Centre Based Training at Chepping View Primary Academy SCITT Spring Term & Summer Term

Centre based training at Chepping View Primary Academy SCITT Spring term & Summer Term 2017 Working document

Notes and evidence from training sessions should be filed. Some, when appropriate, can be uploaded onto e portfolios as evidence against the Teachers’ Standards.

Trainees will receive a task to do in preparation for each training session. This may take the form of reading, research, practice tests etc. At the end of each training session, trainees will be expected to return to their school and set targets the following week, so that the training (theory) is linked to practice.

Most morning sessions will be from 9-12am and the afternoons from 1-4pm. The majority of training days will begin with a ‘housekeeping session’ at 8.45.

In addition to this programme, all trainees will take part in all relevant INSET training at their placement schools, linked to curriculum based activities and wider professional responsibilities (such as Educational visits, Parents Evenings and First Aid training etc) and can reference this to Teaching Standards

Throughout the course there are plenty of opportunities for trainees to reflect, analyse and evaluate their professional practice, subject knowledge and personal thinking. This includes reflecting upon their own and others teaching and learning strategies and techniques, questioning and evaluating their progress and setting personal targets for improvement on their journey to gaining Qualified Teacher Status.

SPRING TERM 2017

Training day number and date / Training coverage / Main TS focus / Teaching Standards addressed / Trainer
T14 Thursday 5/1/17 / Science – introducing the ‘WOW’ factor into science lessons. Engaging children in science.
Range of activities.
Incorporating children’s ideas.
Safety
Starter ideas.
Thinking skills.
Ideas for experiments.
Drama in science
Resources
Displays
Aims of the National Curriculum
Resources from subject associations
Practical work
2 pm. Job Hunting/letters of application/preparation for interviews
Information on SP2
Evidence bundles from teaching a sequence of lessons / TS1a
TS1b
TS2
TS3a
TS3b
TS4
TS6
TS4 / •  Establish a safe and stimulating environment for pupils, rooted in mutual respect.
•  Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
•  Promote good progress and outcomes by pupils
•  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
Make use of formative assessment to secure pupils’ progress
Impart knowledge and develop understanding through effective use of lesson time. / Sarah
Williams
CVPA
SLE
Victoria Morris
CVPA
SLE
SW/GC
T15 Thursday 12/1/17 / KS1/2 English SPAG (Spelling, Punctuation & Grammar)
National Curriculum Requirements.
Test requirements KS1 & KS2/ assessment.
Embedding SPAG in English lessons.
Teaching SPAG discretely.
Bringing SPAG into Guided Reading.
Teaching and monitoring spelling.
Resources.
Activities.
Teaching ideas.
Resources from subject associations
Music
National Curriculum Requirements
Resources
Activities
How to teach music when you are not a specialist
Practical work / TS2
TS3
TS4 a
TS6a
TS4 / Be aware of pupils’ capabilities and their prior knowledge and plan teaching to build on these
Have a secure knowledge of the relevant subject and curriculum area, foster and maintain pupils’ interest in the subject and address misunderstandings.
Demonstrate a critical understanding of the developments in the subject and curriculum area and promote the value of scholarship.
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
Impart knowledge and develop understanding through effective use of lesson time.
Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
Contribute to the design and provision of an engaging curriculum within the relevant subject area. / All day at St Johns – Lacey Green
Tessa
Thomas

