Centre based training at Chepping View Primary Academy SCITTSpring 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, traineeswill 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 / TrainerT14 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
1/2/17 / Phonics
To understand technical phonics vocabulary
To identify where phonics appears in the curriculum
To go through the content of the phonics phases
To experience activities appropriate for the different phases
To understand the recommended phonics teaching sequence. / TS3d / If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics / Victoria Morris
SLE CVPA
T17 Friday, 10/2/17 / Revisit English –
Modelled and shared writing
Guided Reading
Other areas, which trainees want to address.
Resources from subject associations
Talk for writing
To build on a sequence of lessons within a unit of writing
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. / FizahImreen
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 Jones
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
What is good evidence? / 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
Share examples / TBC
Sarah Williams
Other staff
Sarah Leighton/Linda McNally
Hughenden
SW/GC
T20 Friday, 31/3/17 / MFL (Modern Foreign Languages)
National Curriculum
Activities
Resources
Subject Knowledge
The role of a Learning Mentor
Barriers to learning – how can these be overcome?
Working with disadvantaged children
MP3 Placement
British Values
SMSC – Social, moral, spiritual and cultural education.
Presentations by trainees / TS3
TS4
TS4e
TS5b
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.
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
Trainee checklist
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.
Discussion on the challenges of teaching in modern British schools.
Does the teacher understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions? / .
Caroline
Barker
CVPA
Tanya Tadgell
Paula Brown
CVPA
SW/GC
Introduction by
Angela Bhardwaj
CVPA
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
Teacher Assessment in writing and science
Understanding of the purpose, value and reliability of data and how it is used to measure pupil progress.
What data should be collected in order to plan, to improve the outcomes for pupils?
How can that data be used strategically to monitor progress, set targets and plan subsequent lessons? Link between data and planning.
Sharing school practice
School assessment systems
Eg target tracker. Examples of data – case studies
Theories of assessment – when, why and how to assess.
Stages of development within subjects, so new teachers know what to assess.
End of term assessments. Tracking.
How data is used in APP meetings and appraisals.
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.
Reference to:
‘Eliminating unnecessary workload associated with data management’
Report of the independent Teacher workload review group. March 2016 – what are the valuable points?
What data do year group leaders and Senior Management teams examine and use to set targets and measure progress.
National data, progress, ARE…. the ‘big picture’. Data dashboard.
How the data reflects the school's progress, how Ofsted use it.
1.Fundamental principles of assessment and testing, including the differences between formative and summative assessment, bias, reliability and validity, criterion – and norm referencing; standardisation and standardised tests (such as those that produce a reading age)
2.How to make effective use of assessment data to ensure that teaching is both supportive and challenging, and to give effective and efficient oral and written feedback to pupils and parents.
3.Be fully conversant with the requirements regarding continuous assessment of pupils’ work and how approaches to assessment differ across subjects. Be aware of how nationally standardised summative assessment helps teachers understand national expectations and assess their own performance.
(The latter 3 come from ‘A framework of core content for Initial Teacher Training. July 2016)
Use relevant data to monitor progress, set targets, and plan subsequent lessons
Have a clear understanding of the needs of all pupils. / Liz Jones
EYFS
CVPA
9-10.30
Victoria Morris SLE KS1
CVPA
10.30-12.00
Kirsty Elliott SLE
KS2
CVPA
1.00-3.00 pm
3-4.00 pm
Kirsty Elliott
SLE
CVPA
274/17 / Phonics
Looking at last observations and discussing areas for development
To review own practice
To understand Phonics check procedure
To carry out Phonics check
To compare whole class/group Phonics
To understand other assessment procedures
To observe a Phonics lesson
To plan next steps / TS3d / If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics / Victoria Morris
SLE CVPA
Friday 28/4/17 / What makes an outstanding teacher?
9-11.00 am
Examples of outstanding practice.
The role of a TA
11.15 – 12.00 am
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.
Ensuring good pupil progress over time.
Consistent practice.
Pace, interventions, questioning, challenge
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 / MadasarMirza
SLE
CVPA
TAs from 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 consider strategies for planning to teach for mastery.
Shanghai approach.
Singapore text books.
Session 1 - what is mastery?
Session 2 - reasoning - progression in reasoning, strategies for developing pupils' reasoning skills
Session 3 - Variation theory, depth and planning when teaching for mastery.
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.
2-3 ECHPs - Educational Health Care Plans
Teaching PE / TS8
Part 2
TS5 / Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
Deploy support staff effectively
Communicate effectively with parents with regard to pupils’ achievements and well - being
Having regard for the need to safeguard pupils’ well being, in accordance with statutory provisions.
Have a clear understanding of the needs of all pupils, including those with special educational needs.
Discussion on how children with SEN are supported in PE / Stuart Cateridge
Executive Head of the PRU
Tom Smith
SENDCo
CVPA
GC
HALF TERM
T25 Friday 9/6/17 / PSHE – Personal, 9-12 social and health education.
P4C 1 – 3 pm
3-4.00 pm
How to promote ‘a love of reading’
Pupil Profiles 3 – 4.00 pm (6) / TS1
TS3c
TS4b /
Demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
Take responsibility for promoting high standards of literacy
Promote a love of learning and children’s intellectual curiosity / Jan Lever Education and Training Ltd
Jigsaw PSHE
Paula Coppins
Head teacher
Manor Farm
Trainees
16/6/17 / Teaching PE to include provision for pupils with SEN
PE – Invasion games:
THE FA Primary Teachers’ award
- ideas for lessons using games based around movement skills for 5–11 year olds and the basic principles of invasion games.
- how differentiation and assessment for learning can be embedded in PE lessons and also give guidance to those teachers who might run a school team.
TS4e
TS1
TS3 / Adapt teaching to respond to the strengths and needs of all pupils.
Contribute to the design and provision of an engaging curriculum within the relevant subject area.
Establish a safe and stimulating environment
Demonstrate good subject knowledge / Wycombe
Wanderers
Lawrence Lok
The Football Association (FA)
T26 Thursday 6/7/17 / Pupil Profiles (9)
Professional Portfolios
Getting a good start for your NQT year
Managing workload
Work/life balance
Resilience
Physical, mental and emotional stress
Time Management
Andrew Walker – Governor
TBC
The role of a governor/trustee pm
2.15 – 3.15 / NQTs – Review 3 documents:
For discussion.
Eliminating unnecessary workload around marking.
Eliminating unnecessary workload associated with data management
Eliminating unnecessary workload around planning and teaching resources. / Trainees
SW/GC
Victoria Morris
SLE
CVPA
TBC
T27 Friday 7/7/17 / Evaluations
Hear from last years NQTS
Graduation Celebration
1 – 3 pm
Lunch / Chepping View Primary Academy Teaching and Leadership Centre / SW/GC
CVPA
END OF TERM/COURSE
7th July 2017.
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