Male: | In terms of Curriculum for Excellence I think that we’re really working within the successful learner bands here, because the children have all improved their writing, every single one of them has created a piece of writing that they are really proud of. So without a doubt that’s … they’re successful learners there. We also did a peer writing lesson where they worked with primary 2, and you would say that they are becoming effective contributors and responsible citizens because they took a real role there in helping the primary 2s with their writing. And trying to be the teacher almost, not telling the children, not writing a story for them, but just trying to guide them in the right direction and just helping them with simple things. So we did have successful learners, effective contributors, responsible citizens. The primary 2s that were up there today, they’ve gained in so much confidence in talking to the class. When they first came up to talk to primary 7s we couldn’t … we could hardly get them to read their stories. Now they’re, they’re sure that their writing is of a good standard, they’re proud of their writing, and they’re confident enough to stand up and read their writing to the class. |
Girl: | Well the primary 2s, we done the same but instead of the primary 2s writing they told us what to write so we wrote it out for them. And if they got like stuck we, we would like help them with suggestions and that. |
Male: | [Addressing classroom] Right, who’s going to … who’s talking first. |
Sasha: | Me. |
Male: | Right, Sasha, whenever you’re ready. |
Sasha: | Hello, my name is Sasha, I am in primary 2. I really like our writing lesson with primary 7 because it was game playing and I like working with the older children. They helped me with my story. As I went out I can see (unclear 1.48) that are tall, wavy and green. I can see a red and green (unclear 1.52). There is a tree trunk in front of the … which is brown and tall. I feel a little bit scared and a little bit happy. |
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