Bias and stereotyping. Reflexivity in academic research. Learning environment and classroom ethos. Collecting Portfolio evidence. Austin, R. ed (2016) Researching Primary Education. Moon, J (2006) Learning Journals a Handbook for Reflective Practice and Professional Development. Underdown, A. (2007) Chapter 3 ‘Foundations for Emotional and Social in Young Children’s Health and Well-Being Maidenhead: Press Guide. Session 5 Assessment, Planning and Delivery 1 Using long and medium term plans to inform short term planning. Short term plans that show progression and assessment opportunities. Differentiation to meet the needs of all learners in the class. Using assessment tools in relation to pupil progress and to identify next steps. Discuss the school’s approach to assessment and tracking pupil progress. Look at whole school data analysis. Bring examples of children’s work to the session. Clarke, S. (2005) Formative assessment in action: weaving the elements together, London: Hodder Murray. Gardner, J. et al, (2010) Developing Teacher Assessment, Buckingham: OUP. Level 7 assignment. Pupil Profiles. School and class mentor discussions and observations. Tutor assessments. Portfolio evidence. Session 6 Assessment, planning and delivery 2 Next step targets. Effective marking. Links between planning, assessment and marking. Assessing impact on pupil progress. Planning for TAs. Look at class-based analysis and methods for tracking pupil progress. Clarke, S. (2005) Formative assessment in action: weaving the elements together, London: Hodder Murray. Gardner, J. et al, (2010) Developing Teacher Assessment, Buckingham: OUP. Level 7 assignment. Pupil Profiles. School and class mentor discussions and observations. Tutor assessments. Portfolio evidence. Session 7 Action Research Selecting enhanced studies options. Action research cycle. Literature review. Methodological paradigms. Techniques of analysis and enquiry. Ethical issues, consent, confidentiality and the no harm principle. Discuss with trainee opportunities for data collection for written assignments. Discuss action research that links with school improvement priorities. See also reading links on the VLE. Austin, R. ed (2016) Researching Primary Education. Hopkins, D. (2008) A Teacher’s Guide to Classroom Research Maidenhead: McGraw University Press. McNiff, J. (2013) Action Research Principles and Practice London: Routledge. Research Assignment. Level 7 Assignment.
McNiff, J. (2010) You and Your Action Research Project London: Routledge. Shafer-Landau, R. ed. (2013) Ethical Theory an Anthology. Session 8 Inclusion Valuing all pupils and equally. Increasing inclusive practice through the cultures, curricula and communities of schools. Responding to the diversity of pupils in the locality. Reducing barriers to learning and participation for all pupils. Seeing similarities and differences between pupils as resources to support learning. The role of schools in building community developing values, and increasing achievement. Fostering relationships between schools and communities. Inclusion in education as one aspect of inclusion in society. Look at the different interventions used in school to support SEND and support the trainee to evaluate the effectiveness of two of these. SEND code of practice: 0 to 25 Booth ,T. and Ainscow, M. (Revised 2011) Index for Inclusion: developing learning and participation in schools. CSIE. Ekins, A. and Grimes, P. (2009) Inclusion : Developing an Effective Whole School Approach. Knowles, G. (2011) Supporting Inclusive Practice , 2nd Edition Routledge. School and class mentor discussions and observations. Reflective Journal. assessments. Portfolio evidence. Session 9 Professional Dialogues Developing positive relationships with children, professional colleagues and parents/carers. Managing conflict. Productive meetings with colleagues, external professionals and parents/carers. Approaches to managing TAs and the impact on pupil progress. Achievement and Aspirations. Enhanced Studies - presenting findings and relating to present practice. Editing the report. Discuss communicating with parents trainee task. Discuss progress with enhanced studies research and any links with school improvement priorities. Carry out communicating with parents tasks. See also reading links on the VLE. Bruce, C. (2010) Emotional Literacy in the Early Years London: Sage. Cameron, E. (2012) Making of Change Management: A Complete Guide to the Models, Tools and Techniques of Organisational Change London: Kogan Page. Roger, P. (2007) A Guide for Educational Professionals Maidenhead: Open University Press. Ward, U. (2009) Working with Parents in Early Years Trainees to complete drafts of CEDP prior to lecture 10
