Your post SBL A version should be updated to include details of your experiences in SBL B. The completed version (showing SBL A and B teaching experience) should be uploaded to Turnitin by the deadline (noon; 4 July 2017) in order for your transition interview to go ahead. 1d) Please refer to the activities outlined in Appendix 1 for school-based tasks linked to your taught sessions. ACTIVITY 2: Teaching Outstanding Maths Lessons (S3e) TS 3e refers to the teaching of Early Mathematics; please remember that Early Mathematics here means Early Years and Primary Mathematics (up to year 6). Also remember that you cannot achieve an overall Grade of ‘outstanding’ for TS 3 without the equivalent grade for TS 3e - likewise for the grade ‘good’. 2a) Use the ‘SBLa Record of Experience’ and your Mathematics Confidence Audit to identify your teaching experience needs. Share these with your mentor and negotiate opportunities to develop these areas. There is no expectation that every aspect of mathematics will be covered, but we would encourage a breadth of experiences. 2b) Collect examples of concepts and skills that children find difficult. These are part of your assessment procedures and should help you with your planning. 2c) Towards the end of SBL B (deadline: noon; 4 July 2017), please ensure that you update the following documents: Mathematics Confidence Audit for post-SBL B review point (electronic version on Moodle plus hard copy in PJF) SBL B ‘Record of Experience’ via Moodle The completed version (showing SBL A and B teaching experience) should be uploaded to Turnitin by the deadline (noon; 4 July 2017) in order for your transition interview to go ahead. 2d) Please see Appendix 1 for the post session activities that you need to complete. ACTIVITY 3: Planning and Teaching in Science (S3) Science subject knowledge and experience development 3a) Use your Science Confidence Audit to set appropriate science subject knowledge targets for the duration of your school experience. Aim to address your learning needs through a variety of professional development activities such as observation of relevant lessons, discussion with teachers and preparation for your own planning and teaching of science lessons. There should be evidence of these targets in your PJF. 3b) Use your completed ‘SBLA Record of Experience’ to identify your teaching experience priorities. Early in the placement, share these with your mentor and negotiate opportunities
8 Drama Coaching SK Starter: revision of SSP terminology Drama Conventions Freeze frame, conscience alley, etc. Read the drama conventions provided in the Session 8 resources folder on Moodle: (TS 3) Incorporate the use of drama conventions in English lessons. Your lesson plans / evaluations / feedback could be used as evidence for TS 1 (motivating/engaging/inspiring pupils) and/or 2 (promoting progress). LO 1-3 TS 1a, 3a, 4b 9 Talk for Writing Coaching SK Starter: revision of SSP terminology Pie Corbett’s Talk 4 Writing: Book Talk, Writer talk and Communal story-telling Watch TfW clips on you tube. and (TS 3). Incorporate TfW techniques into your planning to enhance learning and challenge learners (TS 1) and to promote pupil progress (TS 2). Use a lesson plan/evaluation observation feedback/reflection as evidence. LO 1-3 TS 1a, 3a, 4b 10 Reading and writing: Fiction and genres Starter: PGCE SSP Subject Knowledge test. Features of different text-types Progression Cross- approaches (Teaching and applying English in other subjects and text-based approaches) Planning: learning objectives Read the text-type and progression documentation in the Session 10 resource folder on Moodle. (TS 2 and 3) Identify cross-curricular writing opportunities in school. Plan and deliver a writing lesson within the context of another subject such as history or science. Plan and deliver a writing lesson based on a class text. (TS 1, 2, 3) Use a lesson plan/evaluation observation feedback as evidence. LO 1-3 TS 2b, 3a 11 Writing Coaching SK Starter: areas for development from the SSP test Overview New EYFS and NC writing requirements. The writing process: planning, drafting, editing and final copies Self and peer assessment Feedback and feed-forward including marking Read p8 of the Assessment Commission report (NAHT, Feb 2014) in the Session 11 resources folder on Moodle. (TS 6) Collate evidence of planning for self, peer and teacher assessment opportunities within lessons. Collate evidence of your ability to provide pupils with appropriate verbal and/or written feedback/ feed-forward information (TS 2 and 6). LO 1-3 TS 2b/c/e, 6b/d
Planning English: Learning Objectives, lesson structure and planning for assessment opportunities. 12 Writing Spelling Part 1 Starter: PGCE SSP Subject Knowledge re-testing. New NC requirements Spelling in SPaG tests Approaches to teaching and learning – e.g. phonics, analogy, mnemonics, spelling rules etc. IPA Examine the following spelling websites: Test yourself at Identify areas for development in your own subject knowledge re spelling. Take responsibility for independent study in this area. Seek tutorial support if necessary (TS 3). Identify how spelling is taught in KS 1 and KS 2 in your school? Identify opportunities to teach spelling in other areas of the curriculum. Save your notes as evidence. Later task: teach an aspect of spelling either discretely or within the context of another lesson. (TS 2) LO 1-3 TS 3a/b, 6a 13 Writing Spelling Part 2 Teaching morphology and etymology in other areas of the curriculum. As above When planning in school, identify opportunities for teaching morphology and etymology in other primary subjects. 