Fiona Insley
St Johns
T16 Thursday 19/1/17 / Growth and Fixed Mind-sets
The difference between the two.
Research.
Evidence based teaching.
Carol Dweck
Motivation
Nurturing the growth mind-set
Geography and History
The National Curriculum requirements for KS1/KS2
Effective timetabling in the curriculum
Engaging learning activities
Resources
Royal Society of Chemistry
3.45 – 4.45 / TS1b
TS1c
TS2a
TS2c
TS2d
TS2e
TS3
TS4
TS4 / Set goals that stretch and challenge pupils of all background, abilities and dispositions.
Demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
Be accountable for pupils’ attainment, progress and outcomes.
Guide pupils to reflect on the progress they have made and their emerging needs.
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
Encourage pupils to take a responsible and conscientious attitude to their own work and study.
Demonstrate good subject knowledge and curriculum knowledge
Plan and teach well structured lessons
Contribute to the design and provision of an engaging curriculum. / Kingswood
School
Janice Freeman
Head teacher
Jon Mason
CVPA
NLE
Katie Nuttal
Uni of Reading
T17 Friday, 10/2/17 / Revisit English –
Modelled and shared writing
Guided Reading
Other areas, which trainees want to address.
Resources from subject associations
Design and Technology
To understand the purpose of study for DT.
To discuss and experience the processes involved in a successful project.
To gain an overview of how to plan a unit of work for DT.
Practical work.
Resources
Activities. / TS3
TS3
TS4 / 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.
Promoting high standards of literacy, articulacy and the correct use of Standard English
Demonstrate good subject knowledge and curriculum knowledge
Plan and teach well structured lessons
Contribute to the design and provision of an engaging curriculum. / Fizah Imreen
At Ash Hill School.
Emma Greenwood
CVPA
HALF TERM
Tuesday 7/3/17 / Mental Health and Well-being
TWILIGHT SESSION
Defining mental health and well-being.
Understanding some of the triggers for a decline in mental health and how these might affect pupils’ learning.
How to support children with mental health difficulties .
How to recognise some of the signs and how to support both pupils and parents.
External support available.
How to promote whole class strategies to promote awareness and support of well-being. / TS1A
TS2E
TS5b
TS7d
TS8e / Establish a safe and stimulating environment for pupils, rooted in mutual respect
Encourage pupils to take a responsible and conscientious attitude to their own work and study.
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
Communicate effectively with parents with regard to pupils’ achievements and well-being. / Debbie Bowers
TWILIGHT SESSION 4-5.30
T18 Friday, 17/3/17 / EYFS all day – preparing for 4 day placement in EYFS .
The EYFS curriculum.
EYFS Statutory framework.
Development matters in EYFS.
Early reading, writing and early number.
Communication and Language
EAL
High quality interactions.
Activities used to support early writing/ pre-writing skills
Child development across all areas of learning.
Characteristics of effective learning
Teaching in the EYFS.
Taking a look at how a reception area is set up.
What does the structure of a day in EYFS look like?
Working with EYFS children.
Behaviour management
Dealing with parents
2.30 pm (90 mins)
/ TS3d
TS3e
TS2
TS1
TS5
TS7
TS8
TS8e / If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
If teaching early maths, demonstrate a clear understanding of appropriate teaching strategies.
Promote good progress and outcomes by pupils.
Set high expectations which inspire, motivate and challenge pupils.
Adapt teaching to respond to the strengths and needs of all pupils.
Manage behaviour effectively to ensure a good and safe learning environment.
Deploy support staff effectively.
Communicate effectively with parents with regard to pupils’ achievements and well – being. / Liz Cherill
CVPA
Mike Culley linked to ATL
Psychologist
T19 Friday
24/3/17 / Art and Creativity activities
Content TBC
Possibilities:
Performance Poetry
Drama
Art
Trainee Projects
Cross Curricular work based on:
One Picture or
One Poem
Prevent Training
1-3 pm / TS4
Part 2 / Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions / TBC
Sarah Williams
Other staff
Sarah Leighton/Linda McNally
Hughenden
T20 Friday, 31/3/17 / MFL (Modern Foreign Languages)
National Curriculum
Activities
Resources
Subject Knowledge
MP3 Placement
British Values
SMSC – Social, moral, spiritual and cultural education.
Presentations by trainees / TS3
TS4
TS4e
Part 2 / Demonstrate good subject knowledge and curriculum knowledge
Plan and teach well structured lessons