Settings Exeter: Learning Matters. Session 10 Leaders of Learning Update on the national and international policy context and implications for the NQT year. Planning your own CPD. Reflection on changing values and philosophies through the training year. Roles and responsibilities of the subject leader. Designing a curriculum. Continuing professional development and collaborative learning (CEDP). Leadership in and beyond the classroom. Key preparations for trainees’ classes as newly qualified teachers. Collaborative discussions around key issues impacting on pupil progress and implications for trainees’ classroom practice. Complete the CEDP with the trainees. Provide the trainee with access to key priorities in the school improvement plan in preparation for the session. Access school improvement plan prior to the session. See also reading links on the VLE. C. (2008) Leadership and Management in the Early Years from Principles to Practice Maidenhead: McGraw-Hill Open University Press. Roffey, S.(2011) The New Teacher’s Guide to Behaviour London: Sage. CEDP. Portfolio evidence. ENGLISH Pre and post-session materials will be posted on the English course web pages. These are designed to support and extend students’ knowledge. Trainees are required to undertake a grammar audit after sessions 3 and 4. Delivered by Charlotte Raby Centre-based Training School-based Training Student Assessment methods Session 1 Early Years: Language Acquisition, Reading and Phonics Years Foundation Stage Profile Early Learning Goals (ELGs) Communication and Language Development ELGs 1-3. ELGs Literacy 9 and 10. Simple View of Reading: Rose Review 2008. The impact of the home environment ‘word poverty’ and barriers to literacy: The Early Catastrophe: Hart, B. and Risley, T. (2003) and The Everyday Experience of American Babies: Discoveries and Implications. Risley, T. ( 2006). Grammar required to communicate at school and Ensure all trainees observe a whole class and small group phonics lesson. Observation in Early Years of how language is developed through talk and play. All students to bring a writing journal to each English lecture. Pre-course reading list: Web based: Hattie Part 1 and 2. TED Ed: How miscommunication happens. Cunningham, A. Stanovich, K. (1998) Phonics lesson observations. School and class mentor discussions and observations. assessments. Subject knowledge audits. Evidence bundle.
the moment, modelled and shared writing. Plan the whole reading to writing process: reading, reading like a writer, modelled writing to independent writing. Drama Education: The Journal of Applied Theatre and Performance. Corbett, P. and Strong, J. (2011). London: David Fulton. Homework: KS2 grammar complete GAPS test on website. Evidence bundle. Session 5 Grammar National curriculum statutory requirements. Statutory appendices - the specific features that should be included in teaching the programmes of The use of Standard English. Subject knowledge and grammatical terminology. The use of grammar to support writing development. How to teach grammar in purposeful contexts - through reading and writing. Selecting appropriate grammar and vocabulary, understanding how such can change and enhance effects and clarify meaning. Sentence structure - word classes and sentence level work. of the National curriculum statutory requirements for punctuation and grammar and the school’s approach to this. about ways to develop accurate punctuation. Complete (see full School and class mentor discussions and observations. Tutor assessments. Subject knowledge audits. Portfolio of evidence. Session 6 Teaching Writing National Curriculum requirements. Two dimensions of writing: composition and transcriptional skills. Understanding genre - text and print conventions, fiction and non-fiction. The role of literature in writing. Enabling pupils to write at length. Uses and organization of modelled, shared and guided writing. The teaching sequence for writing. Applying writing skills in purposeful contexts. Talk for Writing – talking the text. Pupil revision and of the dimensions of writing: composition and transcriptional skills. Writing continuum and development and how this is taught within. about how writing is assessed within the school. School and mentor discussions and observations. Tutor assessments. Subject knowledge audits. Portfolio of evidence.
