1a,c 17 Bullying What is it, forms it can take Homphobic bullying, Cyber bullying Esafety Access Social Networking: A guide for trainee Teachers and NQTs – available from Access the Stonewall report: available from: . What did you learn? How will this impact on your own practice? 7a,b,c,d Part 2 1a,c 18 Anti bullying 2 Responding to incidences of bullying Approaches to responding to incidences of bullying Read: DfE (2011 )The Use and Effectiveness of Anti-Bullying Strategies in Schools What do you learn about restorative approaches, circle of friends and peer support strategies? S6, S5, S2 19 Using data to inform teaching and learning Planning for differentiation Directed Task: When in school, discuss with you Head Teacher and class teacher how they use data to inform teaching and learning. What data is collected and how is it used. What is the impact on children’s learning? S4,S1,S2,S6 20 Medium term planning Planning for differentiation Preparation for remainder of SBL A Directed Task: With a partner, plan a series of lessons in a chosen subject using the medium term planning format provided. Discuss the sequence of lessons and be prepared to justify this in the next session S1, S2, S4 On the return to University Mondays, Sessions 17, 18, 19 and 20 will be covered. Professional Development Learning PGCE Primary/ Early Years Session Outline of sessions Directed Study and/ or Key Reading Learning Outcomes / Teachers’ Standards 1 Introduction to the Module PAT meetings Key Reading: Read and annotate the Ofsted report: The impact of the Early Years Foundation Stage. A good start. LO1,LO2
What makes a good to outstanding lesson? Deconstructing the elements of a lesson plan Expectations of planning and assessment in school Planning and assessing (2) Summative assessment – making summative judgements/ how is data used to set targets? Working with additional adults Examine the progression from ELGs to year one; what do you notice? Plan a lesson for writing in year 1 using the UoC planning documents Plan a lesson for shape in F1 using the UoC planning documents Read Shirley Clarke article on the effective use of success criteria Plan a lesson for maths in year 2 using the UoC planning documents Plan a lesson for phase 2 phonics in F2in F1 using the UoC planning documents Interview a TA, ask the person how could you as a team work collaboratively to achieve the best outcome for the children in the setting? What have you learned from this interview? S6 16 Overview of Immersion Week Directed Study: Ensure that your targets for Immersion week are written, uploaded to pgce.ey@chester.ac.uk and copied to your PAT Read and annotate the booklet: LO1,LO2 17/18 Preparation for SBL: the role of the Professional Development File PAT meetings Prepare your SBL file Arrange a meeting with your PAT to set targets for SBLa LO1,LO2 S3 S4 19 Classroom management and organisation/ Behaviour management Reflection on Immersion Week – exploration of teaching and behaviour management strategies. Please bring your resource to the session Directed Study: Completion of Immersion tasks Key Reading: Two of the five research questions asked by the EPPE Project were: ‘What is the impact of on children’s intellectual and social/behavioural development?’ and ‘Are some pre-schools more effective than others in promoting children’s development?’ Explore the answers to these questions. Identify strategies used by settings and parents to develop positive behaviour in children. LO1,LO2 S1 S7 20/21 Reflection on Immersion Week 2 Classroom management Children as unique learners Special educational needs, gifted and talented (more able) learners. Directed Study: Completion of Immersion tasks Key Reading: Read and reflect on the publication below: ‘Finding and exploring young children’s fascinations’ (First published in 2010 Ref: 00107-2010BKT-EN) Reflect and record on how this compares with the practice you have observed to date? LO1,LO2 S1 S7
Presentation on Inspecting E-Safety in Schools by David Brown HMI. Retrieve from private in KS1 or search strategies in KS2. 6 Progression in Programming 3 – using desktop software, e.g. 2Go & Microworlds. Needs-based workshop addressing needs from subject audit and issues. Read the Planning section of CAS/NAACE (2013). Available as a PDF here: What is the Internet and how does it work? Resources to develop teacher’s understanding here: The second half of this session will focus on subject knowledge issues raised by the audit in session 1 and specific issues raised during SBL. Consult your school/setting’s ICT to find out new developments are being addressed, e.g. requirements to teach about computer networks. LOs 1, 3, 5. S1-6
