Programme Timetable - Maths This programme incorporates all 4 modules of the PGCE maths programme Date/Time 03 - 07September 2018 Primary school placement to focus on: Progression and transition within subject area Phonics and strategies for early reading/literacy Induction Week: 10 - 14 September 2018 (at York St John University except for Thursday 13 September when in base school and Friday 14 September 9 – 12 for school based session) Date/Time/Room Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Monday 10 September 2018 10-12 noon RW006 Keither Parker (KP) and Emma McVittie (EMc) PS: Welcome and introductory session Introduction to the Course handbooks To provide an overview of the course and documentation To raise awareness of statutory requirements To introduce group members To engage in team building activities. TS8 PPC Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible. MSDS02/ MPGC06
Monday 10 September – 3.00 pm RW006 KP EMc PS: Activity on values (email etiquette if time) Introduction to the Masters element of the programme Any questions/contributions to the course Explore impact of personal values on teaching TS8 PPC Values statement started at induction day is needed here Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes Tuesday 11 September 9.00- 10.00 am RW006 Clare McCluskey PS: Introduction to the library and subject resources To highlight range of resources available in the library To highlight how resources are used at postgraduate level To begin using Moodle as a resource TS8 Tuesday 11 September 10.00 am Enrolment All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only) Tuesday 11 September 1 - 4pm RW006 Sue Shippen PS: Understanding the importance of safeguarding within schools Child Protection To consider your roles and responsibilities with regard to safeguarding and child protection To consider a range of scenarios related to child protection issues and responses to these TS1 Part 2: PPC Prior to session read chapters 20 and 24 in Brooks et al. Complete the introduction to basic awareness training on safeguarding (details on Moodle) Wednesday 12 September 9-11 am Independent study Student teachers to familiarise themselves with the course handbooks Subject knowledge audit: preparation for subject teaching Complete subject knowledge audit Students to develop a presentation TS3 Part 2:PPC Prepare a 2-3 minute presentation on either of the following questions: Why do you want to teach? Why do you want to teach your specific Construct action plan based on subject knowledge audit Reflective Learning Journal MSDS02/ MPGC06 MPGC06 MPGC06
September 2018 9-12 noon RW006 MPGC03 Children Learn – Key Learning Approaches/ Theories and Cognitive Development Learning. nature of learning To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow To begin to develop an understanding of how cognitive development relates to learning styles TS5 TS7 the following: Brooks et al chapter 2.4 Capel et al chapter 5.1 Ellis chapter 4 Hoult chapter 2 Pollard chapter 7 how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Look at criticisms of Gardner. Record ideas in RLJ. Monday 17 September 1 – 3 pm RW006 PS MSDS01/ MPGC03 Kate Allott Transition 1: Session on Phonics and early reading To reflect on what has been learnt during the primary placement (SE1) To extend and develop understanding of phonics TS3 Bring primary placement information to the session Read chapter 3.4 in Capel et al. Consider other issues related to transition for your subject area/ Reflective Learning Journal (RLJ) entry 3.30 – 6.30 (There will be 2 slots from 3.30-4.30 and 4.30-5.30) FT210 PS MSDS01/ MPGC03 KP EMc Digital team How to use Mahara to support development of your Personal Development Portfolio Exemplar PDP To introduce the use of Mahara to support development of your Personal Development Portfolio To set up individual portfolio Tuesday 18 September 9 – 12 noon SS Maths SK day 1 YSJ staff DL What is mathematics? Aims of the subject Historical context of the subject Develop awareness of subject content and national curriculum within maths To understand the distinction TS3 TS4 Bring notes on your understanding of Skemp RR (1976) Relational understanding and Produce a framework of observation (s) – focus on structure of lessons – use and
