Primary (5-11 years) and Early Years (3-7 years) School Direct: Partnership and Intensive routes Teaching Overview 2014-2015 Partnership (Thursday and Friday): Red and green taught training sessions to be delivered in suggested weeks at SHU. Intensive (Friday only): Taught training sessions in green will be delivered at SHU; red sessions by partners. Please note, dates are indicative. There will be some slight variation to the dates when green sessions are held due to group timetabling. Assignment submission dates are not included here - trainees should check their Assessment Diary on Blackboard for submission dates & times. Week commencing Maths English Science Foundation subjects Masters General Professional Studies (GPS) Lecture focus (Masters or GPS) Key tasks: seminar-related and Key Intervention sessions & Tutorials 01-Sep First School Induction 08-Sep Thursday and Friday in school this week Introduction: Overview of module, maths attitudes, mathematical talk Introduction: Overview of module; English in the primary curriculum Introduction to Science in the National Curriculum: changing materials Critical review of literature – talk as a focus Aims, values & expectations of primary education Induction lecture / Introduction to university-based training - PDP including training plan, targets Other tasks (many of which will be for optional personalised learning) will be set pre- & post- taught training sessions. Academic reading runs throughout the Masters module and is required. e.g. Academic writing support; Subject knowledge support; Pebble Pad support; Required personalised intervention; AT Tutorials; block placement tutorials Norfolk park - Maths outdoors (Wednesday) Norfolk park – English outdoors (Wednesday) Norfolk Park- Science outdoors (Wednesday) Norfolk Park- PE / Creative Arts History/Geography outdoors (Wednesday) The reflective teacher Safeguarding and risk assessment Written reflections: Highs and lows as a learner Learning outside the classroom Children's Literature - posting a recommendation on Blackboard for current KS (ongoing) Submit Pen Portrait v1 (course start) related
15-Sep Oral maths, mental maths, paper maths Text analysis 1 / Children's literature Observation & classification: plants in the local environment Geography 1 Promoting talk for learning Models of planning for learning Planning talk episodes / Masters 1 Assignment Complete reflective posts for: Post 1 All About Me Post 2: Highs and lows as a learner Post 3: Learning outside the classroom Undertake journal article critique in learning groups – to be submitted for formative feedback Undertake text analysis in learning groups – to be submitted for formative feedback Academic Tutorial (or next week) Setting up Pebblepad 1 & intro to the assignment - IT session 22-Sep Place value and the number system Children's literature / Text analysis 2 Working scientifically: investigations 1 Geography 2 Analysing talk Learning environment, developing a positive ethos, out of classroom learning Pre-BP1 SBT lecture Submit journal article critique for formative feedback Complete reflective posts for Post 4: science audit Intervention session: Pebble Pad 29-Sep Early Counting Early reading in context including Phonics 1 Working scientifically: gyrocopters PE 3 RE Wider issues in education Observing learning New National Curriculum including National Priorities Complete reflective posts for: Post 5: Learning something new (science focus) Post 6: Formative peer assessment - focus on collaborative learning Post 7: Maths subject knowledge audit Intervention session: Academic writing support
12-Jan Cross-curricular maths including enabling environments and stories Early writing development Light PE 1 Models of CPD Supporting more able pupils Specialism & National priorities activities in school / Masters 2 Assignment Begin reflective posts for: Posts 2-6: National Priorities Post 7: Specialism Children's Literature - posting a recommendation on BB for alternative KS (ongoing) Intervention session 19-Jan Using creative statistics to develop problem solving Developing oracy Reversible and irreversible changes PE 2 Collaborative lesson study Assessment data and tracking Assessment, data and tracking Intervention session Properties of everyday materials 26-Jan The four number operations: Multiplication and division Drama Electricity Computing 1 Foreign Languages 1 Subject content and current issues - specialism Supporting learners with SEND Supporting learners with SEND Intervention session 02-Feb Fractions, decimals and percentages Sentence level pedagogical subject knowledge: Grammar Static electricity and magnetism Computing 2 Forming enquiry Supporting learners with EAL Supporting learners with EAL Intervention session 9-Feb Measures and time Developing writing Forces and motion 1 Foreign Languages 2 Developing pedagogy Positive behaviour management 2 Behaviour and anti-bullying including homophobic bullying Start reflective posts for Post 8: Reflective responses to reading: English / Maths / Science / Foundation subjects Intervention session 16-Feb Half Term
