PRIMARY AND EARLY YEARS PARTNERSHIP

PGCE Primary Education (5-11) with QTS - School Direct

PGCE Early Years Education (3-7) with QTS - School Direct

PGCE School Direct

Programme of

Taught Training Sessions

2014 -2015

Contents

Page
Welcome / 3
Introduction / 4
PGCE School Direct Placement Pattern - Calendar for 2014-15 / 6
PGCE School Direct Teaching Overview for 2014-15 / 7
Maths Subject Teaching Overview and Session Outlines / 13
English Subject Teaching Overview and Session Outlines / 32
Science Subject Teaching Overview and Session Outlines / 51
Foundation Subjects Teaching Overview and Session Outlines / 63
Masters Teaching Overview and Session Outlines / 80
General Professional Studies (GPS) Teaching Overview and Session Outlines / 97
Reading List / 123
Appendix 1: QA of Taught Training Processes / 125

Dear School Direct Partner

The Initial Teacher Education team at Sheffield Hallam Universitywould like to offer you a very warm welcome. We are delighted to be working with you as part of the School Direct PGCE Partnership. We are looking forward to the rewards and the challenges of the times ahead andto a shared experience that will be professionally beneficial for us all. We hope that you enjoy working with us.

Sheffield Hallam University has a proud, extensive and successful history in Initial Teacher Education. Working in close partnership with your own highly experienced teaching staff, we look forward to training and developing the next generation of outstanding teachers.

Sue O'Brien

Primary and Early Years Programme Leader

If you would like more information or to discuss aspects of the course further, key members of staff involved in the PGCE School Direct programme are:

Sue O’Brien / Primary and Early Years
Programme Leader / susan.o' / 0114 225 5531
Val Hussin / Partnership Manager / / 0114 225 4614
Marie Helks / PGCE Course Leader – School Direct / / 0114 225 6683
Sally Hinchliff / PGCE Course Leader - Core / / 0114 225 6685

Introduction

This document is designed to strengthen the links between university-based and school-based training in the pursuit of high quality Initial Teacher Education. It has a number of elements:

  • A generic calendar showing the 2014-15 placement pattern(You may have a personalised one appropriate to your Cluster/Lead School.)
  • A week by week overview of the programme oftaught training sessions
  • An individual subject overview for all taught training sessions
  • Session outlines for all taught training sessions

'Intensive' School Direct schools

This document will support school clusters following the ‘Intensive’ School Direct model (i.e. Fridays only in SHU; shared delivery of taught sessions), informing the coherence, consistency and progression of training between centre-and school-based teaching.

Theweek by week training overview shows the full range of teaching sessions included within the PGCE programme. These have been coloured-coded either red or green. The university-based taught training sessions are ‘green’ and school-based taught training sessions (i.e. where delivery is the responsibility of Intensive schools/clusters) are ‘red’.

Session outlines for each taught training session areincluded in this document. These provide additional information. Whilst the learning objectives for each session must be adhered tofor consistency and coherence, the rest of the session outlines can be used flexibly. It is certainly not our intention to dictate to you the structure, content and resources of your school-basedtaught training sessions, but rather to support you in the development of these. The aim is to minimise repetition and omission and maximise progression of trainee learning and development. Additional information is always available upon requestandMarie Helks,asCourse Leader for School Direct PGCE programme, should be contacted in the first instance for this ().

For Intensive School Direct schools, the expectation is that the lead school will provide an equivalent week by weektraining overview and series ofindividual session outlines for all ‘red’ training sessions. This should be submitted tothe SHU School Direct PGCE team as part of the ongoing developmentof the programme and to informthe QA of taught training sessions.

'Partnership' School Directschools

This document will also support schools following the ‘Partnership’ School Direct model (i.e. Thursdays and Fridays in SHU). Although Partnership schools are not directly involved in the design and delivery of any ‘red’ training sessions, they are responsible for the ongoing development of trainees’ classroom practice linked to the Teachers’ Standards. Therefore, this document should inform trainees’ school-based training programme and partners should use this in the week by week planning of the trainees’ training.