Use of actions – link to communal story-telling Games and other pedagogical approaches. 14 Writing Handwriting and vocabulary Coaching SK Starter: word classes nouns and verbs and words that can be both Modelling appropriate handwriting (EYFS and new NC) Progress in vocabulary: pedagogical approaches such as ‘Zone of relevance activity’. The use of the thesaurus (including electronic tools) Word classes: Adjectives, adverbs and powerful verbs to improve simple sentences. Syntax: Subject – Verb – Object Browse the ‘Englicious’ website: Ensure that you model appropriate handwriting in line with school policy at all times. Photograph evidence. LO 1-3 TS 1, 2, 3 15 Writing Sentence structure Coaching SK Starter: word classes Sentence types – by purpose and by structure, focussing on simple, compound and complex sentences. Pupil progress and formative assessment. Word classes: Appropriate conjunctions and other connectives. Grammar in SPaG tests. Use of the comma Progression Identify areas for development in your own subject knowledge re sentence structure (TS 3). Take responsibility for independent study in this area, referring to the Power Points in the Sessions 14 and 15 resources folders on Moodle below for support: Seek additional tutorial support if necessary. Identify different sentence types in children’s work. Identify areas for development. Annotate a photocopy of a child’s writing as evidence. LO 1-3 TS 1, 2, 3 16 Writing Modelled and shared Coaching SK Starter: Grammar revision Modelled and shared writing Paragraphs Undertake the online test at: When you submit your answers, areas for development will be identified and suggestions for further reading will be provided. Be brave – plan to incorporate shared writing in a lesson for any subject. LO 1-3 TS 1, 2, 3, 4
4 The Number System Introducing number - The real number system Developing children’s understanding of number and the number system Other number systems such as the Roman Numeral system Drews, D. and Hansen, A. (2007) Chapter 2, Do Resources Really Matter…” in Using Resources to Support Mathematical Thinking, Learning Matters; Exeter. NCETM website – tasks on Moodle Find out how the inclusion of Roman Numerals in the 2014 National Curriculum is being taught in your school. (Could be useful to ask the maths coordinator or Y4 class teacher). LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 5 Place Value Building from counting how children write numbers and the use of place value Exchange Ordering Holding value Thompson I (2003) Putting place Value in its place as accessed at Annotate the resource sheets given to you in the University session. How are you seeing each resource used in school? LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 6 Audit and mental maths The purpose and nature of mental and oral starters Complete the online audit Skemp, R. (1991) Mathematics in the Primary School London: Routledge Chapter 2 Begin working with your group to create a mental and oral starter which will be shared and delivered to your peers in the timetabled sessions in subsequent weeks. Write a brief descriptive account of how you are seeing mental mathematics operating in your setting. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 7 Addition and Subtraction - Mental calculations - Mental methods Preparatory Reading Thompson I(199) Mental Calculation Strategies for Addition and Subtraction accessed at Note how mental addition and subtraction tasks are delivered in your classroom. Which resources are used? How effective are they? LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b
- Developing learning within group work and the, use of resources. Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 8 Mental strategies for addition and subtraction Write a brief account and insert in your mathematic file. 8 Addition Written calculation addition Consideration of different methods as shown in the appendix of the new NC The use of learning objectives and success criteria Cotton (2013) Understanding and Teaching Primary Mathematics Chapter 6 1. Develop an activity for children to learn their number bonds. Ensure that you have included objectives and success criteria. Be prepared to share this activity next week. 2. Read the ‘Addition’ sections of the sample Written Calculation Policy (see the module space). Think about how this matches the requirements of the National Curriculum (see below). How do the expectations within the Calculation Policy and the National Curriculum align with your experience of the children you have worked with? Make notes. Read the ‘Addition’ section of the Appendix to the National Curriculum for Mathematics (see the link on the module space) Obtain an anonymous copy of a child’s work that illustrates a misconception. Comment on the misconception, including as a minimum:- How the next steps for the pupil were provided? What intervention was undertaken? LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 9 Subtraction Written calculation addition Consideration of different methods as shown in the appendix of the new NC The use of learning objectives and success criteria Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 7 Addition and subtraction structures Chapter 9 Written Methods for addition and subtraction Note the methods you see used by the teacher to assist the conceptual development of the understanding of subtraction. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b
