interaction with peers, reinforcing the importance of movement and play. In the afternoon, a movement break is incorporated to help refocus attention (Chorlton, et al., 2022). Activities like stretching, yoga, or dancing create a change from academic tasks, promoting physical well-being and sustaining engagement throughout the school day (Chorlton, et al., 2022). These practices collectively support a balanced and dynamic learning environment.
At Lakeside each year group has designated PE days, held either in the hall or on the playground, depending on weather and available space. The school strongly promotes the idea that physical education is about personal growth and perseverance. As the saying goes:
Don’t let what you can not do stop you from doing what you can
(Lakeside Primary School, 2024)
and at Lakeside, success is defined not always by being first but by progress and self-improvement:
Winning doesn’t mean always being first. Winning means you are doing better than you’ve done before
(Lakeside Primary School, 2024)
At my placement school, the morning routine included a digital self-registration process where students recorded their attendance using an iPad. They were required to indicate their method of travel to school that day, whether that might be by car, bus, taxi, walking, cycling, or scootering.
This initiative gave children the incentive to want to walk, cycle or scooter because if they used these active modes of transportation a certain number of times within a month, they would win a badge, which they could proudly display on their school uniforms (Larouche, et al., 2018). Each term, the children to participated in a competition to design the badge, with the winning design being printed onto the badge for the following term. This creative task meant children would feel a sense of ownership and pride, encouraging them to want to earn a badge. With children so eager to get rewarded, motivated them to adopt healthier commuting habits such as walking, cycling, or scootering to school, which would overall have a positive impact on their physical and mental well-being (Larouche, et al., 2018).
To reinforce the importance of a healthy lifestyle the school incorporated monthly lessons focused on physical health and mental wellness. These lessons aimed to remind learners of the benefits of active living (Licence, 2004). The school show videos to the children about walking to school and its importance:
Additionally, the school’s location and policies supported these initiatives. During drop off and pick up times; 8am to 9am and 3pm to 4pm, the road outside the school was designated as pedestrian only. This not only improved the safety of the children, but also reduced traffic and pollution, encouraging students, their parents or guardians and school staff to include short walks into their daily routines. The availability of bike racks near the playgrounds further facilitated for and promoted cycling, showing the school’s commitment to active and sustainable transportation methods over car, taxi, or bus use.
How do they spend their break times?
During my placement, children spent their breaktimes outside on the playground under the supervision of at least one staff member who was always on duty.
Spending time outdoors is said to be beneficial in improving children’s physical health, boost mental well-being, promote creativity, and enhance social skills (Fermin, et al., 2024).
Additionally, outdoor activities help children connect with nature, develop independence, and build confidence whilst promoting a healthy and balanced lifestyle (Fermin, et al., 2024). To further encourage movement during these breaks, children were provided with various types of equipment. These included space hoppers, bicycles, footballs, hoops, and tennis rackets. The playground also featured markings on the floor, such as, racetracks and hopscotch which added structured opportunities for movement and physical engagement.
Furthermore, children were encouraged to spend their breaktimes outdoors in most weather conditions, with appropriate adaptations made to ensure their safety. For example, on days when the weather is hazardous, such as heavy rain or icy surfaces, outdoor play was replaced with ‘wet play’. During wet play, children returned to their classrooms and engaged in quieter activities such as playing games, reading books or socialising with peers. This approach ensured children continued to experience the social benefits of breaktime even when they could not be playing outdoors (Rahman, et al., 2019). These strategies highlight the importance of physical activity and social interaction in promoting children’s holistic development (Jones, 2025). Moreover, children thoroughly enjoyed their lunch breaks, engaging enthusiastically with the provided apparatus. On placement, a child with a broken arm had to stay indoors for their breaktimes. This child would stay inside and play with classroom toys alongside a friend, demonstrating that inclusivity and thoughtful adaptations ensure enjoyment for all children.
How does my placement engage with physical education and learning?