14 Writing Punctuation SK Starter: comma-splicing and The use of ‘however’ New EYFS and NC punctuation requirements Punctuation in SPaG tests Use of actions – link to communal story-telling Identify areas for development in your own subject knowledge re punctuation. (TS 3) take responsibility for independent study in this area, referring to the website below for support: Seek additional tutorial support if necessary. Teach an aspect of punctuation to a group or class in an enjoyable way (TS 1 and 2). Use a lesson plan/evaluation/observation feedback as evidence. LO 1-3 TS 1a, 3a, 4b 15 Writing SK Starter: word classes - nouns and verbs Modelling appropriate handwriting 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, 3a, 5b
Handwriting and vocabulary (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. 16 Writing Sentence structure Coaching SK Starter: word classes Sentence types Formative assessment and pupil progress. Word classes: Appropriate conjunctions and other connectives. Grammar in SPaG tests. 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 for those children. Annotate a photocopy of a child’s writing as evidence of your subject knowledge. LO 1-3 TS 3a, 6b 17 Writing Teaching approaches Coaching SK Starter: Grammar revision Modelled and shared and guided 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 modelled and shared writing in an English lesson and in a lesson for another subject. LO 1-3 TS 2b, 3a, 4a 18 Writing Motivation Coaching SK Starter: areas for development from the grammar test. Motivating writing The use of hooks, film, ICT, Presenting children’s writing Work on areas for development re English subject knowledge. Collate evidence to demonstrate that you motivate, challenge and inspire learners in English lessons (TS 1) and instil a love of learning (4a) by planning an engaging curriculum (4e). LO 1-3 TS 1a, 4a,b,e, 6b 19 Writing In context Planning to teach aspects of English in context: A cross-curricular approach A text-based approach Identify and plan opportunities to teach aspects of English in context (4e) Reflect on the effectiveness of contextualized English teaching (through LO 1-3 TS 3a, 4d, 4e
6 Addition and Subtraction - Mental calculations, including fluency and reasoning - Mental methods - Developing learning within group work and the, use of resources. Preparatory Reading Thompson I(199) Mental Calculation Strategies for Addition and Subtraction accessed at Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 8 Mental strategies for addition and subtraction Write a brief descriptive account of how you are seeing mental mathematics operating in your setting Which resources are used? How effective are they? Insert your account into your mathematics file. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 7 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 Reading Cotton (2013) Understanding and Teaching Primary Mathematics Chapter 6 Directed Study 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 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
on the module space) 8 Subtraction Written calculation subtraction Consideration of different methods as shown in the appendix of the new NC The use of learning objectives and success criteria Reading Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 7 Addition and subtraction structures Chapter 9 Written Methods for addition and subtraction Directed Study Repeat task 2 from session 6 with reference to ‘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 9 Multiplication and Division methods – mental, including fluency and reasoning The Learning of Multiplication facts - Strategies and teaching approaches Reading Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 10 Multiplication and Division structures Chapter 11 Mental strategies for multiplication and division Directed study 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 10 Multiplication - written methods - strategies and teaching approaches Reading ACME(2011) paper on Primary arithmetic 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. LOs 1-3 S2d;S3a; S3b;S3e;
15 Planning and Problem Solving Bar Model Algebraic thinking Reading The Bar Model, Information from NCETM (see the link on the module space) Singapore maths teacher Directed Task On Moodle Murray, J. (nd) When letters are numbers. Retrieved from Work with a small group of pupils to teach problem solving using the bar model. Provide evidence of your planning, evaluations and pupil’s work for inclusion in your mathematics file. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 16 Measures Stages of development in children’s understanding of measure Introduction to length, weight and capacity. Making good use of questioning and observation Reading Chapter 6: Measurement. In Hansen,A.(2008).Extending Knowledge in Practice: Primary Mathematics Exeter, United Kingdom: Learning Matters Cotton, T. (2013). Understanding and Teaching Primary Mathematics. Chapter 8, p 156 - 174. Retrieved from: Directed Task Complete a lesson plan for a measurement themed lesson or week’s focus. Consider intended learning outcomes, resources required, initial stimulus, learning environment, organisation and ways to assess learning and understanding. Complete a lesson plan or weeks focus for a measurement themed lesson, teach and evaluate the lesson/lessons. Consider intended learning outcomes, resources required, initial stimulus, learning environment, organisation and ways to assess learning and understanding. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 17 Measures Reading: LOs 1-3