QE105 Current curriculum (new National Curriculum) Attributes of a maths teacher Subject specific pedagogy between relational and instrumental understanding To gain an understanding of lesson structures and phases instrumental understanding. Mathematics teaching no.77 upload to PDP on mahara Tuesday 18 September 1 – 3pm QS022 SS Maths SK day 1 YSJ staff DL Transition session 2: Issues related to Mathematics To understand key aspects of Key Stage 2 maths teaching To understand problems associated with non-specialist teaching at KS2 To understand KS2 transition data Keeping a log of the mathematical thinking of children. TS3 TS6 TS7 Bring a completed KS2 SATs paper (2018 if possible), and be prepared to discuss context and style of questioning Bring KS2 transition data/baseline data for a year 7 group Research KS2/3 transition through discussion with school based transition coordinators – whole school and mathematics Set up and maintain a detailed log of observations of pupils, their creative ideas, and their idiosyncratic learning 4-5pm Independent follow up work from the session Wednesday 19 September 9 – 12 noon PS KP Curriculum Planning session 1 – overview of the key principles of planning To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour TS1 TS2 TS4 TS5 Read at least one of the following: Brooks et al chapter Write key learning points from today’s sessions and reading in RLJ
RW006 Planning a lesson – practicalities and progress Focus on a variety of ‘model’ completed plans across subjects. Also focus on the example in the student/mentor handbook. To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability To understand the key aspects of short, medium and long term planning and the progression between these levels of planning To consider the key elements of effective lesson planning To begin to consider how different learner’s needs can be planned for To introduce the principle of educational inclusion and curriculum entitlement To consider how to plan to ensure effective progression To consider key principles in evaluating learning To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress TS7 13 Capel et al chapter 7.2 Ellis chapter 5 Hoult chapter 4 Kyriacou chapter 2 Pollard chapter 9 Wednesday 19 September 1 – 5 pm PS MSDS01/ MPGC03 KP Effective Teaching & Learning Strategies session 1: key principles To understand what makes an effective teacher and leader in the classroom TS1 TS2 TS4 TS5 Read at least one of the following: Write key learning points from session and reading in RLJ
RW006 Introduction to differentiation Relating Learning Approaches/ Theories to Pedagogic Practice M level assignment briefing To consider what makes teaching and learning effective To consider the different strategies that can be used to support pupils of different abilities. To consider what is best practice in the classroom To begin to reflect on how professional values impact on teaching and learning To understand the interaction between theories about learning and pedagogic practice To be able to explain to others the theories related to learning and teaching To understand how teaching styles need to relate to learning styles/strategies To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning To begin to consider your own pedagogy in relation to key learning theories TS7 Ellis chapter 5 Kyriacou chapter 1 Pollard chapter 13 Read the following: Capel et al chapter 5.3 Thursday 20 September All day Induction day at base school Friday 21 SS Maths School Resources for Teaching Learn some of the main functions of TS3 John Holt: How Construct own
September 9 – 12 noon QE105 staff and Learning: subject focus New technologies & resources Consider practical examples of material from the classroom Smartboard (need computers for students) Learn how to make a Tarsia Hands on activities (gain some ideas of how to use hands on activities in the classroom) Launch pupil study TS4 TS5 children fail activity on a notebook document Make a Tarsia to use in lessons Maintain a detailed log of observations of pupils,their creative ideas, and their idiosyncratic learning Friday 21 September 1-3pm Temple Hall PS Resilience and Energy Management To develop strategies to support resilience and energy management TS8 PPC Refer to texts on PS reading list for well-being and developing resilience Also read chapter 1.3 in Capel et al. Student teachers in base schools from Monday 24 September to 21 December 2018 (except for Wednesdays) Wednesday 26 September 2018 School based – Manor CE Academy
Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL SS Maths School staff Effective Teaching & Learning Strategies session 2: maths To be able to plan a simple maths lesson To apply the previous week’s learning objectives specifically to maths teaching Be able to include assessment in a lesson plan Review of progress on pupil study ALL Collect lesson plan examples from your mentors or your own Update pupil study log Bring a lesson plan proforma from school Produce good formal lesson plans, including assessment Continue to update pupil study log and mathematical thinking log. Evaluate pupil study log and mathematical thinking log. 3-5pm SS Maths School staff Curriculum Planning session 2: lesson planning, differentiation and delivery within maths Learning objectives versus outcome To develop an awareness of the process of planning, structuring and delivering engaging lessons To understand how to adapt lessons to meet the needs and strengths of all pupils ALL M. Ollerton: Getting the buggers to add up Arrange some lesson observations of other colleagues with a focus of differentiation. Record in Learning Journal/upload to PDP Wednesday 3 October 2018** School based – Manor CE Academy