Physical education is integrated into the daily learning experience at Lakeside Primary School. As a part of the Welsh curriculum, physical activity is not confined to traditional PE lessons but is integrated throughout the school day. For example, students participate in regular movement breaks, where they follow along with music videos displayed on a screen. These short activities not only improve physical fitness but also help maintain focus and energy levels, supporting cognitive and emotional well-being.
Additionally, I observed a mathematics lesson with year 2 that creatively utilised movement. In this activity, children were asked to stand up or sit down depending on whether the number called out was odd or even. This method effectively combined physical activity with academic content, offering an engaging, cross-curricular approach to teaching. The students appeared to thoroughly enjoy the lesson and demonstrated significant learning outcomes as a result.
After school, the school facilitates extra-curricular clubs, which promote physical activity and extend learning opportunities. These clubs include football, coached by an external agency, as well as netball, gardening, and athletics. Extra-curricular clubs are beneficial for children as they promote physical health, enhance social skills, and provide opportunities for personal development beyond the classroom (Mahoney, Cairns, and Farmer, 2003).
Moreover, the school encourages children to wear footwear that is both comfortable and appropriate for school activities, such as trainers (Lakeside Primary School, 2024). This policy ensures that students are prepared for physical education at any point during the day, as trainers are permitted, fostering readiness for spontaneous physical activities. This practice demonstrates the school’s commitment to integrating physical education into every aspect of learning and daily life (Lakeside Primary School, 2024).
What outdoor opportunities are there which allow children to explore in the natural environment? Are there opportunities for children to use imaginative and exploratory play?
Lakeside Primary School provides a variety of outdoor opportunities that enable children to explore and engage with the natural environment. A key activity is the schools use of Forest School sessions. Although I did not witness a Forest School session personally, the school’s website highlights the importance of outdoor learning, adventure play and Forest School (Lakeside Primary School, 2024). These sessions include activities such as nature-based crafts and den building, which allow children to develop teamwork, resilience, creativity, and a deeper connection to nature (O’Brien and Murray, 2007). As a part of the after-school club, children are given crafts to complete outdoors, utilising the natural environment and promoting physical movement. We made bookmarks out of pieces of nature found on the floor. This allowed children to gain an understanding on how nature grows, as well as seeing the beauty it holds:
In addition, the school incorporated adventure play, which supports physical coordination, spatial awareness, and imaginative development by encouraging children to interact with natural elements like logs, sand, and stones (Gill, 2014). This open-ended play allows for imagination and creativity, giving children the chance to invent their own games and explore their surroundings freely. Trips to local areas, such as Roath Park, provide further opportunities to explore the natural world. Activities like pond dipping and wildlife observations allow children to understand biodiversity and link classroom topics to real-world experiences. Rickinson, et al., (2004), emphasises the importance of outdoor learning in creating environmental awareness and academic achievement. By carrying out these activities, children are able to have frequent meaningful interactions with the natural environment, promoting physical health, environmental stewardship, and holistic learning.
Reference List
Archer, T. (2014). Health Benefits of Physical Exercise for Children and Adolescents. Journal of Novel Physiotherapies, [online] 4(2). doi: https://doi.org/10.4172/2165-7025.1000203.
Chorlton, R.A., Williams, C.A., Denford, S. and Bond, B. (2022). Incorporating movement breaks into primary school classrooms; a mixed methods approach to explore the perceptions of pupils, staff and governors. BMC Public Health, [online] 22(1). doi: https://doi.org/10.1186/s12889-022-14551-5.
Fermin, C., Perez, M., Obee, A. and Hart, K. (2024). Benefits of Time Spent Outdoors in Early Childhood Education: A Systematic Review. FIU undergraduate research journal, 2(1). doi: https://doi.org/10.25148/urj.020107.
Gill, T. (2014). The Benefits of Children’s Engagement with Nature: a Systematic Literature Review. Children, Youth and Environments, 24(2), p.10. doi: https://doi.org/10.7721/chilyoutenvi.24.2.0010.