Time Money Barmby, P. (2009). Primary Mathematics. Chapter 9, p139 – 160. Retrieved from: S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 18 Geometry 3d and 2d shape recognition. Shapes in the environment Properties of shape and classification Key steps of progression Identification of 3D shapes –(Edge, Faces, Vertex connection) Reading Cotton,T. (2013). Understanding and Teaching Primary Mathematics Essex, United Kingdom. Pearson Chapter 7 Understanding Shape pp Directed Task: Familiarise yourself with correct vocabulary associated with and properties of different 2d and 3d shapes including quadrilaterals, triangles and properties of a circle. Reading: Haylock, D. (2007) Mathematics Explained for Primary Teachers London, United Kingdom: Sage Chapter 24 Transformations and Symmetry. Cotton,T. (2013). Understanding and Teaching Primary Mathematics Essex, United Kingdom. Pearson Chapter 7 Understanding Shape pp Dabell, J. (2014). Faulty rectangles. Mathematics Teaching, 239, p38 – 39. (Access article on Moodle) Reflecting on your time in school – what do you now know that you did not know before about geometry? LOs 1-3 S2d;S3a; S3b;S3e; S4a;S4b; S4d;S4e; S5a; S5b LOs 1-3 S2d;S3a; S3b;S3e; S4a;S4b; S4d;S4e; S5a; S5b
19 Symmetry Position, angles and transformation Using ICT to support the teaching of mathematics Reading Cotton,T. (2013). Understanding and Teaching Primary Mathematics Essex, United Kingdom. Pearson Chapter 7 Understanding Shape pp Document any evidence you see in school that this aspect of mathematics is being taught in other curriculum areas? LOs 1-3 S2d;S3a; S3b;S3e; S4a;S4b; S4d;S4e; S5a; S5b 20 Statistics The data handling process Cross curricular approaches in mathematics Module Evaluation Reading Haylock, D. (2006) Mathematics Explained for primary teachers (3rd edition) Chapter 27 Handling Data Haylock, D. (2014) Mathematics Explained for primary teachers (5th edition) Chapter 22 Cotton, T. (2013). Understanding and Teaching Primary Mathematics. Chapter 9, p 175 – 195. Retrieved from: Document evidence of where you see statistics taught within another subject area. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b
Science Session Number Outline of Sessions Directed Study and/ or Key Reading indicate here or in module session/ moodle space SBL TASK Learning Outcomes (e.g. LO1, LO3) (and Teachers’ Standards where applicable, e.g. S1a, S4b)
4 States of Matter and related aspects of Properties and Changes of Materials Identifying and addressing misconceptions. Planning next steps. Read Chapter 10 in: Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press. Make sure your own understanding of these abstract concepts is secure. Make notes of key points and further individual development needs to follow up. School-based Learning To be adapted to meet individual development needs Identify where in the school this topic is being taught. Observe a sequence of lessons to see how the conceptual understanding of the properties of different states of matter is built up. Which misconceptions are elicited from children and how are they then addressed? Look at the work of three children and analyse which concepts they understand (partially or fully), which misconceptions they might have and what the next steps in learning would be for those children. If you are teaching this topic yourself, analyse same elements identified in your own teaching. LO 1-3 S1, S2, S3, S4, S5, S6 5 Properties and Changes of Materials (including separating materials) Identifying and addressing misconceptions. Planning next steps. Read Chapter 11 in: Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press. Make notes of key points and further individual development needs to follow up. Map the progression of key conceptual ideas from the last two sessions across the primary phase. School-based Learning To be adapted to meet individual development needs Map out the whole conceptual progression of Materials topics across your school’s scheme of work for science to help you to identify the spiral nature of the curriculum and where children in each year group are likely to be in their conceptual understanding. Compare this with the reality from your observations to highlight the need for differentiation in your teaching. LO 1-3 S1, S2, S3, S4, S5, S6
10 Plants including Plant Life Cycles and related aspects of Living Things and their Habitats Try to map out the life cycle of a flowering plant. Note areas and vocabulary that you still do not feel completely confident about teaching and add to your individual development plan for further 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. School-based Learning To be adapted to meet individual development needs Identify from school planning documents and discussions with relevant staff, where children would engage in planting activities. Is there a school garden or wildlife area? If so, explore 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 LO 1-3 S1, S2, S3, S4, S5, S6