Other essential information:

This document of taught training sessions is one of a number of key documents designed to support the development of robust and relevant Initial Teacher Education. It includes the QA document for Taught Training Processes (See Appendix 1 page 125). Other key documents include:

  • Professional Development Profile (PDP) containing the Training Plan and Pen Portraits (The PDP is the trainee’s key document throughout the course.)
  • School Direct Course Handbook
  • Partnership Handbook: School Direct section (includes the QA document for School Based Training Processes)
  • Assignments Booklet
  • National Priorities Booklet
  • Pre-course Booklet: Preparation for QTS Courses

PGCE School Direct Placement Pattern 2014-15
SHU
Week / w/c date / PGCE School Direct Trainees / SHU PGCE
data collection points
M / T / W / Th / F
6 / 01-Sep / First school induction / Interview grade (pre-course)
7 / 08-Sep / Pen portrait 1 (pre-course)
8 / 15-Sep / School based training first school / SHU Thursdays for p'ship route / SHU
Fridays - both routes
9 / 22-Sep
10 / 29-Sep
11 / 06-Oct
12 / 13-Oct / School based training – First School prep for BP1cont.
13 / 20-Oct
14 / 27-Oct / Half Term
15 / 03-Nov / BP1 assessed blockof school based training
6 weeks
16 / 10-Nov
17 / 17-Nov / BP1 Mid-point review 1
18 / 24-Nov
19 / 01-Dec
20 / 08-Dec / BP1 Summative review 1
21 / 15-Dec / Study leave for assignment completion
(Flexibility agreed for salaried trainees)
22 / 22-Dec / Christmas Holiday
23 / 29-Dec
24 / 05-Jan / School based training - first schoolorsecond school. Significant focus on national priorities i.e. EAL, SEND, early reading (phonics), maths, behaviour. (May include short placement in other schools to address NP.) / Pen portrait 2 (post-BP1)
25 / 12-Jan
26 / 19-Jan
27 / 26-Jan
28 / 02-Feb
29 / 09-Feb / Formative review
30 / 16-Feb / Half Term
31 / 23-Feb / School based training first schoolorsecond school (but as above)
32 / 02-Mar
33 / 09-Mar
34 / 16-Mar / Pen portrait 3 (pre-BP2)
35 / 23-Mar
36** / 30-Mar / Easter Holiday
37** / 06-Apr
38 / 13-Apr / School based training prep for BP2
39 / 20-Apr / BP2 assessed block of school based training
40 / 27-Apr
41** / 04-May / BH / 8 weeks
42 / 11-May / BP2 Mid-point review 2
43 / 18-May
44** / 25-May / BH / Half Term
45 / 01-Jun / BP2 assessed block of school based training (cont)
46 / 08-Jun
47 / 15-Jun / BP2 Summative review 2
48 / 22-Jun / Study leave for assignment completion (Flexibility agreed for salaried trainees) / Course ends 26th June 2015 / Pen portrait 4– exiting
(pre-NQT)

Sheffield Hallam University: School Direct PGCE: Programme of Taught Training 2014-15

