Outline of the course

Session Title Summary of content
Familiarisation process and procedures in main school
  • Trainees attend in school training, review policy and practice
  • Carry out orientation task 1
Induction to the course
  • Familiarisation with the training programme and expectations
  • Meeting with the Professional Tutors
  • Hand in orientation task
Child development
  • How children learn; learning styles; learning through play; learning through talk
  • To develop knowledge and understanding of current theories of child development and learning
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
The Role of the Teacher
  • Theories of teaching including Constructivism; Social Constructivism; Behaviourism; applying theoretical models in the classroom
Use of evidence and research to inform teaching
  • Relating evidence and research to inform teaching
  • Set up task 2 – research linked to teaching and pupil progress to be completed by February 2017
An introduction to pedagogy
  • Observation of practice in the classroom in the morning followed by a session to cover:
  • To understand the inter-relation of assessment, planning, teaching and learning
  • To consider the importance of the development of knowledge and understanding, skills and attitudes in pupil learning
  • To be familiar with the school lesson planning format
  • To know how to plan for progression and personalisation
  • To begin to know a range of assessment strategies and how to plan for assessment
  • To understand the role of evaluation on the development of practice and pupil progress
  • To identify implications for practice in order to secure development in practice
Planning
  • Review of planning formats
  • Planning to meet strengths and needs of all pupils to ensure pupil progress
  • Developing a differentiated approach with 1 group of pupils
Professionalism
  • Expectations of school
  • Professional standards
  • Working with mentors and other colleagues
  • Taking responsibility for professional development
  • Using a reflective journal
  • Setting targets
Child Protection and Safeguarding
  • Roles and responsibilities
  • Policies and procedures
  • Signs of abuse and Child Exploitation and Online Protection (CEOP) training
Progression in learning - EYFS
  • To understand the rationale behind the development of the Early Years Foundation Stage (EYFS)
  • To understand the themes and principles of the EYFS
  • To become familiar with the EYFS curriculum
  • To understand the Foundation Stage Profile (FSP)
  • To understand the requirements of the Early Years Task
  • To understand the rationale behind a play based practical approach to the curriculum
  • To understand how the principles and practice in the EYFS might impact on teaching in KS1 & KS2
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
  • To include early phonics
  • To evidence pupil progress and mastery of the curriculum
Progression in learning – KS1
  • To understand the rationale behind the KS1 NC
  • To become familiar with the KS1 curriculum
  • To understand assessment at KS1
  • To understand how the principles and practice in KS1 might impact on teaching in KS2. To build on practice from EYFS and phonics development
  • To evidence pupil progress and mastery of the curriculum
Progression in learning – KS2
  • To understand the rationale behind the KS2 NC
  • To become familiar with the KS2 curriculum
  • To understand assessment at KS2
  • To understand how the principles and practice in KS2 are built on practice from EYFS and KS1 and phonics development
  • To evidence pupil progress and mastery of the curriculum"
Planning for pupil progress
  • Reflection on how pupil progress can be evidenced
  • Expectations of the pupil progress placement and how to develop a bundle of evidence to show pupil progress – Task 3
Mathematics and planning to support progress
  • Understanding children’s early development in mathematics, common errors and misconceptions; developing children’s mathematical thinking; counting and understanding number; approaches to calculation and maths mastery. To develop an understanding of planning for pupil progress.
Literacy including phonics and planning to support progress
  • To understand the simple view of reading and how this supports early literacy development and the teaching of reading
  • To understand the progression in children’s acquisition of phonic knowledge
  • To explore strategies for developing children’s reading for meaning and supporting children with specific reading difficulties
  • To explore strategies and resources for assessing children’s reading skills
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
  • Systematic synthetic phonics as the conceptual framework for teaching reading; the Simple View of Reading; developing language comprehension; assessment
  • Planning for pupil progress
  • Mastery of the curriculum
Understanding and managing behaviour in the classroom 1
  • How behaviour develops- emotional milestones, social and emotional development, the role of gender, role models, stress and the brain, influence of language, cultural influences and the links between well-being, development and progress
  • Evaluating behaviour-
  • Relationships
  • Behaviour for learning
  • Behaviour management strategies
  • Correcting and responding to negative behaviour- scripts and ‘micro’ teacher behaviours
Online Safety and introduction to the MLE
  • To become familiar with the range of internet sites that schools use including the MLE
  • To consider issues of online safety and know how to respond safely
  • To identify implications for practice in order to secure development in practice
Assessment
  • Review of how pupil progress is assessed both formative and summative including national assessment and examinations
  • To begin to know a range of assessment strategies and how to plan for assessment
  • To understand the role of evaluation on the development of practice and pupil progress
  • To identify implications for practice in order to secure development in practice
Inclusion 1
  • SEN/Disability
  • ASC introduction
  • Inclusion and differentiation
Literacy including planning for reading in small groups
  • Develop planning and resources to support planning for reading.
  • Consider strategies used and impact of those strategies.
  • Development of literacy strategies including mastery of the curriculum
  • Further development of phonics in the classroom
  • Strategies to develop pupils’ progress in writing,
Mathematics in the modern primary classroom
  • To understand the new National Curriculum and the EYFS Statutory Framework for mathematics
  • To develop knowledge, skills and understanding of teaching and learning in mathematics.
  • To understand how current mathematics practice relates to theory, including new initiatives
  • To develop an understanding of maths mastery and planning for all needs of the class
  • To develop an understanding of Shanghai and Singapore approaches
Mathematics in the modern primary classroom workshop
  • Shared development of evidence of progress in mathematics books and discussion regarding planning issues and areas of knowledge and understanding that are barriers to teaching and learning.
Planning for pupil progress and evidence of progress
  • Identifying barriers to learning; personalisation; effective differentiation