Jones, R. (2025). Physical Literacy: Practitioner and Learner Concurrent Journeys. An exploration of perceptions, experiences and resultant intentions for the future, holistic informed practice of generalist, pre-service primary school teachers. - St Mary’s University Open Research Archive. Stmarys.ac.uk. [online] doi: https://research.stmarys.ac.uk/id/eprint/6747/1/Final%20EdD%20Thesis%20Karen%20Rhys%20Jones.pdf.
Lakeside Primary School (2024). Home. [online] Lakeside Primary School. Available at: https://www.lakesideprimaryschool.co.uk [Accessed 6 May 2025].
Lakeside Primary School (2024). Year 2 / Blwyddyn 2. [online] Lakeside Primary School. Available at: https://www.lakesideprimaryschool.co.uk/page/?title=Year+2+%2F+Blwyddyn+2&pid=53 [Accessed 7 May 2025].
Larouche, R., Mammen, G., Rowe, D.A. and Faulkner, G. (2018). Effectiveness of active school transport interventions: a systematic review and update. BMC Public Health, 18(1). doi: https://doi.org/10.1186/s12889-017-5005-1.
Licence, K. (2004). Promoting and protecting the health of children and young people. Child: Care, Health and Development, 30(6), pp.623–635. doi: https://doi.org/10.1111/j.1365-2214.2004.00473.x.
Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of educational psychology, 95(2), 409.
O’Brien, L. and Murray, R. (2007). Forest School and Its Impacts on Young children: Case Studies in Britain. Urban Forestry & Urban Greening, [online] 6(4), pp.249–265. doi: https://doi.org/10.1016/j.ufug.2007.03.006.
Rahman, S., Maximova, K., Carson, V., Jhangri, G.S. and Veugelers, P.J. (2019). Stay in or play out? The influence of weather conditions on physical activity of grade 5 children in Canada. Canadian Journal of Public Health, 110(2), pp.169–177. doi: https://doi.org/10.17269/s41997-019-00176-6.
Rickinson, M., Dillon, J., Teamey, K., Choi, M.Y. and Benefield, P. (2004). A Review of Research on Outdoor Learning. [online] University of Bristol. Publisher unknown. Available at: https://research-information.bris.ac.uk/en/publications/a-review-of-research-on-outdoor-learning.
Wang, D. and Hagins, M. (2016). Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis. Evidence-Based Complementary and Alternative Medicine, 2016, pp.1–7. doi: https://doi.org/10.1155/2016/8725654.
What is a cross-curricular approach to teaching?
According to Timmerman (2017) cross-curricular teaching involves applying knowledge, competences, and skills to multiple subject areas. He goes on to explain that the aim of a cross-curricular approach in primary schools is to develop children into responsible, inclusive, and fair individuals as active members of society (Timmerman, 2017). This teaching method emphasises the interconnected nature of learning by encouraging educators and children collaboratively to draw connections between different subjects, promoting a deeper and more meaningful understanding of concepts (Timmerman, 2017). A cross-curricular approach to teaching is widely carried out throughout the UK, as it allows educators to integrate subjects and create a more holistic learning experience (Savage, 2012). This integration fosters critical thinking and enables children to see the importance of their learning to real-world scenarios (Savage, 2012). By providing a flexible structure and justification for linking subjects, cross-curricular teaching supports teachers in adapting the curriculum to be more creative and engaging (Kerry, 2015). Kerry (2015) argues that this approach improves the curriculum whilst also aligning it with the developmental needs of young learners, promoting collaboration and creativity. This empowering method of teaching gives children the skills to think critically and solve problems in a diverse world (Kerry, 2015).
How are cross-curricular approach used in Wales?