1

Primary (5-11years) and Early Years (3-7years) 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 assignment-related / 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; Pre-/Post-assessed 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)
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
06-Oct / Preparation for the number system - making intervention work / Subject knowledge & terminology: Phonics 2 / Sound / PE 4 / Reflecting on own practice / Preparation for BP1 / Assessment for learning, differentiation / Positive behaviour management / Complete reflective posts for:
Post 8: Phonics
Plan to undertake 3 talk episodes in school for M1 ‘Talk’ assignment / Intervention session: Academic writing support
Positive behaviour management 1
13-Oct / School based training first school – cont. prep for BP1 / Submit text analysis for formative feedback
Complete reflective posts for: Post 9: Early number / Intervention session: Academic writing support
Pre-placement tutorial with SBT
20-Oct
27-Oct / Half Term
Recommended: Complete reflective posts for Post 10 Text analysis for PP1
03-Nov / BP1 assessed block of school based training6 weeks
10-Nov
17-Nov
24-Nov
01-Dec
08-Dec
15-Dec / Study Leave(Flexibility agreed for salaried trainees)
Recommended: Complete M1 assignment / Complete reflective posts for Focus children and Summaries of Learning
22-Dec / Christmas
29-Dec
05-Jan / 1-1 Principles of early calculation: addition and subtraction / Perspectives on shared and guided reading / Working scientifically: investigations 2 / Identification of barriers to learning / Complete reflective posts for Post 1: Post-BP1assessed block: reflecting on progress
Begin to read and discuss journal articles in learning groups / Academic Tutorial
(or next week)
Submit Pen Portrait v2 (post-BP1)
Intervention session: Pebble Pad
Setting up Pebblepad 2 (IT session)& intro to the assignment, including
PP1 peer check + 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
23-Feb / Using digital technology in maths / Word level pedagogical subject knowledge: Spelling (inc. phonics), handwriting & vocab development / Earth and Space / Computing 3
Foreign Languages 3 / Positive
relationships with adults and carers; Schools as communities / Emotional literacy / Intervention session
02-Mar / Geometry / Developing comprehension / Rocks and soils / D&T 1
History 1
Art & Design 1
Music 1
9-Mar / Group work in maths / investigations / Reading and writing non-fiction / Forces and
motion 2 / D&T 2
History 2
Art & Design 2
Music 2 / Pre-BP2 SBT lecture / Complete reflective posts for:
Post 2-6: National Priorities
Post 7: Specialism
Post 8: Reflective responses to reading: English / Maths / Science / Foundation subjects
16-Mar / Aspiring to outstanding / Digital literacy / Humans / Critically evaluating the data /
Preparation for BP2 / Teaching and learning strategies including P4C / Begin reflective posts for:
Posts 9,10, 11, 12 – Focus child(ren)/ Summaries of learning / Intervention session
Submit Pen Portrait v3 (pre-BP2)
Pre-placement tutorial with SBT
Evolution and the nature of science
23-Mar / PGCE Curriculum Conference / Complete reflective post: Post 13: Curriculum Conference / Intervention session
30-Mar / Easter
6-Apr
13-Apr / School based training first school – prep for BP2
20-Apr / BP2 assessed block of school based training
8 weeks
27-Apr
04-May
11-May
18-May
25-May / Half Term
Recommended: Complete all reflective posts, including Focus Child(ren) / Summaries of Learning for PP2
01-Jun
08-Jun
15-Jun
22-Jun / Study Leave(Flexibility agreed for salaried trainees)
Recommended: Complete M2 assignment / Academic Tutorial – preparation for NQT year
Submit Pen Portrait v4 (post-BP2)
Course ends Friday 26th June 2015

Sheffield Hallam University: School Direct PGCE: Programme of Taught Training 2014-15

1

Primary School Direct2014-15:

Partnership and Intensive routes

Maths

Session Outlines

Primary School Direct: Partnership and Intensive routes

Maths Subject Teaching Overview 2014-15

Dates are indicative and will be retained as far as possible.There will be some variation due to group timetabling.

Week commencing / Session title / Learning objectives
8 Sep / 1. Overview of module, Maths attitudes, mathematical talk /
  • To reflect upon own experiences of maths as a learner, own attitudes and the implications for teaching
  • To consider the variety of teaching approaches in mathematics
  • To consider how we set high expectations which inspire, motivate and challenge pupils
  • To gain an understanding of the importance of creative maths and the promotion of mathematical talk

2.Norfolk park - Maths outdoors /
  • To develop understanding of outdoor learning.
  • To experience outdoor learning and reflect on approaches.

15-Sep / 3.Oral maths, mental maths, paper maths /
  • To examine own personal attitude towards maths
  • To consider what is meant by mental mathematics.
  • To explore ways of teaching mental mathematics; including developing own experience.