  • Review of evidence bundles from the pupil progress placement
Behaviour for learning
  • Establishing rules and routines; engaging, enthusing and motivating pupils; using praise effectively; rewards and sanctions; internal and external factors
Embedding Assessment for Learning
  • AfL strategies; developing the use of questioning; developing pupils’ use of assessment; tools and approaches to use in the classroom
Supporting pupils with EAL
  • Assessing pupils’ needs; supporting new arrivals; developing fluency; supporting fluent bilinguals
PSHCE
  • To consider effective practice in the teaching of PSHCE
  • To be familiar with the NC guidance on and consider how the values, aims and purposes be reflected in their planning and teaching.
  • To be able to plan and teach some lessons/develop short project, with support from a more experienced teacher if required
  • To understand how cross-curricular links can be made
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
Developing pupils’ understanding of science
  • Designing and planning investigations; teaching children to enquire, explore and explain; promoting talk; assessing achievement
  • Planning for pupil progress
  • Planning for mastery of the curriculum
Inclusion 2
  • Closing the gap
  • ASC strategies
  • Inclusion SEN
  • Task 4 workshop
Planning for challenge
  • To develop a knowledge and understanding of what is meant by challenge and mastery of the curriculum
  • To consider indictors for identifying pupils as gifted and talented
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
Teaching RE
  • Ways in to RE (using story, artefacts, etc); visiting places of worship; spirituality in Primary schools
Assessing and evaluating teaching
  • Establishing criteria for evaluating teaching and learning; evaluating planning; evaluating teaching and learning; target setting to improve practice
Managing behaviour 2
  • Dealing with more challenging behaviour; case studies; identifying effective approaches
Familiarisation process and procedures in main school
  • Trainees attend in school training, review policy and practice
  • Carry out orientation task 5
Preparing for the NQT application and interview
  • Strategies to support applications and interview
Teaching History and Geography
  • To introduce a history/geography topic with support if necessary from an experienced colleague
  • To support pupils investigating and interrogating evidence, and teach a variety of ways of recording information e.g. using illustrations, timelines, writing
  • To understanding skills of historical/geographical enquiry
  • To understand how cross-curricular links can be made
  • To know how to plan and teach a range of differentiated activities for the primary age range
  • To have ideas for classroom management in investigative/practical lessons
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
  • To develop mastery of the curriculum and plan for pupil progress
Speaking and listening
  • To develop a knowledge and understanding of the role of speaking and listening in facilitating children’s learning
  • To explore the teacher’s role in developing children’s speaking and listening confidence and skills across the curriculum
  • To understand how to observe, assess and record children’s speaking and listening skills
  • NC and EYFS framework
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
Developing Teacher voice workshop
  • To develop a range of strategies to use teacher voice to hook the learners and engage pupils
  • To develop strategies to maintain teachers voice
Review of phonics and development into writing
  • To understand the role of the teacher in developing pupil’s writing confidence and skills across the curriculum
  • To understand how to motivate pupil to write and explore strategies for supporting pupil’s development as writers
  • To explore the teaching sequence for writing and the role of modelled, shared and guided writing
  • To explore strategies and resources for assessing pupil’s writing skills
  • To understand the progression of pupil’s learning in relation to writing
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
British Values
  • To provide you with a good understanding and general approach to British Values
  • To understand how to promote and teach British Values
  • To share practical ideas and resources for you to use
Teaching Languages
  • To consider the purpose and value of teaching language
  • To consider effective practice in the teaching of languages
  • To be familiar with the NC guidance on and consider how the values, aims and purposes be reflected in their planning and teaching.
  • To be able to plan and teach some lessons/develop short project, with support from a more experienced teacher if required
  • To understand how cross-curricular links can be made
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
Teaching PE
  • To help trainees understand and carry out their role as PE teachers
  • To develop trainees understanding of high quality physical education
  • To provide practical ideas to support learning and teaching in activity areas appropriate for the age/stage focus of the training
  • To increase awareness of the national context in PE and school sport
Teaching art and design
  • To know how to teach pupils to select and use a variety of materials
  • To teach pupils to use tools and materials safely
  • To teach pupils to evaluate their own and others’ work
  • To be sensitive to the influence of art in diverse cultural and religious traditions
  • To begin to be aware of individual pupils stages of development, in order to teach a progression of skills
  • To be able to plan and teach lessons to include children of all abilities
Teaching D and T
  • To develop your own D&T capability
  • To be able to deliver safe and well organized lessons
  • To have ideas about classroom management/behaviour in D&T
  • To be able to teach pupils to select and use a variety of materials
  • To learn to teach pupils to use tools and materials safely
  • To learn to teach pupils to evaluate their own and others’ work
  • To be able to develop activities that are meaningful, based on children’s knowledge, experience and interest, as well as developing their problem solving capabilities
  • To be able to provide an educational environment that takes full account of equal opportunities issues
Music and cross curricular links
  • To introduce concepts, aims and levels from NC for music form EYFS to Y6
  • To develop an understanding of and overcoming the challenges of inclusive music teaching
  • To have information about Newham Academy Trust: access to specialist instrument teaching for individual pupils; provision of performance in schools
  • To have some strategies for class management in music lesson
  • To develop personal musical skills to support teaching
Teaching Computing
  • To develop an understanding of the place of ICT in the National Curriculum
  • To consider the use of ICT across the curriculum
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice
Preparing to be an NQT
  • To develop a knowledge and understanding of developing resilience
  • To critically evaluate current research, theory and practice
  • To identify implications for practice in order to secure development in practice

I can learn a range of teaching styles


My job is to inspire them


We have all been trained by outstanding teachers