Contribute to the design and provision of an engaging curriculum within the relevant subject area.
Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual repect, and tolerance of those with different faiths and beliefs. / .
Caroline
Barker
CVPA
SW/GC
END OF TERM
SUMMER TERM 2016
T21 Friday 21/4/17 / Assessment
EYFS assessment
Summative assessment.
National tests KS1
Phonics screening test.
National tests KS2.
English, Maths and Science Assessment.
Interim assessment frameworks
Using data to see progress.
How to use pupil data
Sharing school practice
School assessment systems
Theories of assessment – when, why and how to assess.
Stages of development within subjects, so new teachers know what to assess.
Using assessment data to inform planning.
Awareness of assessment practice.
Assessing pupil progress.
Using pupil data to support learning
End of term assessments. Tracking.
How data is used in APP meetings and appraisals.
How the data reflects the school's progress, how Ofsted etc use it.
Raise on line.
Examples of data
Pupil Premium / TS6
TS6
TS5 / Make accurate and productive use of assessment.
Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
Make use of summative assessment to secure pupils’ progress.
Use relevant data to monitor progress, set targets and plan subsequent lessons.
Use relevant data to monitor progress, set targets, and plan subsequent lessons
Have a clear understanding of the needs of all pupils. / Liz Cherill
EYFS
CVPA
9-10.30
Victoria Morris SLE KS1
CVPA
10.30-12.00
Kirsty Elliott SLE
KS2
CVPA
1.00-3.00 pm
2-3.00 pm
Kirsty Elliott
SLE
CVPA
Friday 28/4/17 / What makes an outstanding teacher?
Examples of outstanding practice.
Resilience
Time Management
The role of a TA
RE pm
RE – EYS, KS1 and KS2 curriculum
Overview of the RE curriculum (NC reference and each Counties’ Agreed syllabus’ for R.E)
Exploring the cross curricular nature of RE, especially how it can support Literacy.
Planning a series of RE lessons – the role of story telling and discussion techniques
The importance and use of artefacts to promote understanding and respect.
The role of higher order thinking and questioning in RE (a look at Philosophy for Children and De Bono’s thinking hats)
Developing the skills to assess children’s progress in RE / TS8
TS3a
TS3b
TS1a
TS2d
TS4e
TS6a / All teaching standards including Part Two.
Deploy support staff effectively
Have a secure knowledge of the relevant subject(s) 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
Establish a safe and stimulating environment for pupils, rooted in mutual respect
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements / Madasar Mirza
SLE
CVPA
TAs fromm CVPA
TBC
Debbie Bowers
Woodside
T22 Friday, 5/5/17 / Mastery Teaching in Maths
Understand what Maths mastery is.
To examine the 5 big ideas of teaching for mastery.
To review the big ideas of teaching for mastery.
To examine the use of long, medium and short term planning.
To consider strategies for planning to teach for mastery.
Shanghai approach.
Singapore text books.
Resources from subject associations
Activities / TS1b
TS2
TS3
TS4 / Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
Promote good progress and outcomes by pupils.
Demonstrate good subject knowledge and curriculum knowledge
Plan and teach well structured lessons / Gill knight
Holtspur
School
Mastery Maths Specialist
T23 Friday 12/5/17 / Outdoor Learning – takes place at Holtspur school
Using an outdoor classroom
Teaching ideas for different subjects outdoors
Taking advantage of the school grounds.
Resources
Practical activities
Forest School – takes place at CVPA
What is the philosophy?
Programmes
Training courses
Outdoor play and learning in a woodland environment
Practical activities / TS1a
TS2
TS3
TS4
TS5
TS8d / Establish a safe and stimulating environment for pupils, rooted in mutual respect.
Promote good progress and outcomes by pupils.
Demonstrate good subject knowledge and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils.
Take responsibility for improving teaching through appropriate professional development. / Fional O’Reilly
Holtspur
School
Jane Greenstreet
CVPA
T24 Friday 26/5/17 / The role of non stakeholders
Buckinghamshire Primary Pupil Referral Unit 9-10 am – confirmed
•  The purpose of the Primary PRU/its aims
•  Behaviour management strategies
•  how thereferral process works in Bucks
What happens at the PRU and next steps for pupils
Fiona Phillips 10-1
Occupational Therapist
11 – 12 Michelle Davis Specialist Teachers service TBC
1 – 2 SALT Marie Randall – Oxford Health NHS Foundation Trust.
Role of SALT
Different red flags for referral
Ways of adapting classroom environment to support language difficulties
Useful sites to find resources and developmental norms.