Maths Session 9 Session Title Using creative statistics to develop problem solving Learning Outcomes By the end of this session trainees will be able: To understand the process and progression of data handling cycle To develop creative strategies for promoting the different stages of the process To consider how statistics can be used to develop problem solving activities Outline Session Content During the session trainees will: Look at aims of the new curriculum - fluency, reasoning and problem solving Define and use statistics in different creative ways across the curriculum Take part in active investigations and develop ideas to use statistics in the classroom Key Messages 'Data analysis contains one big idea; classifying, organising, representing and using information to ask and answer questions' (Clements 2004) Links to Teachers’ Standards TS1, TS3 and TS4
Session Outlines for English English Sessions 1 and 2 Session Title Introduction: Overview of module; English in the Primary Curriculum; Children's literature Norfolk Park – English outdoors Learning Outcomes By the end of this session trainees will be able: To appreciate the aims and outcomes of the English National Curriculum To consider the implications of new technologies To develop an understanding of the benefits of outdoor learning To experience outdoor learning and consider physically active, engaging approaches for teaching and learning English Outline Session Content During Session 1, trainees will: Reflect upon their personal aims for teaching English in the light of the five views of English (Cox Report 1989) Consider language and literacy use in everyday life – trainees’ experiences over the last 24hours Compare the role of paper-based and screen-based texts Review the National Curriculum for primary English Key Messages At the beginning of the PGCE journey, what kind of English teacher do you want to be and why? Review at key stages. The role of the reflective practitioner is a central part of this PGCE course. The changing nature of English and the implications for us as teachers. Links to Teachers’ Standards TS1, TS3, TS4, TS8
English Session 4 Session Title Children's literature / Text analysis 2 Learning Outcomes By the end of this session trainees will be able: To consider a range of children’s authors and poets To better understand the role of picture books To know a range of strategies for exploring and encouraging response to fiction and poetry To choose and use materials to reflect linguistic and cultural diversity Outline Session Content During the session trainees will: Share and discuss own book choice (for text analysis task) Review progress with text analysis directed task and the implications subject knowledge development (discuss with SBT and record as targets within Training Plan) Consider the value of children’s literature and explore ideas for teaching activities and approaches for using high quality children’s literature in the primary classroom Key Messages The important role of stories e.g. in developing children’s symbolic thought Teachers as readers - the importance of reading children’s literature regularly throughout the PGCE – start by posting a first recommendation on Blackboard. Always have a book ‘on the go’. Links to Teachers’ Standards TS3 and TS4
English Session 16 Session Title Digital literacy Learning Outcomes By the end of the session the trainees will be able: To use film to support literacy learning To be aware of a range of approaches to reading and writing multimodal texts To further their understanding of effective, inclusive practice in the planning and teaching of English Outline Session Content During the session trainees will: Explore a range of rich practical activities aimed at: using film; making film; multimodality; visual literacy Evaluate a number of practical activities used which support the development of 'digital literacy'. Reflect on the opportunities and challenges for teaching and learning digital literacy Begin to think about inspirational, engaging, creative, inclusive application of ideas to the BP2 context Key Messages 'The moving image media – film, television, video and an increasing number of web sites and computer games – are important and valuable parts of our culture. It follows that children have a basic right to learn about these media in school.' (BFI 2003) Links to Teachers’ Standards TS3 and TS4
Science Session 10 Session Title Properties of everyday materials Learning Outcomes By the end of the session the trainees will be able: To know and understand how materials are chosen for their properties To know and understand how properties can vary To learn about how materials are sorted and classified Outline Session Content During this session trainees will: Participate in a practical investigation – best material to make an umbrella Key Messages Importance of hands-on practical science lessons Health & safety during science lessons Links to Teachers’ Standards TS3 and TS4 Science Session 11 Session Title Electricity Learning Outcomes By the end of the session the trainees will be able: To know and understand how to carry out simple electrical activities To know and understand that electricity is the movement of electrons To know and understand the difference between parallel and series circuits and some of the simple phenomena connected with each Outline Session Content During this session trainees will: Undertake a progression of activities to explore own understanding of electricity. Analyse how these could be adapted to use in the classroom with children Key Messages Importance of hands-on practical science lessons Health & safety during science lessons Links to Teachers’ Standards TS3 and TS4