22-Sep / 4.Place value and the number system /
  • To consider the strengths and difficulties within our number system
  • To consider the nature of numbers in all their different forms
  • To learn how to use models and images to underpin abstract concepts linked place value
  • To develop an understanding of the importance of place value and its progression

29-Sep / 5.Early Counting /
  • To develop an understanding of progression in early counting
  • To develop an understanding of the importance of concept image model of learning mathematics in relation to the principles of early counting
  • To begin to develop an understanding of the connective model of learning mathematics
  • To learn how working with structured imagery can help children meet these challenges and can help convey abstract mathematical concepts to children

06-Oct / 6.Preparation for the number system – making intervention work /
  • To develop an understanding of progression, including the developmental stages of mathematical learning
  • To develop an understanding of diagnostic assessment and its uses to inform planning and personalised learning in maths
  • To explore the benefits and the difficulties of maths intervention, including issues of recognising and recording impact

13-Oct
20-Oct
27-Oct / Half-Term
03-Nov
10-Nov
17-Nov
24-Nov
01-Dec
08-Dec
15-Dec / Study Leave for assignment completion (Masters 1: Talk assignment; Pebble Pad 1 e-portfolio) (Flexibility agreed for salaried trainees)
22-Dec / Christmas
29-Dec
05-Jan / 7. 1-1 Principles of early calculation: addition and subtraction /
  • To develop an understanding of the early principles of addition and subtraction
  • To know of some strategies for teaching addition and subtraction including effective ways of modelling and teaching strategies and methods
  • To have developed the pedagogical knowledge to support children who struggle with maths

12-Jan / 8.Cross-curricular maths including enabling environments and stories /
  • To understand the role of cross-curricular approaches to maths
  • To examine the use of stories as a vehicle for mathematical thinking and investigation
  • Develop an understanding of the importance of a maths environment

19-Jan / 9.Using creative statistics to develop problem solving /
  • To understand the process and progression of data handling cycle
  • To develop creative strategies for promoting the different stages of the process.
  • Consider how statistics can be used to develop problem solving activities

26-Jan / 10. The four number operations: Multiplication and division /
  • To explore the four number operations and develop an understanding of the progressive steps of learning around written methods
  • To understand the mental maths skills needed in order to use written methods efficiently
  • To be aware of the progression from mental to written strategies
  • To consider progression and development in multiplication and division across key stages
  • To develop knowledge of different teaching strategies for multiplication & division, including the use of manipulatives, models and images to teach the key principles and inverse relationship

02-Feb / 11.Fractions, decimals and percentages /
  • To consider effective ways of teaching fdrp.
  • To understand children' misconceptions and how to deal with them.
  • To analyse relevant models and images

09-Feb / 12.Measures and time /
  • To look at progression and development in measure across key stages
  • To understand the end of key stage expectations in measure
  • To relate these expectations to their own subject knowledge and understanding of measures

16-Feb / Half-Term
23-Feb / 13. Using digital technology in maths /
  • To consider how we can incorporate relevant aspects of the new National Curriculum into our maths teaching.
  • To develop an understanding of how to use ICT to enhance the learning experience in maths.
  • To explore the different packages and resources available and carry out an evaluation of their potential impact on learners.
  • To think about the opportunities to promote mathematical talk through the use of ICT.

02-Mar / 14.Geometry /
  • To understand the properties and associated language of 2D and 3D shapes
  • To develop subject knowledge and better know how to address misconceptions
  • To examine own subject knowledge of shape, including definitions
  • To develop a wider range of approaches for the teaching of shape

09-Mar / 15.Group work in maths / investigations /
  • To understand how knowledge is constructed through social interaction
  • To increase awareness of own attitude towards learning and implications for teaching

16-Mar / 16.Aspiring to outstanding /
  • To shared and synthesise what outstanding maths teaching looks like.
  • To reflect upon and plan for outstanding quality first teaching during school-based training

23-Mar / 17. PGCE Curriculum Conference – Inspiring teaching; enriching learning /
  • To develop their expertise in self-selected areas of mathematics
  • To develop their repertoire of effective activities and approaches for forthcoming final block of school-based training
  • To gain the skills necessary to take on the role of facilitator in a maths lesson

30-Mar / Easter
06-Apr
13-Apr
20-Apr
27-Apr
04-May
11-May
18-May
25-May / Half-Term
01-Jun
08-Jun
15 Jun
22-Jun / Includes Study Leave for assignment completion (Masters 2: Viva).(Flexibility agreed for salaried trainees)
Course ends 26th June 2015.

Session Outlines for Maths