The Welsh Government (2022) emphasises the importance of digital competency, literacy, and numeracy as essential cross-curricular skills. Furthermore, they go on to state that the responsibility for developing and enhancing these skills lies with all teachers and educators in Wales (Welsh Government, 2022). The cross-curricular framework is designed to be adaptable, aligning with the specific approaches adopted by individual schools, while also considering the unique characteristics of their local communities (Welsh Government, 2022). With set frameworks for Literacy ad Numeracy (LNF) and Digital Competency (DCF), Wales aims to ensure learners develop, extend, and apply these essential skills progressively and consistently throughout all subject areas (Welsh Government, 2020; Welsh Government, 2022b). In addition, Wales use the Progression steps to provide a clear and structured framework for learners’ development (Welsh Government, 2021). These steps show expected milestones at specific stages of a child’s learning journey, emphasising the importance of flowing growth, instead of set benchmarks (Welsh Government, 2021). With these progression steps aligning with the Curriculum for Wales, it focuses on building deeper understanding and skills progressively (Welsh Government, 2021). Overall, the aim of these steps is to develop learners’ essential competencies, such as literacy, numeracy, and digital competency, across all Areas of Learning and Experience (AoLE) but also develop them holistically, setting them up for future learning and challenges in the real world (Welsh Government, 2021). According to MacBride (2021, p.19)
‘Curriculum making is essential’
for fostering a strong educational system in Wales and across Europe, ensuring its alignment with societal values, such as democracy, equality, and participation.
My own experiences of a cross-curricular approach in primary education:
‘Cross-curricular practice is an integral part of the national curriculum and should be actively implemented in schools across the UK’ (Webb and Webb, 2002, p.1).
In order to gain a deeper understanding of the significance of a cross-curricular approach to teaching and learning in primary education, we have engaged in many opportunities to explore how it is implemented in the curriculum. This approach is recognised for offering valuable opportunities for both teachers and children to collaboratively develop knowledge and skills, while fostering an engaging and enjoyable teaching and learning environment (Webb and Webb, 2002).
An example of a cross-curricular activity undertaken during our seminars involved the collaborative creation of robot cars with primary school students. Pupils from years 5 and 6 at a local primary school participated in this task, working alongside us to design, construct and create a moving robot car using the universities sphero bots. This activity was designed to foster teamwork, creativity, and essential skills, such as numeracy as well as design and technology. By using this cross-curricular approach, the activity enabled the children to develop competencies across multiple subjects, including mathematics, design and technology, art and design, within an enjoyable, engaging, and collaborative framework (Barnes, 2018).
Moreover, we had the privilege of visiting Cardiff City Stadium with the same primary school to provide the pupils with an understanding of the stadiums significance while promoting physical activity and healthy lifestyles choices among children. Our day consisted of a comprehensive tour of the stadium and its importance, interactive workshops focused on healthy eating, and engaging physical activities aimed at encouraging movement and enhancing mental well-being.
Aligned with previous discussions, this task fostered a cross-curricular approach, integrating elements of health and well-being, science and technology and literacy (Welsh Government, 2022). To finish the day, I completed a relaxation exercise involving a guided full-body scan. Below is my take on a relaxation body scan for children:
This activity aimed to promote mindfulness, emotional regulation, and resilience among the children (Nanthakumar, 2018). This aspect of the day closely aligns with the Health and Well-being Area of Learning and Experience outlined in the Welsh Curriculum (Welsh Government, 2020a). Practices such as yoga and meditation contribute to stress management, enhance focus, and support positive mental health, making them invaluable in fostering holistic development in students (Welsh Government, 2020a).
Benefits of a cross-curricular approach
A cross-curricular approach in primary education offers a range of significant benefits that contribute to both the cognitive and personal development of students (Eckhard Klieme, 2004). It creates an engaging, integrated learning environment where children can develop and be actively involved in the learning process (Aslan, 2016). By adapting to cross-curricular education, children can develop essential skills such as teamwork, communication, and empathy as they learn to consider diverse perspectives and work together towards a shared goal (Vygotsky, 1978). This collaborative environment creates a sense of responsibility and inclusion for learners (Kerry, 2015). Through blending subjects such as mathematics, science and art, children have the chance to express themselves in innovative ways, which helps to enhance their creativity and self-expression, showing learners how to approach challenges with flexible mindsets (Timmerman, 2017).