pupils and provide fair competitive opportunities for all Links to Teachers’ Standards TS3 and TS4 Session Outlines for Religious Education RE Session Session Title An introduction to RE Learning Outcomes By the end of this session trainees will be able: To explore own views, personal experience and knowledge of RE, and how this might impact on their teaching To develop an understanding of the statutory requirements for RE teaching in school and the implications for own subject knowledge development To demonstrate an awareness of planning frameworks and begin to explore good practice in RE Outline Session Content During this session trainees will: Review statutory practices Undertake practical activities and discussion relating to good practice in RE teaching Participate in challenging discussion relating to their own experiences and its impact on their teaching Interact with and review a range of practical resources Key Messages RE teaching needs to be practical and hands on - it should challenge stereotypes and it should inspire questioning Links to Teachers’ Standards TS1, TS2, TS3, TS4
Masters 1: Session 5 Session Title Analysing talk Learning Outcomes By the end of the session the trainees will be able: To deepen their understanding of the research field related to talk, thinking and learning in the primary classroom To develop their own skills in academic writing To develop their understanding of classroom talk through working with video and transcripts to analyse and evaluate the quality of interactions To reflect on and develop own practice to promote children’s language, thinking and learning Outline Session Content During this session trainees will: Share thoughts about a number of academic readings including discussing the implications for the classroom Analyse and evaluate one example of academic writing Analyse and evaluate the quality of one student teacher’s talk. Suggest ‘even better ifs…’ Key Messages There are strong links between high quality talk and learning It is important to plan your key questions and prompts carefully if you are to provide children with cognitive challenge during discussions Dialogic talk as one of the kinds of talk necessary in your ‘talk for learning’ repertoire Links to Teachers’ Standards TS1, TS2, TS3, TS4, TS5, TS6, TS8
Masters 2: Session 3 Session Title Specialism & National priorities activities in school / Masters 2 Assignment (lecture) Learning Outcomes By the end of the session the trainees will be able to: To begin to plan a focus of study To develop their subject knowledge around an area of study To develop an understanding of how to develop their specialism and timings for this Outline Session Content During this session trainees will: Find out more about lesson study expectations during training, including instructions for producing a short briefing paper for their own school Be given an opportunity to explore with their ‘critical friend’ potential focuses for their own lesson study Be supported in bridging their learning from the previous Masters module i.e. reflective models and methods Key Messages The importance of focusing on how children think and learn – and in the moment of teaching and learning - rather than on how teachers teach. Links to Teachers’ Standards TS1, TS2, TS8
GPS Session 13 Session Title Assessment, data and tracking Learning Outcomes By the end of the session the trainees will be able: To review the different range of classroom-based assessment systems and strategies To reflect upon own progress and consider next steps within the area of assessment To devise a plan of action for school-based training incorporating key expectations for pupil assessment Outline Session Content During this session trainees will: Reflect on their personal learning journey / their progress so far on the course Create a practical plan of action (as an A3 timeline) for assessment intentions as part of school-based training and particularly for BP2 Explore the potential issues and challenges related to assessment in the classroom (particularly for formative assessment) Reflect upon the expectations of the PGCE course (e.g. requirement to assess a range of focus children – briefing paper) and the Teachers’ Standards (TS6). Consider how they might continue to address these expectations, incorporating as actions into their own training plan (e.g. gaps in opportunity so far) Key Messages The fundamental importance of pupil attainment, progress and outcomes Links to Teachers’ Standards TS2, TS6, TS8