Repeat task 2 from session 8 with reference to ‘Subtraction 10 Multiplication and Division methods – mental The Learning of Multiplication facts - Strategies and teaching approaches Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 10 Multiplication and Division structures Chapter 11 Mental strategies for multiplication and division Create (or find) a ‘creative’ and stimulating activity that would help children to understand and learn multiplication facts. Bring this to the next session and be prepared to talk about it. Create (or find) a ‘creative’ and stimulating activity that would help children to understand and learn multiplication facts. Teach a group of children using the resource and evaluate the strengths of the resource. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 11 Multiplication - written methods - strategies and teaching approaches Developing learning within group work and the use of resources. ACME(2011) paper on Primary arithmetic accessed via Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 12 Written Methods for multiplication and division Work with one or two children to undertake a multiplication task (this can be a word problem and or a calculation) to ascertain their preferred method of working. Add the work in anonymous format to your maths file. LOs 1-3 S2d;S3a; S3b;S3e; S4a;S4b; S4d;S4e; S5a; S5b 12 Division - written methods - strategies and teaching approaches Assessing children’s methods [Assignment Reminder] Mossley, C. (2010) Stories for primary mathematics in Mathematics Teaching 219 September 2010, Derby, UK , ATM publications Back, C. (2013) Division in Classrooms in Mathematics Teaching 236 September 2103 , Derby, UK , ATM publications Note the methods you see used by the teacher to assist the conceptual development of the understanding of division. LOs 1-3 S2d;S3a; S3b;S3e; S4a;S4b; S4d;S4e; S5a; S5b 13 Fractions Fractions: difficult but crucial in mathematics learning access via Collect images of fractions used by teachers to teach LOs 1-3
development plan for further study. Compile a glossary of key terminology associated with the topic, note misconceptions to be aware of when planning and key processes that you need to be secure in your understanding of. the areas and note practical considerations you would need to make when taking groups of children outside to work in these areas. Explore the school’s risk assessment policies and procedures. Would a risk assessment be necessary to take children outside to work in the school grounds? If so, try to write one in conjunction with your mentor to cover an activity you might conduct with your class. Bringing living things into the classroom: repeat the previous activity with a focus on considerations involved when bringing living things into the classroom. What are your legal responsibilities if you do this? Enquire to see if this is happening anywhere in the school (e.g. rearing chicks, butterfly farm, bringing in pets etc.) and what measures the class teacher had to take in order to this. 9 Animals, Including Humans and related aspects of Living Things and their Habitats This topic provides numerous opportunities to learn through discussion particularly in relation to the impact of diet, exercise, drugs and lifestyle on the way the body functions. Follow the link on Moodle to the learning unit on Discussions in Primary Science and work through it. Consider how you might create a talking lesson around one of these themes. Explore the school’s PSHE policy and scheme of work to identify areas of overlap in this topic. How can the two areas work in a mutually beneficial way? Discuss with the relevant staff. Plan a lesson on this topic (and preferably teach it to a relevant year group) in which you embed high quality talk and dialogue. Discuss with your mentor how dialogic skills are taught and applied in science lessons such as this. Continue self-study of any areas that you are unsure of. LOs 1-3 S2b,d;S3a; S4b,e 10 Forces Follow the link on Moodle to the learning units on Concept Mapping. Consider how you From the school’s scheme of work, identify where Forces are being taught and LOs 1-3 S2b,d;S3a,b; S4b,e