Practitioners 'group on School Behaviour and Discipline. London, HMSO. WEARE, Katherine (2004). Developing the emotionally literate school. London, Paul Chapman Also refer to subject specific reading Multi agency working Theme 4b (i): Meeting Individual needs Reading University/ Cluster- based training School based training Trainee Tasks Course outcomes and teaching standards P2.2.1 TS5.2, TS5.3 P2.2.5 TS5.1, TS5.2, TS5.3, TS5.1, TS5.2, TS5.3, Required Reading DFE 2014 SEN Code of Practice chapters relating to principles, school based provision and school support and transitions to (not yet published) Human Rights and Equality Commission 2012 Public sector equality duty guidance for schools in England Individual Schools: SEND policy Contribution to SEND Local Offer Equality Policy Accessibility Plan Lead lectures and seminars Introduction of the legal obligations and theory of inclusion and inclusive practice. Working in Partnership Theory of working in partnership with parents and young people and with other professionals SMC/ITEC training sessions or one to one sessions with subject specific mentors Meetings should give trainees the opportunity to explore and critique the following areas: School SEND, Inclusion, Gifted and Talented and Behaviour policies Discussion of how differentiation is used in lesson planning and design Meet with the SENCO to Emerging knowledge, skills and understanding ( mentor as model) Read DFE 2014 Code of Practice Track a student with a specific SEND need throughout their day (this should be done as if you generally looking at Teaching and Learning throughout the school) and observe strategies used for that student and the learning experience/progress they make during the day. Review their IEP as part of this process. Reflect on your experience and discuss observations with your Mentor. In your lesson plans, for one class, focus on differentiating your resources for a specific group
Theme 5b: Understanding Transition Reading University/ Cluster- based training School based training Trainee Tasks Course outcomes and teaching standards P2.1.1 TS3.4 TS5.3 P2.1.1 P2.2.6 TS2.2 TS5.3 P2.1.1 TS3.1, TS5.3 Required reading COFFEY, Anne (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools. 16 (3) 261-271. Sage ASHTON, Rebecca (2008). Improving the transfer to secondary school: How every child’s voice can matter. Support for Learning, 23, 3. Strategy material on transition Lead lectures and seminars Introduction to school transitions (key differences) Students’ physical, social, emotional and intellectual development Transition and the curriculum Interpreting and using KS2 data Introduction to the Primary curriculum (subject specific) SMC/ITEC training sessions or one to one sessions with subject specific mentors Meetings should give trainees the opportunity to explore and critique the following areas: School transition arrangements (including a meeting with the school transition co-ordinator) Visit to a Primary feeder school Emerging knowledge, skills and understanding Read the Coffey article. Research transition arrangements in your school/department (supported by your meeting with the school transition co-ordinator) Developing knowledge, skills and understanding For 11-16 subjects: Read the Ashton article. Devise a short questionnaire for Year 7 pupils to explore their experiences of school transition. Compile the questions and review this with you subject
Appendix D Developing and Reflecting on Professional Practice Theme Task Where the evidence of completion of the task can be found (cross reference or hyperlink to teaching file, assignments reflective journal etc.). Date of completion Standards addressed 1a The History of Education (These tasks are linked to Assignment 1 for PGCE student) Emerging Research each of your placement schools as you start the placement. Look at their website, most recent Ofsted report, prospectus and mission statement. Read the national curriculum (or other relevant curriculum frameworks) for your subject area and familiarise with your placement school’s schemes of work in the context of this 3.1 Developing - Identify an appropriate class for which you can develop a short sequence of lessons. The planning should indicate how the scheme links to subject curriculum and frameworks. The plans should be annotated to indicate how your planning supports the aims and purpose of your subject. 2.1, 4.1, 4.2 Extending - Write a brief reflection on these lessons, with reference to academic literature, explaining how you wish to develop your planning and teaching skills in the context of your subject. 3.2 2a Emerging - With your mentor discuss a target identified in your 4.4, 8.4
interview with an experienced member of staff and get feedback. Meet with current NQTs in school, or with RQTs, to discuss their experience of the NQT year. Undertake a self-evaluation of your progress against the Teachers’ Standards in preparation for transition to the NQT year and identify strengths and priority areas for development. Developing Inclusive Practice Theme Task Where the evidence of completion of the task can be found (cross reference or hyperlink to teaching file, assignments reflective journal etc.). Date of completion Standards addressed 1b Theories of Teaching and Learning (These tasks are linked to PGCE Assignment 1 BSc Assignment 2) Emerging - Observe teachers in your both your subject and other subject areas. Include in your notes examples of where teachers have successfully used scaffolding and modelling to take learning forward. Describe teachers’ different approaches to teaching and try to characterise their different approaches. 4.5 Developing - Work with you mentor to identify how to model and scaffold learning in your lessons. Discuss this with your mentor following the lessons and reflect on it in your written 1.2, 4.4, 4.5
Ethical considerations: You should not identify pupils, classes, staff or schools by name within this assignment, either directly or indirectly. Assessment Criterion Level 6 descriptor Level 7 descriptor Review of academic and professional literature Identifies and summarises a range of key ideas and themes from relevant academic and professional literature indicating how these can inform classroom practice. Selects and synthesises key and related ideas and themes from a carefully chosen range of literature demonstrating breadth & depth of reading and indicating a well-developed awareness of how these ideas can be applied to classroom practice. Reflection on factors that contribute to effective lessons Uses the literature to select, justify and evaluate the key features of an effective lesson. Uses the literature to select, adapt according to context and critically evaluate the key features of an effective lesson. Analysis of lesson sequence and identified focus lesson Analyses the selected sequence of lessons with reference to the underpinning research and scholarship. Demonstrates the ability to reflect on and evaluate strengths and improvement targets in order to develop classroom practice. Critically analyses the selected sequence of lessons with reference to the underpinning research and scholarship. Demonstrates the ability to reflect on and critically evaluate strengths and improvement targets to develop effectiveness of classroom practice in relation to pupil progress. Discussion of how critical reflection has developed practice Evidence drawn from personal and critical reflection is used to summarise your development in relation to your professional practice. Well-chosen evidence drawn from personal and critical reflection on pupil learning, progress and attainment is synthesised to provide a sound rationale for your development in relation to your professional practice. Produce a piece of writing to an appropriate academic standard Clear written style appropriate for an adult audience. Accurate referencing using SHU Harvard conventions and including an appropriate bibliography. Sources can be drawn from named books, journals or other appropriate media. Clear and coherent written style appropriate for a professional audience. Accurate referencing using SHU Harvard conventions and including an appropriately broad and relevant bibliography. The majority of referenced sources are from named books or journals. PGCE Assignment 2: Module: Developing Inclusive Practice
learning, teaching and assessment in your subject particular learners Reflect on the extent to which this work has allowed you to evaluate your own understanding of pupil progress and attainment. Evidence drawn from personal and critical reflection on pupil learning, progress and attainment is used to identify appropriate conclusions in relation to your on-going professional practice. Well-chosen evidence drawn from personal and critical reflection on pupil learning, progress and attainment is synthesised to underpin the development of a sound rationale for your plans for your on-going professional practice. Produce a piece of writing to an appropriate academic standard Clear written style appropriate for an adult audience. Accurate referencing using SHU Harvard conventions and including an appropriate bibliography. Sources can be drawn from named books, journals or other appropriate media. Clear and coherent written style appropriate for a professional audience. Accurate referencing using SHU Harvard conventions and including an appropriately broad and relevant bibliography. The majority of referenced sources are from named books or journals.