evaluation of their own writing. Session 7 Planning a Unit of Work in Literacy Long term, medium term and short-term planning. The teaching sequence - phases of planning. Using a text as the basis of a unit of work. The importance of making cross-curricular links. Creating a unit plan/map overview. of Centre - based training regarding Medium and short-term planning. of the Phases of teaching. that you are able to plan and create a unit plan map overview. School and mentor discussions and observations. Tutor assessments. Subject knowledge audits. Portfolio of evidence. Session 8 Poetry National Curriculum requirements and poetic terminology. Developing patterns of language. Approaches to teaching and enjoying poetry. Different forms of poetry – discussing and expressing views about a wide range of contemporary and classic poetry. Using poetry to develop comprehension skills and literary language. Writing, learning and performing poetry by heart. of how poetry is used within the school. School and class mentor discussions and observations. Tutor assessments. Subject knowledge audits. Portfolio of evidence. Session 9 Assessment of Pupils’ Progress in English National requirements. Understanding assessment - purpose, methods and uses. National and expectations. The Y1 Phonics Assessing and levelling phonics, reading and writing to inform next steps in teaching. Using assessment to move learning forward. Marking. about how pupils’ progress in English is measured within the school. of expectations and how this is recorded. about the purposes, methods and uses of assessing and leveling phonics, reading and writing. School and class mentor discussions and observations. Tutor assessments. Subject knowledge audits. Peer-to-peer learning task. Portfolio of evidence. related
Session 10 Spelling, Punctuation and Handwriting National Curriculum requirements. National curriculum spelling appendices – statutory requirements. Spelling taught alongside reading, so that pupils understand that they can read back words they have spelt. The role of morphology, etymology, orthography in spelling words and links to grammar. Explicit teaching of spelling strategies – approaches and the use of spelling journals and investigations. Teaching spelling in meaningful contexts at relevant points across the curriculum. Spelling common words, noting unusual correspondences between spelling and sound and where these occur in the word. Proof-read for spelling and punctuation errors. The development of accurate punctuation. Essential knowledge for teaching handwriting – key skills for printing and joined up writing. Handwriting fluency to enable automaticity in spelling. Discussion on the National curriculum spelling appendices – statutory requirements and how they are taught within school. School and class mentor discussions and observations. assessments. Portfolio of evidence. MATHEMATICS by Tim Cuerden and Dave Tullett Centre-based Training School-based Training Student Assessment methods mathematics course will develop trainees subject knowledge, understanding, confidence and ability in mathematics, with the Curriculum Document for the Foundation Stage, the Primary Strategy, National Curriculum, the NNS for Teaching Mathematics” and all the relevant QTS standards. 1. a feel for Mathematics You need to be confident in all aspects of mathematics for primary teaching and associated ICT (QTS Part 1: 3c). Framework Discussion of the National Curriculum and the National Framework for Mathematics and how this is taught within the school. Make about your subject knowledge at the end of today’s session including the confidence discussion, work with the new NC, NNS and Primary framework multiple choice, and School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Subject knowledge audits.
Interpret word problems as statements about number. Record them as mathematical statements. Explore aspects of the KS3 Framework for Teaching Mathematics. (QTS Pt1: 3a). Find ways of representing pattern, the of graphical data handling. Use formulae on the Excel spreadsheet to create sequences of numbers and represent them graphically (QTS Pt1: 3a). For games and puzzles is brilliant. 9: problems Have a grasp of benefits of problem solving to mathematical development; (QTS Pt1: 3b). out Toffee Tin Problem: Practical problem solving with reasoning and proof. Examine use of Singapore Maths. Carry out Maths Challenges. Look at Pitch and Expectations. Examine Nrich resources. Word Problems Smartboards – take Off Maths. NCETM. Plan, and assess mathematics lessons under the direction of the class mentor. Reading: Articles from “Mathematics Teaching” (Association of Teachers of Mathematics) and “Primary Mathematics” (Mathematical Association) journals – these are in the classroom. Thompson Websites: School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Subject knowledge audits. 