Furthermore, by making connections between different subject areas, young people gain a deeper understanding of how knowledge is applied in real world scenarios, making their learning relevant (Timmerman, 2017). With a cross-curricular approach being engaging and enjoyable, it creates a sense of love for learning, whilst also encouraging independent thinking (Aslan, 2016). Overall, this approach equips children with the necessary skills for both academic success and personal growth (Welsh Government, 2022).
Challenges of a cross-curricular approach to primary education
The implementation of a cross-curricular approach in primary education is often accompanied by challenges, with one of the most significant being inconsistent use from teachers and educators (Savage, 2012). Integrating this new method into classroom practice requires changes to traditional teaching strategies, which can cause hesitation and resistance to do so (Savage, 2012).
Furthermore, teachers may lack confidence and training to be able to effectively combine subjects in a meaningful, engaging way (Parker, Heywood, and Jolley, 2012). Savage (2012, p.11) goes on to express that ‘the practical implementation of the curriculum itself meant that opportunities were missed, and creative links were not established between subjects and cross-curricular themes.’ This emphasises the division between theoretical ideas of cross-curricular education and the way it is carried out in real classroom settings (Savage, 2012).
An additional challenge, is the lack of school funding, limiting resources for the sufficient implementation of an effective cross-curricular approach (Dannels and Housley Gaffney, 2009). When schools are underfunded, they struggle to offer the time, support and tools required for teachers to design and implement integrated lessons that foster meaningful connections between subjects (House, Square and Friday, 2014). To overcome this, educators may complete standardised testing and focus on core subjects, which means a cross-curricular approach cannot be implemented (Savage, 2012).
Summary
A cross-curricular approach in primary education combines knowledge and skills across subjects, promoting creativity, adaptability, and meaningful learning experiences (Isabirye, et al., 2025). This method emphasises the interconnectedness of teaching, enhancing students’ engagement, critical thinking, and preparation for lifelong learning (Barnes, 2018). In Wales, the curriculum emphasises the significance of having a cross-curriculum, specifically linking with digital competency, literacy, numeracy as foundational skills (Welsh Government, 2022). Although challenges have appeared when following a cross-curricular approach to education, by sufficient planning time, clear guidance and professional development, teachers will be able to effectively carry out this method of teaching (Eizagirre Sagardia, et al., 2017). In conclusion, this approach prepares learners to thrive in an interconnected world, promoting both academic and personal growth.
Reference List
Aslan, Y. (2016). The Effect of Cross-curricular Instruction on Reading Comprehension. Universal Journal of Educational Research, [online] 4(8), pp.1797–1801. Available at: https://files.eric.ed.gov/fulltext/EJ1110738.pdf.
Barnes, J. (2018). Applying Cross-curricular approaches creatively. Routledge. doi: https://doi.org/10.4324/9781315513614.
Dannels, D.P. and Housley Gaffney, A.L. (2009). Communication Across the Curriculum and in the Disciplines: A Call for Scholarly Cross-curricular Advocacy. Communication Education, 58(1), pp.124–153. doi: https://doi.org/10.1080/03634520802527288.
Dr Rosemary Webb and Webb, R. (2002). P.1. Cross-Curricular Primary Practice. Routledge.
Eckhard Klieme (2004). Assessment of cross-curricular problem-solving competencies. Routledge eBooks, pp.95–121. doi: https://doi.org/10.4324/9780203403563-13.
Eizagirre Sagardia, A., Imaz Bengoetxea, J.I. and Rekalde Rodríguez, I. (2017). Characterisation of best practices in the development of cross-curricular competences in Vocational Education and Training: case study in the Basque Country. Journal of Vocational Education & Training, 70(1), pp.47–65. doi: https://doi.org/10.1080/13636820.2017.1392998.