9 – 4 CD103 SS Maths DL Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: maths For example Developing positive relationships Creating safe & supportive environment High expectations Learning to inspire, motivate & challenge Learning outside the classroom To develop an understanding of the importance of good relationships in the classroom To understand what is needed to create an emotionally safe and supportive environment for all To consider the setting of high expectations which inspire, motivate and challenge pupils To consider the importance of learning outside the classroom. To understand how to get the pupils to activity learn e.g. pupil maths TS1 TS4 TS7 Bring a copy of your schools classroom rules/behaviour policy/ sanctions & rewards Reading and record keeping to support assignment 1 SS Maths DL Classroom Management and Behaviour session 2: maths Positive BM strategies Behaviour for learning Developing a behaviour/classroom management plan To consider a range of behaviour disorders To develop an awareness of behaviours which promote effective learning To recognise how decisions relating to management of learning may affect behaviour To consider strategies to support positive behaviour To understand the importance of a behaviour management plan to support classroom management and pupil progress TS1 TS7 Brooks et al, chapter 11 Capel et al, unit 3.3 Ellis, chapter 7 Hoult, chapter 5 Kyriacou, chapter 6 Behaviour2Learn website Design a behaviour management/ classroom management plan Observe a range of different staff members using behaviour tracking tool and apply strategies to own classroom practice Write a statement of philosophy for BM to incorporate into statement of rationale and upload to PDP SS Maths DL Subject Knowledge Development and SK pedagogy To consider learning and teaching strategies in relation to each of the branches of the mathematics TS1 TS2 TS3 Bring some KS3 materials from (at least) three different Use a new resource (from other SD students or from
Know your topics? curriculum. Introduction to Mathematics Assignment 1. TS4 branches of mathematics. mentor) Bring two examples from your log of mathematical thinking. 4-5pm Independent follow up work from the session Wednesday 17 October 2018** York St John University Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL PS/
RW006 PS EMc RM/KB? Assessment session 1: overview of key principles of assessment and impact on pupil progress – assessment for learning and assessment of learning Include: history of assessment, current framework, use of data to inform planning To understand that Assessment for Learning is a characteristic of effective teaching To become familiar with a range of assessment, monitoring and recording strategies To develop an understanding of learner self-assessment strategies To look at local and national data that is available to support the monitoring of learner progress and consider its impact on teaching To consider the role of effective target setting for pupils TS2 TS6 Read at least one of the following: Brooks el al chapters 9 & 10 Capel et al chapter 6.1 Ellis chapter 6 Hoult chapter 6 Kyriacou chapter 7 Pollard chapter 14 Write key learning points from session and reading in RLJ 3 – RW006 PS EMc/KP MSDS01/MPGC03 and MSDS02/MPGC06 assignment support session To further develop understanding of the M level work involved in the programme Wednesday 7 November 2018 York St John University - Subject Knowledge Day 3 YSJ staff Time Subject Staff Focus of Session Learning Objectives Reading and Preparation SOL MSDS01
9 – 12 QE105 SS Maths DL Subject Knowledge Development and SK Pedagogy continued Subject specific inclusion Discussion on research proposals. Please bring a laptop/tablet to the session if possible. Research proposal to be submitted on 15th November Develop understanding of subject specific inclusion Understand what type of maths is involved in level 3 and below Understand how to/what resources can help AG&T maths pupils expand their thinking Have some understanding of what dyscalculia is and what effect is has Understand what effect EAL has on learning maths What type of marking helps pupils to make maximum progress (+ quick review of pupil study) Review of progress with assignment. TS5 TS4 TS6 Talk to school based SENCO and other relevant staff (e.g. numeracy co-ordinator Ronit Bird: A dyscalculia tool kit M. Ollerton & A Watson: Inclusive Mathematics Reading and record keeping to support assignment 1 1-4 pm QE105 SS Maths DL Assessment session 2 - AFL in maths (KS3, GCSE) Assessing progress over time Changes to assessment in subject areas Brief review of Music Presentations and MSDSO1 To develop knowledge and understanding of assessment in maths including statutory assessment requirements. To develop skills in interpreting performance data to inform planning and pupil progress. To develop a ‘tool kit’ of AFL techniques to promote flexible teaching and learning To develop a ‘tool kit’ of AFL techniques to promote flexible teaching and learning TS6 Make a list of assessment techniques you have witnessed/ used in school. Claire Lee: Assessment for Learning in Practice Reading and record keeping to support assignment 1 4-5pm Independent follow up work from the session