10: practical resources Continue work on the final stage of the subject knowledge audit; (QTS Pt1: 3a). Plan for September! Workshop Approach. Reflect and revisit areas covered during the year. Plan, teach and assess mathematics lessons under the direction of the class mentor. School and mentor discussions and observations. Tutor assessments. Portfolio of evidence. Subject knowledge audits. SCIENCE Delivered by Jeremy Crook & Danny Nicholson Centre-based Training School-based Training Student Assessment methods Session 1 Understand why we do science in primary School and class
LANGUAGES Delivered by Wendy Cobb Centre-based Training School-based Training Student self-development Assessment methods Session 1 An introduction to teaching languages National and International context for primary languages. KS2 Languages Framework and National Curriculum expectations. Theoretical perspectives on how children second languages. Games, strategies and resources for teaching languages in the classroom. Planning and a language activity. Progression in language learning. Language Awareness: exploring strategies for developing phonological awareness; spelling and English grammar through the target language. Intercultural Understanding and Portfolio assessment. Embedding language learning, cross-curricular and CLIL approaches. Staffing models including use of foreign language assistants and community links. Observe a languages lesson being taught and explain how the lesson is differentiated. Identify key learning in this lesson and in particular analyse whether the teaching is skills or knowledge based. Discuss with your School Mentor. Own linguistic development in the target language. Linguistic Up skilling Web Support: Recommended Reading: Board, K. and Tinsley, T. (2014) Language Trends 2013/2014 CfBT Cave, S. et al. (2006) 100+ Fun for Practising Modern Foreign Languages in the Primary Classroom. Dorset: Brilliant Publications. DfES (2005). Key Stage 2 Framework for Languages. Nottingham: DfES Publications Tinsley, T. and T. Comfort (2012). Lessons from abroad: International review of primary languages Association for Language Learning. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. EAL Delivered by Peta Ullman Centre-based Training School-based Training Student Assessment methods Session 1 An Introduction to EAL 1. EAL: Providing a welcoming environment. Obtaining information about new arrivals. Placing a new arrival in an appropriate group. With your mentor, identify EAL children in your own or another class. Discuss how their needs are met. Ensure they are included in your Reading List Hall, D. (2001) Assessing the of Bilingual Pupils: Living in two languages. London: David Fulton. School and class mentor discussions and observations. assessments. Toolkit of EAL. Portfolio of evidence.
Assessment of pupils' English language competence. Strategies for meeting the needs of newly-arrived learners of EAL and providing continued support for children learning EAL. Planning for inclusion. planning if appropriate. Ensure you complete the EAL section in your pupil profiling task. At the end of term 2 discuss with your mentor your confidence levels for dealing with the needs of children with EAL. If necessary, self-refer for additional EAL experience. QCA (2000) A Language in Common: Assessing English as an additional language. QCA. Web based resources During their training session, trainees will collate an EAL foundation toolkit for use in schools. All materials will be provided during the session. PE Delivered by Tim Barrett and Ilse Fullerton Training School-based Training Student Assessment methods Session 1 Overview of the PE statutory requirements and a focus on programmes of study for teaching Gymnastics. Overview of NC for PE - programmes of inclusion, health and safety. Observation of gymnastics activities – considering progression and development of core skills from floor to low apparatus. Further observation and participation to illustrate the organisation and management of apparatus work – safe practice in PE. Materials, organisation and resources to support further development. Discuss the school’s approach to PE in the National Curriculum. Ensure that the trainee is able to plan and teach a PE session and discuss the resources available. Task One, to be completed by the