Harris, R., Harrison, S. and McFahn, R. (2013). Cross-Curricular Teaching and Learning in the Secondary School... Humanities. Routledge.
House, C., Square, V. and Friday, B. (2014). Children, their World, their Education. [online] Available at: https://www.tidegloballearning.net/files/Children%2C%20their%20World%2C%20their%20Education%20-%20flier%20FINAL.pdf [Accessed 6 May 2025].
Isabirye, A., Moloi, K., Lebelo, R. and Khan, S. (2025). Cultivating Creativity and Innovation in the School Curriculum for the 21st Century: Opportunities and Challenges. Journal of Ecohumanism, 4(3). doi: https://doi.org/10.62754/joe.v4i3.6647.
Kerry, T. (2015). Cross-curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. 2nd ed. London: Routledge.
Macbride, G. (2021). Taking Curriculum for Wales Forward: Engaging, Planning, Enacting, Learning-15 Commission for Resources and Supporting Materials: Scoping Brief for a National Network to Consider and develop). [online] p.19 Available at: https://eprints.gla.ac.uk/244335/1/244335.pdf [Accessed 3 May 2025].
Nanthakumar, C. (2018). The benefits of yoga in children. Journal of Integrative Medicine, 16(1), pp.14–19. doi: https://doi.org/10.1016/j.joim.2017.12.008.
Parker, J., Heywood, D. and Jolley, N. (2012). Developing pre-service Primary Teachers’ Perceptions of cross-curricular Teaching through Reflection on Learning. Teachers and Teaching, [online] 18(6), pp.693–716. Available at: https://www.tandfonline.com/doi/full/10.1080/13540602.2012.746504.
Savage, J. (2012). P.11. Moving beyond Subject boundaries: Four Case Studies of cross-curricular Pedagogy in Secondary Schools. International Journal of Educational Research, [online] 55, pp.79–88. doi: https://doi.org/10.1016/j.ijer.2012.07.004.
Timmerman, V. (2017). Cross-curricular teaching: How does it work? [online] Available at: https://web.archive.org/web/20180514171537id_/http://www.ciep.fr/sites/default/files/atoms/files/crosscut-cross-curricular-teaching-how-does-it-work-synthesis.pdf.
Vygotsky, L.S. (1978). Mind in Society: Development of Higher Psychological Processes. [online] Google Books. Harvard University Press. Available at: https://books.google.co.uk/books?hl=en&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky.
Welsh Government (2020). Literacy and Numeracy Framework - Hwb. [online] hwb.gov.wales. Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ [Accessed 6 May 2025].
Welsh Government (2020a). Health and Well-being: Introduction - Hwb. [online] hwb.gov.wales. Available at: https://hwb.gov.wales/curriculum-for-wales/health-and-well-being [Accessed 5 May 2025].
Welsh Government (2021). The Curriculum for Wales - Progression Code. [online] Available at: https://www.gov.wales/sites/default/files/publications/2021-11/curriculum-for-wales-progression-code.pdf [Accessed 6 May 2025].
Welsh Government (2022). Cross-curricular skills frameworks - Hwb. [online] hwb.gov.wales. Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks [Accessed 4 May 2025].
Welsh Government (2022b). Digital Competence Framework - Hwb. [online] hwb.gov.wales. Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/digital-competence-framework/ [Accessed 6 May 2025].
Description
Throughout my time on placement at Lakeside Primary School, a three-form entry school located in an urban area on the outskirts of Cardiff, offering education to children from Reception to Year 6, I observed and engaged with a range of year groups within the school and witnessed a variety of lessons. With close to 30 children per class, the school day ran from 8.30am to 3.30pm. During this time, I worked alongside the teacher and teaching assistants for the class, allowing me to witness a range of teaching styles and classroom dynamics. To analyse and reflect on these experiences in detail, I will be using Gibbs Reflective Cycle (Gibbs, 1988). This structured model will allow me to analyse my observations, assess the effectiveness of various teaching strategies, and identify areas for professional growth. My time at lakeside has been invaluable in shaping my aspirations as a future teacher.
