T3 Friday, 9/9/16 Planning to ensure progress. What a good lesson? All day Planning and teaching individual lessons How to plan a lesson – using outcomes, LO, SC, AfL, Plenaries, Questioning, Reflections, Starters, Use of TA, Speaking and listening opportunities, VAK activities Using a lesson planning form. Building on prior knowledge Weekly target setting Formal observations TS4 TS8 TS1 Impart knowledge and develop understanding through effective use of lesson time Reflect systematically on the effectiveness of lessons and approaches of teaching Deploy support staff effectively Set goals that stretch and challenge pupils of all back grounds, abilities and dispositions Sarah Williams & Gordon Cameron CVPA SCITT T4 Friday, 16/9/16 Visits from teaching unions 9-9.45 ATL Rhys Martin 10 – 10.45 NUT 11 – 11.45 NASUWT – Claudia Glasgow Child Protection training (BLT) 2 hours 1.00 – 3.00 pm Legal responsibilities 3.00 – 4.00 pm Introduction to Pupil Profiles Investigate individual children’s learning at different abilities Begin to collect profiles including targets and data for children at 3 levels Identify next steps in learning Part 2 TS2 Teachers must have an understanding of and always act withing the statuotory frameworks set out their professional duties and responsibilities. Having regard for the need to safeguard pupils’ well – being, in accordance with statutory provisions Be aware of pupils capabilities and their prior knowledge Be accountable for pupils’ attainment, progress and outcomes Demonstrate knowledge and understanding of how pupils and how this impacts on teaching BLT Sarah Williams CVPA SCITT
T5 Thursday 22/9/16 Assessment to ensure/track pupil progress Marking and feedback. 9-12 am Using formative assessment to ensure pupil progress. Self and peer assessment. Use of targets in books. Work scrutiny Understand how daily assessment can be used in teaching practice Understand marking and feedback policies and practice in primary schools Understand difference between summative and formative assessment Behaviour Management 1 – 4 pm - formal and informal behaviour management strategies (Refer to Recommendations from ‘Developing behaviour management content for ITT by Tom Bennett) Routines, responses, relationships Observation, practice and reflection Importance of body language, clear communication, voice tone and vocabulary. The physical practice or running a classroom Observation of best practice is important. TS6 TS2 TS7 TS1 Make use of formative assessment to secure progress Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback Guide pupils to reflect on the progress they have made and their emerging needs Encourage pupils to take a responsible and conscientious attitude to their own work and study. Have clear rules and routines for behaviour in classrooms, a responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school behaviour policy. Have high expectations of behaviour and establish a framework of discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Gordon Cameron CVPA SCITT Jon Principal of CVPA
T6 Thursday, 29/9/16 All day 9.00 am to 4.00 pm Phonics Including : Theory and practice Phonic stages Progression through stages Groupings Techniques Teaching strategies Resources Assessment Observations Collect evidence of teaching phonics Observe the teaching of sight vocabulary modelling TS3 Teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Sharon Reynolds Head teacher Marlow C of E infants. Will take place at this school. T7 Thursday 6/10/16 KS1 English Guided Reading and Writing 9-12 am Requirements of the National Curriculum Key stage tests Fundamental building blocks Well sequenced lessons Schemes of work – subject progression Resources Use of TA KS1 Maths 1 – 4 pm Fundamental building blocks Number facts tables operations Requirements of the National Curriculum Key stage tests Well sequenced lessons Schemes of work – subject progression Resources Use of TA TS3 TS2 TS3 TS4 TS5 Teaching early reading Promoting high standards of literacy, articulacy and the correct use of Standard English Have a secure knowledge of the relevant subject and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Promote good progress and outcomes by pupils Teaching early maths, demonstrate a clear understanding of appropriate teaching strategies. Plan and teach well-structured lessons Adapt teaching to respond to the strengths and needs of all pupils Melanie Penfold & Jackie Churchman KS1 teachers from Hughenden school Gemma Salter Deputy Head Chestnut Lane Infants Amersham
3/11/16 Twilight training Working with SEN children in specialist settings TS5 Adapt teaching to respond to the strengths and needs of all pupils Mr Allen Head teacher Westfield Special School T9 Friday 4/11/16 KS2 (Maths Curriculum focus) An introduction to the maths curriculum What is covered in the maths curriculum? Progression in number Calculation policy. Planning Homework Out of class activities Developing subject knowledge Planning a unit of work Breaking a unit of work into a series of lessons Creative strategies for teaching Planning to ensure pupil progress Curriculum design Use of TA Developing speaking and listening through maths Fluency, reasoning and problem solving in maths What help could you get from an Maths Their role. TS3 TS4 TS5 TS6 Have a secure knowledge of the relevant subject and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship. Plan and teach well-structured lessons Adapt teaching to respond to the strengths and needs of all pupils Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Use relevant data to monitor progress, set targets, and plan subsequent lessons Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Sarah Williams CVPA SLE Bruce Kirk Great School. Maths and SLT
T11 Friday 25/11/16 SEN 9-12 am SEND Code of Practice – 4 broad areas identified – Assessing pupil need, planning, reviewing and implementing change to support pupil progress. Teaching strategies to ensure that pupils with SEND can access and progress within the curriculum. Recognising signs that may indicate SEND Cognitive load Motivation Understanding Focus Pupil memory Repeated practice over a period of time Questioning Modelling Scaffolding The importance of emotional development such as attachment issues and mental health on pupils’ performance. Paperwork What is the role of the SENDco – how can they help you? Teaching Games 1-4 pm Planning a sequence of lessons Differentiation Safety National Curriculum requirements TS5 TS1 TS8 TS3 TS1 TS2 TS4 TS5 TS7 Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Have a understanding of the needs of all pupils including those with special educational needs Set goals that stretch and challenge pupils of all back grounds, abilities and dispositions Develop effective professional relationships with colleagues, Knowing how and when to draw on advice and feedback from colleagues Demonstrate good subject and curriculum knowledge Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Plan and teach well-structured lessons teaching to respond to the strengths and needs of all pupils Manage behaviour effectively to ensure a good and safe learning environment Tom Smith SENDCo CVPA Gordon Cameron CVPA SCITT
T12 Friday 2/12/16 9.00 am- 4.00pm ICT National Curriculum requirements KS1/ KS2 Coding E safety Mobile technology Policies Internet Safety Skills development/progression Planning a unit of work Breaking a unit of work into a series of lessons Identify teaching activities used to support in developing core teaching Resources TS3 TS1 TS2 TS4 TS5 TS7 Demonstrate good subject and curriculum knowledge Set high expectations inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Plan and teach well structured lessons teaching to respond to the strengths and needs of all pupils Manage behaviour effectively to ensure a good and safe learning environment Michael Cole Johnson @ Green Middle School T13 Friday 9/12/16 Science 9.00 am – 1.00pm ‘Working scientifically’ Scientific enquiries Progression of skills across KS1 and KS2 National Curriculum requirements Cross curricular links Writing in science Resources Engaging ideas Questioning Working with children’s’ ideas Giving everyday life contexts to science experiments EAL ( English as an additional language) 2- 4 pm TS1 TS2 TS3 TS4 TS5 TS1 Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship Contribute to the design and provision of and engaging curriculum Have a clear understanding of the needs of all pupils including those with EAL. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Sarah Williams CVPA SLE Alison Newington - Inclusion Manager & Debrah Jones (TA working with EAL children) Oakridge school END OF AUTUMN TERM