end of TP3 With your teacher, carry out a risk assessment for a PE lesson that uses apparatus. Review this once you have taught the lesson. Complete reading: Allen, W Classroom Games, Activities for PE, Bailey, R Teaching Education: Handbook and Teachers, Bailey, R & (2009) The Physical Reader, Cooper, L. J. (2010) Supporting Early Years Foundation Continuum Doherty, J & P (2014) PE Task 1. School and mentor discussions and observations. Tutor assessments. Portfolio of evidence. Session 2 Dance, planning and assessment PE schemes of work and their use in planning and delivery of programmes of study. Participation in dance activities based on early movement skills and patterns with the aim of developing an understanding of the main Task One, to be completed by the end of TP3 With your class teacher carry out a risk assessment for a PE lesson that uses apparatus. Review PE task 1. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. L
dynamics of dance/movement skills – more dance participation to see how dance themes and ideas can be developed. Materials, organisation and resources to support further development. this once you have taught the lesson. Session 3 Focus on differentiation, new initiatives and a focus on programmes of study for teaching Games Develop the good practice of differentiation by matching to practical tasks in the range of PE activities. Discuss and be aware of the current initiatives to support the teaching of PE in Primary schools. Participate in a number of activities and small-sided games to meet the curriculum requirements at KS1-KS2. Materials, organisation and resources to support further development. Task One, to be completed by the end of TP3 With your class teacher carry out a risk assessment for a PE lesson that uses apparatus. Review this once you have taught the lesson. PE task 1. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
Child development in art - QTS 2ab 2d 3a 5c. Teaching basic skills in painting, drawing and clay work and how these develop throughout EYFS, KS1 and 2. This includes practical experience in using each media and how to include this skills work in medium term and lesson planning QTS 1b 3a 5ac. drawing of his/her family and an observational drawing of a bowl of fruit. Produce a short statement that places the pictures on the developmental continuum and describe what skills work the child could benefit from and why. Session 2 Practical experience with a range of different media that can be used when teaching art QTS 2a 3a Differentiation when planning and teaching art QTS 1b Medium term and lesson planning QTS 2ab 4ad. Organisational approaches when teaching art, including health and safety issues QTS 1a 2a 4ad 7c. Display - the theory followed by a practical workshop QTS 1a 2bce 3b. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
Cox, S. and Watts, R. (eds.) (2007), Teaching Art and Design 3 – 11. London: Continuum International Publishing Group. DFEE (1995) A Guide to Safe Practice in Art and Design. Stationery Office Books. Key, P (2009) Teaching Primary Art and Design (Achieving QTS) Exeter, Learning Matters Matthews, J. (2003) Drawing & Painting Children & Visual Representation. London: Sage Meager, N. (2011) NSEAD - Creativity and Culture: Art Projects for Primary Schools. Collins Educational. Raywen, F., Stephanie, P., Lawry, P. and Young, S. (2002) Teaching Arts in Primary Schools. Exeter: Learning Matters. Robinson, G. (2011) Collins Art Design and Technology - Think Inside the Sketchbook. Folens. R. (2007) Teaching Art and Design 3-11 (Reaching the Standard). Continuum International Publishing Group. Wenham, M. (2003). Understanding Art. A guide for Teachers. London: Sage. Session 3 Cross curricular approaches to art QTS 2 b d, 3a, 4 a b d Art history - links with the statutory curriculum, how to use a questioning technique to support children in understanding works of art and using them as a starting point for their own work. This includes a practical session QTS 2ab 3a 4abe. How to support children in evaluating their own work QTS 2cde. Art assessment QTS 6abcd. Writing reports QTS 6ab 8e. Task Two: to be completed Art Day 3 Use the simple questioning technique covered in Centre-based training session 3 with a group or class of children to help them approach a work of art you have chosen. Ask the children to produce their own work in response to this work of art and create a display from it. Describe the sessions and comment briefly on any successes or failures, providing annotated photos of the final display. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Art task 2.