Before
All you have to do is try. Spread your wings and you will fly (Lakeside Primary School, 2024)
Before beginning my placement, I felt a mix of apprehension and excitement as I prepared to observe and interact on placement. Having worked for two years in an English primary school, and completing this placement in a Welsh school, I was particularly intrigued to explore the differences between the two curriculums. To gain insight into the school’s ethos, I researched its values and came across a statement that resonated deeply with me:
‘The school values are promoted and embedded in the daily life of the school. Throughout the school, pupils relate well to each other and show respect for others’ ideas and views. They exhibit excellent attitudes to learning, which is a key factor in ensuring they make good progress. Throughout their learning projects, children discuss and debate issues and explore ideas in a climate of mutual respect and trust’ (Lakeside Primary School, 2024).
These principles not only reflected the kind of environment I aspired to observe but also set the tone for what I hoped to learn during my time there.
During
During my placement, I had the opportunity to engage with a diverse range of experiences, including participating in a school trip, observing Eisteddfodau celebrations, and contributing to cross-curricular lessons.
On my first day, I was tasked with designing, constructing and decorating catapults out of recyclable materials. This project served as preparation for their upcoming catapult competition, as a part of Towers, Tunnels and Turrets learning project. Aligned with the Welsh curriculum, the lesson demonstrated an integrated, cross-curricular approach by incorporating elements of science and technology, expressive arts, and humanities, fostering both creativity and collaborative learning. The Welsh Government (2022), state that a cross-curricular approach is essential to learning as it fosters deeper connections between subjects, making learning more relevant, engaging, and reflective of real-world applications.
As a part of the Reception class's 'Dangerous Dinosaurs' learning project at Lakeside Primary School, I had the opportunity to join the children and staff on an exciting school trip to Cardiff Museum. The children explored interactive exhibits, participated in building a dinosaur nest activity, and learned fascinating facts about different dinosaur species. It was wonderful to see their curiosity and excitement come alive though hands-on learning. This experience gave me valuable insight into organising engaging educational trips and how such activities can enhance children's learning. Also, I learned the importance of flexibility and patience in managing young learners outside the classroom.
Furthermore, at Lakeside, the celebration of Eisteddfod took place. This is a vibrant and joyful event that brings the school community together to honour Welsh culture and heritage. Children proudly showcsed their creativity by presenting art and music displays in assemblies. Traditional Welsh songs were sang, including 'Sosban Fach' and 'Mr Hapus'. It was a wonderful way to celebrate Welsh culture and talent, and it left me with lasting memories of the students enthusiasm and pride in their heritage.
After
After completing my placement, I felt a deep sense of achievement and pride in knowing I had done my best. Overcoming my initial anxieties allowed me to grow both personally and professionally. The teachers and staff I worked with were incredibly supportive and expressed their admiration for my strong work ethic, dedication, and ability to adapt quickly to new challenges and responsibilities. Furthermore, they mentioned they would be delighted for me to return in the future. Inspired by this experience, I hope to incorporate Lakeside Primary School into my dissertation by working with teachers as interview participants for my dissertation, as their insights would provide invaluable perspectives for my research.