Wednesday 14 November 2018 Independent Study Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm SS Maths Focus on developing lesson planning and assessment strategies Wednesday 21 November 2018 School based – Manor CE Academy Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 1-5pm SS All Staff Memory and Cognitive load (effective approaches for strengthening pupil memory) Voice work (protecting voice) Input on TS2 Wednesday 28 November 2018
Date/Time/ Room Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL Tuesday 5 March 9 – 12 noon QE105 SS Maths SK day 4 YSJ staff DL Developing subject knowledge and pedagogy to support increased teaching timetable – linked to subject audit/updating targets Identify key priorities for planning of extended timetable Identify key issues/ priorities for subsequent subject sessions Complete a needs audit TS3 Bring new timetable and schemes of work Update action plan (subject knowledge audit) Tuesday 5 March 1 – 4pm QE105 SS Maths SK day 4 YSJ staff DL Subject Knowledge Consolidation: Developing subject area To be decided based on last subject specific session and needs audit Introduction to Mathematics Assignment 2. TS3 Find examples of internal assessment material for KS4 / KS5 Further reading to be decided based on audit Identify topic for presentation and written evaluation (Assignment 2) Wednesday 6 March 9 – 12 noon School based at Manor CE Academy Maths To be done as a session for all subjects and then focus on subjects staff Focus on differentiation in maths for all abilities including AGT To understand how to adapt lessons to meet the needs and strengths of all pupils To understand different approaches to differentiation To consider strategies for deploying support staff TS2 TS5 Lesson plan to be discussed with school based mentor Wednesday 6 March 1 – 4pm Maths Independent or in subject groups Staff Differentiation in practice – developing differentiated resources To develop a range of resources to meet the needs of a range of pupils with differing abilities and AFL in maths TS5 TS6 Claire Lee: Assessment for Learning in Practice Reading and record keeping as appropriate to support assignment 2
Thursday 7 March All day 9 – 3pm School based at WRA schools Maths WRA staff Teaching Maths at A level To develop an understanding of the maths curriculum and the current assessment objectives To gain an insight into the three main application areas: mechanics, and statistics/probability TS3 TS4 Friday 5 March 9 – 12 RW006 MSDS01 KP BH Diversity – round table presentations Differentiation – round table presentations Friday 8 March 1- 2pm RW006 all PS MSDS01 KP Diversity Debriefing Review of diversity placement Revisiting targets To identify and discuss key issues from your placements To share and discuss outcomes on data collected To reflect on best practice observed TS2 TS8 Please ensure you bring your diversity handbook and resources/notes from the week to this session. Be prepared to share what you have learnt during the week. 2 – 3pm PS Careers input 3 - 4.30pm PS EMc M level support for research project To focus on data analysis Return to base schools 11 March to 14 June Wednesday 13 March 2019 York St John University Time PS/ SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL 16
1 – 4pm RW006 PS MSDS02 KP KP/ EMc The importance of the pastoral curriculum Key issues affecting young people including e-safety, mental health and attachment To develop an understanding of the pastoral system and the growing importance of this in today’s schools To consider the roles and responsibilities of the form tutor and pastoral leaders To consider what makes a good form tutor To develop a knowledge and understanding of the key elements of the pastoral curriculum To consider how the pastoral curriculum supports national initiatives and how it supports learner progress and development To discuss what the key issues are that affect some young people in schools today To consider how these issues might impact on teaching, learning and achievement To consider the strategies that might be used to support individuals TS1 TS2 TS5 TS7 TS8 Read one of the following: Brooks et al chapter 24 & 25 Ellis chapter 12 Read Capel et al chapter 4.2 & 4.5 Take notes of key learning points in RLJ with consideration of your pastoral involvement in SE2 (attachment to form group etc) Key issues: Revisit the Byron Review relating to ICT/e-safety Note key points on impact on teaching and learning in LJ Read other internet resources on key issues and plan feedback/presentation Revisit PPT/individual activity on Prevent, British Values and SMSC Homophobic Bullying – PPT/individual activity 4-5pm RW006 PS MSDS02 KP Spring/summer term briefing To review expectations for the spring/summer term and discuss evidence to meet the standards All Wednesday 20 March 2019 School – Manor CE Academy Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL
1.30 (WRA staff PS MSDS01 School staff WRA Cross Curricular Links: Literacy Numeracy To develop an understanding of the range of cross curricular themes/skills within the secondary curriculum To look at opportunities and strategies to support pupil progress in literacy, through your own planning/ teaching To look at opportunities and strategies to support pupil progress in numeracy, through your own planning/ teaching TS1 TS3 TS4 TS5 Part 2: PPC Read one of the following: Literacy: Brooks et al chapter Ellis chapter 8 Hoult chapter 8 Capel et al chapter 5.8 Numeracy: Brooks et al chapter 17 Ellis chapter 9 Hoult chapter 9 School policies on literacy and numeracy across the curriculum Use resources on Moodle and from reading to write down ideas to support literacy development in your classroom Plan/develop ideas to support numeracy development in your classroom for during SE3 2.30 – 3.30 Staff) PS MSDS01 School staff Cross Curricular Links: School Values British Values SMSC To understand the importance of the citizenship in today’s society, from a local, national, international perspective TS1 TS3 TS4 TS5 Part 2: PPC Read school policies PPT – learning activities to complete on Prevent Strategy, British Values and SMSC 3.30 – 4.30 pm 4.30 - 5pm SS Subject groups School staff BH Cross Curricular Links: PSHCEe and citizenship Facilitated feedback To understand the importance of the citizenship and citizenship curriculum in today’s society, from a local, national, international perspective To begin to consider strategies of how to develop key themes and issues from the citizenship curriculum in your own planning and teaching TS3 TS4 TS1 Read one of the following: Citizenship: Brooks et al chapter 18 Ellis chapter 12 Capel et al chapter 4.5
Wednesday 27 March 2019 Independent Study Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL All day Rooms TBC PS MSDS02 Research presentations Wednesday 3 April 2019 Time Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 PS MSDS01 EMc Additional SEND session Wednesday 10 April 2019 York St John University Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL TS8
1-4pm QE105 4-5pm RW006 PS MSDS02 KP April/May Review - exercise against the standards & target setting for consolidation period CPD sharing session – each bring examples of work/planning etc that demonstrates good practice and can be CPD for the students To assess current progress and evaluate current strengths and areas to develop against the grading guidance produced by NASBTT To set targets for remaining consolidation’ stage of training (that will be discussed with mentor) PPC Compete review and finalise targets for remainder of consolidation period. Wednesday 1 May 2019 Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 1 and 2 Wednesday 8 May 2019 Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL RW006 MSDS01 Katy Bloom Good to outstanding support sessions 3 and 4 Wednesday 15 May 2019
PGCE Secondary Professional Studies Modules – Reading lists Professional Studies Module One: Module Title Professional Module 1 - Understanding Learning and Teaching and School Experience (secondary) Module Code 3SDS01/MSDS01 or 3PGC03/MPGC03 ESSENTIAL PROVISION AUTHOR YEAR E-Book if available TITLE PLACE:PUBLISHER Brooks, V., Abbott, I. & Bills, L. 2012 Yes Preparing to Teach in Secondary Schools - 3rd ed Maidenhead: Open University Press Capel, S., Leask, M. & Turner, T. 2016 Yes Learning to Teach in the Secondary School – 7th ed London: Routledge Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools – 5th ed Exeter: Learning Matters Ltd Kyriacou, C. 2014 Yes Essential Teaching Skills – 4th ed OUP Oxford Pollard, A. 2008 Yes Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed London: Continuum British Educational Research Journal Routledge (Taylor & Francis Group) British Journal of Educational Studies Routledge (Taylor & Francis Group) Journal of Education for Teaching Routledge (Taylor & Francis Group)
Wearmouth, J; Richmond, R; Glynn, T. & Berryman, M. 2004 Yes Understanding Pupil Behaviour in Schools London: Fulton Wellington, J. 2015 Yes Educational Research; Contemporary issues and Practical approaches London: Bloomsbury Whittaker, D.J. 2005 Yes Asylum Seekers and Refugees in the Contemporary World London: Routledge Wyse, D. 2012 Yes The Good Writing Guide for Education Students. 3rd ed London: SAGE