This is a practical session, covering examples of activities and teaching strategies at EYFS, KS1 and KS2 (QTS 2d, 2e, 3a, 4a, 4e, 5a, 5b, 5c, 5d, 7c). Planning and assessing music – stage 1(QTS 6ab). lesson observations. Discuss training for planning and assessing music. Session 2 All aspects of singing in primary school including; repertoire, part-singing, changing voices in boys, children with pitching difficulties, planning, teaching and assessing. This is a practical session – trainees will need to wear clothing that they can move easily in, and remember to bring some water. (QTS 3a, 3b, 4a, 4b, 4d, 4e, 5a, 5b, 5c, 5d, 6d, 7c, 7d). Improvisation and notations – an introduction to improvisation in at all KS’s and a look at how music can be notated in various ways. Practical session. (QTS 1a, 1b, 2c, 3a, 3b, 5a, 5b, 5, 5c, 5d,6a, 6d,7a, 7b). Pause for thought - action learning sets activity on an aspect of music education. 6 hrs training. Delivered by a music specialist working as a consultant across a group of schools in the locality. Delivered through workshops, lectures, seminars, action learning sets and lesson observations. School and class mentor discussions and observations. assessments. Portfolio of evidence. Music task 2. based
Agogo Bells to Xylophone – A & C Black Ben Tovim and Boyd, Children and Music, A&C Black Buchanan and Chadwick, Music Connections, Cramer Music Glover and Ward, Teaching Music in the Primary School, Cassell Glover J, (2000), Children composing 4 -14, London: Cassell Gray-Fow B, Discovering and Developing Talent in Schools – An Inclusive Approach NACE Hallam,S and Creech, A (Ed) Music Education in the 21st Century in the UK London IOE Harris D, Music Education and Muslims ISBN 9781858563565 Plummeridge, Music Education in Theory and Practice, Falmer Press Pratt and Stephens, Teaching Music in the National Curriculum, Heinemann B Swannick, A basis for Music Education, Routledge Swannick, Music Education and the National Curriculum, Tufnell Press York, M, Gently into Music, CUP Websites National Association for Music Education ( ) for general information on music education. Sing-Up ( ) for all sorts of singing resources including words, backing Session 3 Instrumental work in school. A chance to learn to play the descant recorder from scratch, using a tried and tested scheme. Practical session. (QTS 1a, 2a. 2b, 2c, 2d, 2e, 5a, 5b, 5c, 5d, 6d, 7a, 7b, 7c, 7d, 8a). Composition. Starting with a simple idea and finding out how to encourage the children to progress and develop their ideas. Practical session. (1a, 1b, 1c,2a, 2b, 2c, 2d, 2e,3a, 3b,4a, 4b, 4d, 4e,5a, 5b, 5c, 5d,7d). Planning and assessment – stage 2 (6a, 6b, 6c, 6d) (Action Learning Sets activity). 6 hrs training. Delivered by a music specialist working as a consultant across a group of schools in the locality. Delivered through workshops, lectures, seminars, action learning sets and model lesson observations. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
tracks and teaching suggestions and support. Music theory ( ) will supply free online help for children (or trainees!) wanting to extend their knowledge of music theory. About.com Music Education - worth a look for free resources. GEOGRAPHY Delivered by Helen Grimmett Centre-based Training Delivery method/ duration/ delivered by School-based Training Student Assessment methods Session1 Geographical Skills: sketching. Observing and recording. Extraction of information from a of secondary sources:- Television Newspapers Meteorological office reports Satellite photographs Charts, tables and graphs e.g. bar graphs, divided bar graphs, scatter graphs, pie graphs, line graphs, climate graphs that contain two forms of statistical representation; Rose diagram showing wind speed and direction. Extracting information from maps. Extracting and recording statistical data on maps. 6 hrs training. Delivered through workshops, lectures, seminars and action learning sets. Trainee to have opportunities to carry out observations of Geography teaching during TP1 and 2. Trainee to discuss Long, Medium and Short term plans during both school placements. Trainee to have opportunities to teach Geography during TP2 and TP3, using and adapting school planning. Trainee to be observed teaching Geography during TP2 or TP3. This Complete recommended reading: Catling, S. (2009) Teaching Primary Geography (Achieving QTS). Learning Matters. Cooper, H., Asquith, S. and Rowley, C. Geography 3-11, A for teachers. London: David Fulton. Martin, F. (2006) Teaching Geography in primary schools, learning to live in the Chris Kingston. Martin, F. (1995) Teaching Early Years Geography. Chris Kingston. Scoffham, S. (2010) Primary Geography Handbook. The Geographical Association. Scoffham S, (2012) Teaching School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