Evaluation
Overall, my placement experience was rewarding, and provided me with valuable opportunities to develop my teaching skills. A standout activity, as previously mentioned, involved designing, creating, and testing catapults with year 2 students as part of a cross-curricular lesson. This hands-on project encouraged collaboration, problem solving and imagination. After reflecting on the session, I realised it aligned with Vygotsky’s (1978) theory of social constructivism, as students worked collaboratively to achieve a shared goal. While the activity was successful, challenges occurred in maintaining focus among some groups, and anger towards not being able to complete tasks as well as their peers. I ensured I gave clear instructions to support their learning and helped them out when needed (Kolb, 2014). Additionally, I accompanied Reception on a school trip to Cardiff Museum, which provided a real-world context for their exploration of history and science topics, also fostering a cross-curriculum. This experience supported authentic learning by promoting curiosity and engagement in an unfamiliar environment (Parker and Herrington, 2015). However, managing transitions during the trip was challenging, emphasising the need for thorough organisational strategies to maximise learning opportunities for the children.
Analysis
During my placement, I critically evaluated both my strengths and areas for growth. Designing and guiding the catapult project allowed me to observe how practical, interactive tasks engage young learners and support skill development (Dewey, 1938). While the session was successful overall, managing the varying pace of group progress highlighted the need for differentiated instruction to ensure all children remained on task and supported (Tomlinson, 2014). Moreover, it was essential that I stayed professional on placement, whilst also keeping a confident and calm attitude towards the children and tasks at hand. Overall, I have become to realise that more experience, observations, and time will allow me to learn the best techniques to tackle challenging situations.
Conclusion
In conclusion, my placement has further solidified my passion for education and deepened my commitment to becoming a teacher. Observing and engaging with various year groups at Lakeside primary school allowed me to deepen my understanding of effective teaching practices. While my experiences have confirmed that my preferred age group is Reception to year 2, working with upper school children provided valuable insights that broadened my perspective. This opportunity not only enhanced my skills but also strengthened my dedication to creating an inclusive, engaging, and supportive learning environment for all students.
Action Plan
Having completed my placement at Lakeside Primary School, I am committed to continuing my professional development to improve my teaching practice. I plan to take multiple steps to build on this valuable experience and prepare myself for a PGCE. First, I will update my CV to include my placement experience, highlighting the skills and achievements I gained, such as adapting to diverse classroom dynamics and working collaboratively with teaching staff. To further develop my practical skills, over summer, I intend to volunteer at another school, providing an opportunity to observe different teaching styles and develop my approach to classroom management. Furthermore, I believe it would be useful for me to deepen my subject knowledge by studying curriculum guides for core subjects like literacy, numeracy, and science, as well exploring cross-curricular approaches to integrate learning effectively. Additionally, I plan to explore supporting tools, including educational apps and resources, to enhance my understanding of modern, tech-supported teaching strategies.
Time Sheet
Reference List
Dewey, J. (1938). Experience and Education. The Educational Forum, [online] 50(3), pp.241–252. doi: https://doi.org/10.1080/00131728609335764.
Gibbs, G. (1988). Learning by Doing : a Guide to Teaching and Learning Methods. Further Education Unit, [online] 14(1). Available at: https://cir.nii.ac.jp/crid/1571417125052979584 [Accessed 30 Apr. 2025].
Kolb, D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Google Books. FT Press.
Lakeside Primary School (2024). School Values / Gwerthoedd yr Ysgol. [online] Lakeside Primary School. Available at: https://www.lakesideprimaryschool.co.uk/page/?title=School+Values+%2F+Gwerthoedd+yr+Ysgol&pid=27 [Accessed 30 Apr. 2025].
Parker, J. and Herrington, J. (2015). Setting the Climate in an Authentic Online Community of Learning. [online] Australian Association for Research in Education. Available at: https://eric.ed.gov/?id=ED593827 [Accessed 3 May 2025].
Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. [online] Google Books. ASCD. Available at: https://books.google.co.uk/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=Tomlinson.
Vygotsky, L.S. (1978). Mind in Society: Development of Higher Psychological Processes. [online] Google Books. Harvard University Press. Available at: https://books.google.co.uk/books?hl=en&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky.
Welsh Government (2022). Cross-curricular skills frameworks - Hwb. [online] hwb.gov.wales. Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks [Accessed 1 May 2025].
Credits:
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