Briefly exploring the curriculum aims for History (Five key elements of History teaching). Looking at the importance of timelines and chronological understanding in primary History (Key element one of History teaching); in reference to professional knowledge essential for the new curriculum and in of teaching strategies. Achievement and attainment in History. Find out how current school assesses History. Turner-Bisset, History in the Primary Classroom (Creative Teaching) Harris, R., Luff, I. (2004), Meeting SEN in the Curriculum History Hoodless P (2008), Teaching History in the Primary School, Exeter Learning Hilary Cooper, Teaching History Creatively (Learning to teach in the Primary School) Tony Pickford, Wendy Garner, Elaine Jackson, Primary Humanities (Learning through enquiry) Murphy J, (2007) 100+ Ideas for Teaching History, Continuum international publishing group Cooper H, (2012) Teaching History Creatively (Learning to Teach in the Primary School), Routledge Session 2: Planning and progression. mental/oral starters in History. Detailed explorations of the final four curriculum aims for History. Looking at Historical evidence and source materials. Using drama in History teaching. Monitoring progression and giving effective feedback. Using the National Curriculum (and being mindful of the chronological nature of the new curriculum) to plan learning outcomes when creating medium/short term planning. Group studies – a chance to plan a 6 week unit of work. Plan and teach a History lesson involving elements of chronology, investigative work and group discussions. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. THINKING SKILLS Delivered by Helen Grimmett Centre-based Training School-based Training Student Assessment methods Session 1 Thinking skills and Philosophy in the classroom An introduction to Thinking skills and how they can be utilised in the primary curriculum. Explore thinking skills techniques with a group of children or the whole class. Complete recommended reading: Forsyth A, (2011) Thinking Hats: Year Book 3: Teach Thinking Skills Through School and mentor discussions and observations. assessments. Portfolio of evidence. 5-
Creative methods to promote spiritual thinking Play Practical. SEND Delivered by Rebecca Loza Centre-based Training School-based Training Student Assessment methods Session 1 Introduction to SEND An introduction to the key features of the SEND Code of Practice. Definitions of SEN relating to the Code of Practice. A school approach towards inclusive education for SEND pupils. Behaviour management strategies for SEND. Communicating with parents of SEND pupils. Have a good understanding of SEND and Inclusion Policies and their implications for mainstream practice. Identify SEND and out a range of assessments. Plan for children with SEND across a range of subjects. With the teacher or SENCO write specific targets for pupils. Practise the necessary skills to communicate with parents regarding SEND and carry out reviews. Discuss the complex relationships between SEND and behaviour. Complete pre-course reading: SEND code of practice: 0 to 25 Peer and Reed G, Special Educational Needs a Guide for Inclusive Practice, SAGE Publications Ltd, 2011 Kutscher M L, Kids in the Syndrome Mix of ADHD, LD, Asperger's and More! Jessica Kingsley Publishers Ltd, 2007. School and class mentor discussions and observations. Tutor assessments. profiling task. Portfolio of evidence. Session 2. Specific needs and planning for inclusion ASD, Dyslexia, dyscalculia and dyspraxia. Inclusion and the implications for planning. Working with learning support assistants. To have a greater insight into the vital role of the TA, yet their need for you to be the expert. Tracking progress for SEN pupils. Classroom management. Have a reasonable working knowledge of Autistic Spectrum Disorder, Speech and language difficulties, Developmental delays and a range of Physical disabilities. Identify classroom management skills and develop to create a fully inclusive classroom. Observe and discuss a range of specific additional Complete recommended reading Addy, L. (2003) How to understand and support children with DYSPRAXIA LDA Dr Green, C. and Dr Chee, K. (1995) Understanding ADHD. Vermilion. Hartshorne, M. (2011) Misunderstood Hello. The Communication Trust. Hulme, C. and Snowling, M (2009) Developmental Disorders of Language Learning and Cognition. School and mentor discussions and observations. Tutor assessments. Pupil profiling task. Portfolio of evidence.
needs and early classroom interventions. Develop an understanding of how to work successfully with other professionals. Chichester: Lee, W. (2011) Small Talk How Children Learn To Talk, from birth to age 5. The Communication Trust. MacConville, R. (2010) Special Needs: What to know and what to do. Optimus Publishing. Mitchell D, Yoshida K (2013) The reason I jump: , Sceptre Publishing Neanon, C. (2002) How to identify and support children with DYSLEXIA. LDA. Reid, G., Knight, D., Elbeheri, G. and Wearmouth, J (eds.) (2009) Routledge Dyslexia Handbook. London: Routledge Falmer. Speake, J. (2003) How to identify and support children with Speech and Language Difficulties. LDA. The Communication Trust (2011) Other ways of speaking. The Communication Trust. Wearmouth, J. (2009) A Beginning Teacher’s Guide to Special Educational Needs, Buckingham: Open University Press. FOREST SCHOOLS & OUTDOOR LEARNING Delivered by Essex Wildlife Trust Training School-based Training Student Assessment methods Session 1 Introduction to Forest School How Forest Schools began. The impact on children’s learning – exploring the evidence. What is Forest School? How activities are planned. How to carry out risk assessments. What is child-led learning and the Forest School ethos? Discuss with your school or mentors how the Forest Schools approach to learning is used, or could be used by your pupils. Complete recommended reading: Knight S, Forest Schools for All, Schofield J, Nature’s Playground Schofield J and F, Going Wild, Useful websites School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
A practical activity designed so that the students can become familiar a project approach to the National Curriculum. (Practical application of 3a&b). PSHE Delivered by Stephanie Redgate Centre-based Training School-based Training Student self-development Assessment methods Session 1 The role of PSHE and citizenship in the new National Curriculum The relationship between PSHE, citizenship, the new National Curriculum and health and wellbeing. Statutory and elements of the PSHE Curriculum. The cross-curricular nature of PSHE. Continuity of curriculum provision. Certificate of Confidence – Evidence gathering. Discuss the relationship between PSHE, citizenship, the new National Curriculum and health and wellbeing within the school. Gather evidence for Chartered PSHE teacher status. Complete recommended reading Gather evidence for Chartered PSHE teacher status. Complete recommended reading: Hill, Judith PSHE and Citizenship for ages 7 Pfister, Marcus The Rainbow Fish, North South Books - ISBN Cave, Kathryn and Riddell, Something Else, Puffin - ISBN Mosley, Jenny Quality Circle Time in The primary classroom, LDA - ISBN 1-85503-229-5 Ironside, Virginia – The Huge Bag of Worries, 978-1-4449-0272-3 McCormick, Julie - Games, Ideas and Activities for Primary PSHE – ISBN Plumber, Deborah – Helping Children to Build Self Esteem – ISBN 1843104881 Jennifer M. Fox Classroom Tales: Using Storytelling to Build Emotional, Social and Academic Skills Across the Primary Curriculum, ISBN-10: 1843103044 SEAL documents can be accessed at School and mentor discussions and observations. assessment. Portfolio of evidence. Chartered PSHE teacher evidence. Session 2 The importance of PSHE in the Foundation and planning for PSHE and citizenship in all stages of the Primary phase Emphasis on social skills more than on Literacy and Numeracy. The need to build on this throughout the Primary school phase and beyond. Implicit and explicit elements: Making PSHE connections across the curriculum. Social and emotional aspects of learning (SEAL). Relationships. Becoming responsible citizens who make a positive contribution to society. Tried and tested ideas that work at all key stages. Certificate of Confidence – Evidence gathering. Gather evidence for Chartered PSHE teacher status. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Chartered PSHE teacher evidence.
BEHAVIOUR In addition to the centre-based training in this strand you will explore how your own mood, body language, voice, behaviour and choice of language impact on behaviour. This will be explored through regular dialogues with your School and Class mentors Delivered by Stephanie Redgate & Emma Day Training School-based Training Student self-development Assessment methods Session 1 Understanding and managing behaviour The training will explore a range of influences that impact on teacher and pupil behaviour and learning. The session will also investigate ideologies underpinning learning environments, including incremental and entity intelligence theories, and consider approaches to creating a positive learning focused classroom ethos: Understanding the psychology of behaviour and identifying misdirected goals of behaviour in the classroom. Strategies for class positive behaviour management. Effective use of language in managing behaviour. Planning responses to behaviour through observations. Theory and application of a of positive approaches to classroom behaviour management. Promoting a positive environment for behaviour. Adults as positive role models. Steps to success and levels of interventions. Identification and techniques for dealing with bullying. Current requirements, national and local policies and guidance on safeguarding and the promotion of well-being of children. Scrutinise the school policy and practices and discuss the school’s behaviour management systems with the teacher and school mentor. Observe a lesson, focussing on the language used to manage the behaviour in the classroom. Complete J. Tod, how Sage. and used, School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Reflective journal.